Page 78 - Drobnič Janez, Pelc Stanko, Kukanja Gabrijelčič Mojca, Česnik Katarina, Cotič Nastja, Volmut Tadeja. Ur. 2023. Vzgoja in izobraževanje v času covida-19. Koper: Založba Univerze na Primorskem
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reja Klančar in Aleksander Janeš
nih in srednjih šol ter za pripravo študije o možnih spremembah (RINOS).«
Ministrstvo za izobraževanje, znanost in šport, Ljubljana.
Priporočilo Sveta z dne 22. maja o ključnih kompetencah za vseživljenjsko uče-
nje. 2018. Uradni list Evropske Unije, C 189: 1–13.
Redecker, C., in Y. Punie. 2018. Evropski okvir digitalnih kompetenc izobraževal-
cev: DigCompEdu. Ljubljana: Zavod Republike Slovenije za šolstvo.
Salehi, H., in Z. Salehi. 2012. »Challenges for Using ICT in Education: Teachers’ In-
sights.« International Journal of e-Education, e-Buisness, e-Management and
e-Learning 2 (1): 40–43.
Štemberger, T., in S. Čotar Konrad. 2021. »Attitudes towards Using Digital Tech-
nologies in Education as an Important Factor in Developing Digital Com-
petence: The Case of Slovenian Student Teachers.« International Journal of
Emerging Technologies in Learning 16 (14): 83–98.
Usar, K., in J. Jerše. 2021. Smernice za uporabo digitalne tehnologije v vrtcu. Ljub-
ljana: Zavod Republike Slovenije za šolstvo.
Yusop, F. D. 2015. »A Dataset of Factors that Influence Preservice Teachers’ In-
tentions to Use Web 2.0 Technologies in Future Teaching Practices.« British
Journal of Educational Technology 46 (5): 1075–1080.
Early Childhood Education Students’ Views on the Use of Digital
Technologies and the Use of Digital Technologies in Early Childhood
Education
The process of digitalisation requires changes at all levels of society, including
in education, not only during the COVID-19 pandemic but also after it. The aim
of the survey was to discover the opinions of future Early Childhood Educators
on the frequency of computer use, their digital competences and professional
attitudes, and to identify the role of digital technologies in their future peda-
gogical work in kindergartens. The study also explores whether there is a cor-
relation between these elements. We found that the majority of the students
use a computer on a daily basis, students show positive attitudes towards the
use of digital technologies in education and estimate that they will use digi-
tal technologies frequently in their future pedagogical work in kindergartens.
They easily familiarise themselves with new digital tools, but they have more
problems with the targeted and didactically meaningful use of digital tech-
nologies in the learning and teaching process. The study also found that there
is a strong positive correlation between students’ professional digital compe-
tences, their future use of digital technologies and their attitudes towards the
use of digital technologies.
Keywords: digital technologies, digital competences, attitude, early childhood
education
78
nih in srednjih šol ter za pripravo študije o možnih spremembah (RINOS).«
Ministrstvo za izobraževanje, znanost in šport, Ljubljana.
Priporočilo Sveta z dne 22. maja o ključnih kompetencah za vseživljenjsko uče-
nje. 2018. Uradni list Evropske Unije, C 189: 1–13.
Redecker, C., in Y. Punie. 2018. Evropski okvir digitalnih kompetenc izobraževal-
cev: DigCompEdu. Ljubljana: Zavod Republike Slovenije za šolstvo.
Salehi, H., in Z. Salehi. 2012. »Challenges for Using ICT in Education: Teachers’ In-
sights.« International Journal of e-Education, e-Buisness, e-Management and
e-Learning 2 (1): 40–43.
Štemberger, T., in S. Čotar Konrad. 2021. »Attitudes towards Using Digital Tech-
nologies in Education as an Important Factor in Developing Digital Com-
petence: The Case of Slovenian Student Teachers.« International Journal of
Emerging Technologies in Learning 16 (14): 83–98.
Usar, K., in J. Jerše. 2021. Smernice za uporabo digitalne tehnologije v vrtcu. Ljub-
ljana: Zavod Republike Slovenije za šolstvo.
Yusop, F. D. 2015. »A Dataset of Factors that Influence Preservice Teachers’ In-
tentions to Use Web 2.0 Technologies in Future Teaching Practices.« British
Journal of Educational Technology 46 (5): 1075–1080.
Early Childhood Education Students’ Views on the Use of Digital
Technologies and the Use of Digital Technologies in Early Childhood
Education
The process of digitalisation requires changes at all levels of society, including
in education, not only during the COVID-19 pandemic but also after it. The aim
of the survey was to discover the opinions of future Early Childhood Educators
on the frequency of computer use, their digital competences and professional
attitudes, and to identify the role of digital technologies in their future peda-
gogical work in kindergartens. The study also explores whether there is a cor-
relation between these elements. We found that the majority of the students
use a computer on a daily basis, students show positive attitudes towards the
use of digital technologies in education and estimate that they will use digi-
tal technologies frequently in their future pedagogical work in kindergartens.
They easily familiarise themselves with new digital tools, but they have more
problems with the targeted and didactically meaningful use of digital tech-
nologies in the learning and teaching process. The study also found that there
is a strong positive correlation between students’ professional digital compe-
tences, their future use of digital technologies and their attitudes towards the
use of digital technologies.
Keywords: digital technologies, digital competences, attitude, early childhood
education
78
