Page 161 - Štemberger Tina, Čotar Konrad Sonja, Rutar Sonja, Žakelj Amalija. Ur. 2022. Oblikovanje inovativnih učnih okolij. Koper: Založba Univerze na Primorskem
P. 161
Mnenja bodočih vzgojiteljic in vzgojiteljev o uporabi IKT v vrtcu
Somekh, Bridget. 2007. Pedagogy and Learning with ICT: Researching the Art of
Innovation. London: Routledge.
Teo, Timothy. 2008. »Pre-Service Teachers’ Attitudes towards Computer Use: A
Singapore Survey.« Australasian Journal of Educational Technology 24 (4):
413–424.
Tondeur, Jo, Martin, in Johan van Braak. 2008. »A Multidimensional Appro-
ach to Determinants of Computer Use in Primary Education: Teacher and
School Characteristics.« Journal of Computer Assisted Learning 24 (6): 494–
506.
Thompson, Alba G. 1992. »Teachers’ Beliefs and Conceptions: A Synthesis of the
Research.« V Handbook of Research on Mathematics Teaching and Learning:
A Project of the National Council of Teachers of Mathematics, ur. Douglas A.
Grouws, 127–146. New York: Macmillan.
Usar, Karmen, in Lidija Jerše. 2016. »Smernice za uporabo IKT v vrtcu.« Zavod
Republike Slovenije za šolstvo, Ljubljana.
Usar, Karmen, in Urška Stritar. 2013. »Ne/smiselna uporaba IK sredstev pri delu
z otroki v vrtcu.« V Mednarodna konferenca Splet izobraževanja in razisko-
vanja z IKT – Sirikt 2013, ur. Nives Kreuh, 180–185. Ljubljana: Miška.
Vitoulisi, Michael. 2017. »The Formation of Pre-Service Early Childhood Edu-
cators’ Perceptions about ICT Use in Early Childhood Education after an
Ecperiential Approach.« European Journal of Education Studies 3 (5): 22–37.
Zaranis, Nicholas, in Vassilios Oikonomidis. 2014. »The Main Factors of the Atti-
tudes of Greek Kindergarten Teachers towards Information and Communi-
cation Technology.« European Early Childhood Education Research Journal
24 (4): 1–18.
Future Educators’ Opinions on the Use of ICT in Kindergarten
From the future educator, it is anticipated that certain digital competencies
will be developed in accordance with the introduction of the level of the infor-
mation society, and with their digital literacy, it will be able to critically eval-
uate the meaningful use of ICT in kindergarten. The guidelines of the use of
ICT in kindergarten (2016) emphasize that educators in Kindergartens should
use ICT in accordance with their knowledge and own judgment, but the ad-
verse attitude towards the use of ICT in kindergarten may also restrict the use
of ICT in those cases where the children would gain it. In the survey, we were
interested in the views of future educators on the use of ICT in kindergarten.
The results show that respondents do not have negative attitudes to the use
of ICT in kindergarten. We have to consider the possibility that students may
have given socially desirable answers. Further research is needed to validate
the existing questionnaire and answer certain questions.
Keywords: ICT in kindergarten, future educators, digital competences, digital
literacy
161
Somekh, Bridget. 2007. Pedagogy and Learning with ICT: Researching the Art of
Innovation. London: Routledge.
Teo, Timothy. 2008. »Pre-Service Teachers’ Attitudes towards Computer Use: A
Singapore Survey.« Australasian Journal of Educational Technology 24 (4):
413–424.
Tondeur, Jo, Martin, in Johan van Braak. 2008. »A Multidimensional Appro-
ach to Determinants of Computer Use in Primary Education: Teacher and
School Characteristics.« Journal of Computer Assisted Learning 24 (6): 494–
506.
Thompson, Alba G. 1992. »Teachers’ Beliefs and Conceptions: A Synthesis of the
Research.« V Handbook of Research on Mathematics Teaching and Learning:
A Project of the National Council of Teachers of Mathematics, ur. Douglas A.
Grouws, 127–146. New York: Macmillan.
Usar, Karmen, in Lidija Jerše. 2016. »Smernice za uporabo IKT v vrtcu.« Zavod
Republike Slovenije za šolstvo, Ljubljana.
Usar, Karmen, in Urška Stritar. 2013. »Ne/smiselna uporaba IK sredstev pri delu
z otroki v vrtcu.« V Mednarodna konferenca Splet izobraževanja in razisko-
vanja z IKT – Sirikt 2013, ur. Nives Kreuh, 180–185. Ljubljana: Miška.
Vitoulisi, Michael. 2017. »The Formation of Pre-Service Early Childhood Edu-
cators’ Perceptions about ICT Use in Early Childhood Education after an
Ecperiential Approach.« European Journal of Education Studies 3 (5): 22–37.
Zaranis, Nicholas, in Vassilios Oikonomidis. 2014. »The Main Factors of the Atti-
tudes of Greek Kindergarten Teachers towards Information and Communi-
cation Technology.« European Early Childhood Education Research Journal
24 (4): 1–18.
Future Educators’ Opinions on the Use of ICT in Kindergarten
From the future educator, it is anticipated that certain digital competencies
will be developed in accordance with the introduction of the level of the infor-
mation society, and with their digital literacy, it will be able to critically eval-
uate the meaningful use of ICT in kindergarten. The guidelines of the use of
ICT in kindergarten (2016) emphasize that educators in Kindergartens should
use ICT in accordance with their knowledge and own judgment, but the ad-
verse attitude towards the use of ICT in kindergarten may also restrict the use
of ICT in those cases where the children would gain it. In the survey, we were
interested in the views of future educators on the use of ICT in kindergarten.
The results show that respondents do not have negative attitudes to the use
of ICT in kindergarten. We have to consider the possibility that students may
have given socially desirable answers. Further research is needed to validate
the existing questionnaire and answer certain questions.
Keywords: ICT in kindergarten, future educators, digital competences, digital
literacy
161
