PEDAGOGICAL PROCESS
AND EFFECTIVE POSSIBILITIES
OF MODERN ADULT EDUCATION
WITH THE SUPPORT
OF DIGITAL TECHNOLOGIES
Peter Polakovič, Marzena Półka, Marcela Hallová
PEDAGOGICAL PROCESS
AND
EFFECTIVE POSSIBILITIES
OF MODERN ADULT EDUCATION
WITH THE SUPPORT
OF DIGITAL TECHNOLOGIES
Warsaw 2018
Peter Polakovič, Marzena Półka, Marcela Hallová
PEDAGOGICAL PROCESS
AND EFFECTIVE POSSIBILITIES
OF MODERN ADULT EDUCATION
WITH THE SUPPORT
OF DIGITAL TECHNOLOGIES
Reviewers
PhD Eng. Artur Badyda
Prof. Ing. Dr Sc Rozmarinà Dubovskà English editor
Izabella Filipow First printing Warsaw 2018
Issued by license: CC BY-SA 4.0 ISBN 978-83-88446-95-5 Publisher
The Main School of Fire Service
01-629 Warsaw, J. Słowackiego 52/54 Street e-mail: wydawnictwo@sgsp.edu.pl
Press xxxxxx
5
Content
List of figures / 7 List of tables / 7 Preface / 9 INTRODUCTION / 111 DIGITAL TECHNOLOGY IN EDUCATIONAL PROCESS / 15 1.1 The use of digital technologies in the educational process / 17 1.2 The need for digital technologies in the educational process / 20 1.3 Information society and modern school / 21
1.4 Digital technologies and their function in education / 25 1.5 Digital learning in the school / 26
2 INFORMATION SOCIETY AND EDUCATIONAL PROCESS / 33 2.1 Trends in education and the use of digital technologies / 34
2.2 Digital technologies as didactical means / 35 2.3 Educational software evaluation / 37
2.4 The impact of digital technologies on education / 43
2.5 Positive and negative in the use of technologies in education / 44
3 DIGITAL LITERACY AND ITS IMPORTANCE IN THE INFORMATION SOCIETY / 47
3.1 Information literacy / 48 3.2 Computer literacy / 51 3.3 Electronic literacy / 55 3.4 Media literacy / 56
6
4 DISTANCE EDUCATION / 63 4.1 Characteristics of distance learning / 67 4.2 Specifics and objectives of distance learning / 69 4.3 Advantages and disadvantages of distance learning / 71 4.4 Applying the principles of distance learning / 73
5 E-LEARNING AS A FORM OF FUTURE EDUCATION / 75 5.1 Definition of e-learning / 78
5.2 E-learning as a learning management tool / 82 5.3 Learning management system / 86
5.4 Comparison of competitive LMS / 88 5.4.1 LMS Moodle / 89 5.4.2 LMS Eduland / 90 5.4.3 LMS eDoceo / 91 5.4.4 LMS Docebo / 93 5.5 Education of managers / 94
5.6 Students and their future profession / 100 5.7 Information technology management / 102 5.8 ICT education requirements / 105 6 PEDAGOGICAL RESEARCH / 107
6.1 Research objectives / 107 6.2 Implementation of research / 108
6.3 Methods of obtaining and evaluating data / 109 6.4 Partial results of pedagogical experiment / 110 6.5 Recommendations for pedagogical practice / 113 CONCLUSION / 117
Bibliography / 121
7
List of figures
Figure 1. Effective use of ICT in the educational process / 17 Figure 2. Model of modern education with ICT support / 22 Figure 3. The current model of digital literacy / 47
Figure 4. Online Distance Learning: Assessment Approaches / 64 Figure 5. Results of student’s questionary / 101
List of tables
Table 1. Development of educational tools / 34
Table 2. Approaches to education in terms of educational methods / 35 Table 3. Information literacy, goals and outcomes / 49
Table 4. Statistical evaluation of the experimental and control file at question 1 / 111 Table 5. Statistical evaluation of the experimental and control file at question 2 / 112 Table 6. Statistical evaluation of the experimental and control file at question 3 / 112 Table 7. Statistical evaluation of the experimental and control file at question 9 / 113
9
Preface
Nowadays we often encounter the view that the current society is increasingly based on information work. However, the company, which is based on the pene-tration of information communication technologies and information into all areas of social life, is called an information society. In this society, all aspects of life (technology, social, economics, and politics) depend on access to information. It is, therefore, natural that new demands are constantly being put on education in the information society. The current trend in pupil education and education is the requirement for the pedagogue’s ability to work effectively with information and lead to his / her pupils. In order to be able to survive in an informational society, it is necessary to emphasize digital and information literacy and the associated modern educational process. Information and communication technologies have an irreplaceable place in the educational process since their inception. Their com-prehensive control is appreciated not only by pedagogues who use the computer as a means and subject of learning, but mainly by students who use the com-puter as a tool to better understand the educational content they are learning, but also to test their acquired knowledge. The presented monograph deals with the issue of support of the educational process by information and communica-tion technologies. Attencommunica-tion was paid to the benefits associated with the use of these technologies. Monography is focused on the definition of the pedagogue’s tasks in the use of information and communication technologies as well as the characteristics of digital competences.
11
INTRODUCTION
Humanity is continuously looking for ways of improving the pro-cesses and possessions that serve it. With the development of computer technology in the second half of the 20th century, when computer technology left science labora-tories and supervised military development and began to gradually be used in social, industrial and commercial practice, naturally efforts started to apply it to education. First of all, the application of ICT in the form of teaching aids to the existing learning process has been applied. Later on, as ICT skills evolved, more sophisticated ways of deploying ICT in education in the form of assisted teach-ing technology and teachteach-ing technology can be observed. The development of intelligent learning systems has been greatly influenced by new insights from cognitive psychology – constructivism. Some partial results obtained from previ-ous research are still being used in lessons. It is commonly used today in the form of hyper-text or hypermedia (assistance in many programs, diverse multi-media encyclopaedias on CDs, navigation tools in the Internet, etc.). The principle is based on a non-linear presentation of meaning-related information and related to how it is stored in the brain.
Technology and digital technology enable the emergence of new multimedia ser-vices and applications that combine the sound, image and text that are accessible via telecommunication any-where in the world. Electronic media, computer net-works and computer systems remove barriers between countries and continents, allowing people to communicate with the world. The penetration of new informa-tion and communicainforma-tion technologies into all levels of the economy and social life is what transforms our society into an information society. It is the next stage of human development and brings far-reaching and global changes. One of the key requirements of the development of the information society is to guarantee access to information and the use of information services for all citizens. The availabil-ity of information and the ease of use of information services should prevent the emergence of two categories of citizens – those who have access to ICT and those
12 Introduction who do not. A key prerequisite for meeting this requirement is to ensure the basic digital literacy of each citizen. A digital literate citizen can efficiently, adequately and safely use ICT in their work, study and everyday life, and also recognizes and understands the social aspects and consequences of using ICT.
Current education should be geared towards acquiring basic skills typical of the information society. It includes skills related to in-formation and communication technologies as well. Computational technology has a positive influence on all school activities. Among other things, managing the teaching process by teachers, self-study and leisure. In this way, the school ceases to be the dominant source of information. They are attracted by much more attractive media and electronic resources. For school, this necessitates a change in its focus from traditional information delivery to the acquisition of methods of processing and applying information to learners. Traditional methods and forms of teaching are no longer sufficient and should therefore be upgraded. The goal of education is to educate students into independent and creative individuals capable of facing problems in life. Education is a pro-cess of multiple representations (verbal, graphic, math-ematical, and other visual and auditory), lessons and teaching functions can be more or less effectively implemented through a variety of me-dia.
There are many stereotyped, often repetitive activities in the pedagogical work. These are activities that an experienced educator performs almost automatically because they are often and almost unchanged. In particular, this concerns the execution of basic tasks and enhancing the subject with examples. In the practical conditions of contemporary mass teaching, when a teacher is bound to a certain extent by a specified curriculum, as a rule the time available for repeating and practicing routine activities is limited. As it is an algorithmizable activity, it can help a computer which gives rise to new possibilities and a welcome change into the learning process. The fact that the student is working with a computer whose patience, peace and objectivity is guaranteed, is a great advantage for the learning process. The student is forced to work independently, to search for the necessary data, to decide and choose his / her own procedures, to discover new important information and contexts more easily, and to create self-motivation. Thanks to the use of new technologies, education becomes very flexible and widely avail-able. Multimedia and the Internet enable the development of information society, change our lifestyle, give people access to a great deal of information in different ways. In order for these technologies to be used efficiently and for the benefit of a person, they must be integrated into education as soon as possible. The role of the school is not to introduce multimedia and the Internet as other thematic
13
Introduction
units in the subject of IT, but to present and use them in all subjects and life of the school and the individual – such as extensive information resources, new ways of education, or new means of communication. The term multimedia has become a common term in recent years which indicates the use of more than one medium when presenting information, e.g. using computer programs that store text, images, sound and video clips at the same time. These applications are the most frequently used in multimedia. If the user is enabled to actively interact with the application, we are talking about interactive multimedia. Interactive multime-dia therefore allow the user to control the way the information is pre-sented. A well-designed multimedia application contains a link between interrelated information. In most media programs, these links are represented by differently coloured words. The user, after choosing the so-called keyword will deliver the requested information. Such a link between related information is useful in teach-ing, as it allows the user to choose his or her own practice when working with the program. At present, a considerable part of education is executed in the form of supported teaching technology (although there are still gaps in the equipment of schools with high-quality computing). A perspective form of learning the future is e-learning, education without any time and space constraints. It is clear that the importance of ICT and its application in society continues to grow and would probably be based on lessons in future years.
15
1 DIGITAL TECHNOLOGY IN EDUCATIONAL
PROCESS
The term information and communication technologies (ICT) means information resources such as the Internet, educational applications and various multimedia and hypermedia elements that are used in the educational process. These tech-nologies work on all senses (Binkley. 2010). Thanks to their new capabilities, they have an important role to play in acquiring knowledge and information and managing the cognitive process. ICT has become an important driving force in everyday life and economic activity. Most people in Europe today use a personal computer for various purposes, especially for the younger generation, the use of a computer is common everyday. The integration of personal computers into education responds to these trends. Successful use of personal computers in edu-cation depends not only on their availability but also on user knowledge. This also applies to access to the computer network of the Internet.
ICT provides different kinds of tools that give new opportunities for classroom education. In particular, they make it possible to adapt the educational process to the individual needs of pupils and also provide the user with the important digital competences needed in our knowledge society. Pupils have to acquire a great deal of information, and therefore puts society in increased demands on the quality and quality of learning technology (Blaho, 2010), (Brdička, 2003), (Mikulecká, 2009). New methods, forms and practices, as well as new educa-tional tools, should be used to accommodate, process and provide a wide range of information. Many authors argue that the use of information and communi-cation technologies in the school system tends to bring benefits to students as part of the information society (Florián, 2004), (Gyárfáš, 2012), (Petty, 2006), (Kelemen, 2007):
1 DIGITAL TECHNOLOGY IN EDUCATIONAL PROCESS
16
in a company with a significantly higher quality of life,
in the application of educational trends presenting, for example, Cultural traditions,
in providing more effective and transparent information from individual disciplines,
in the new possibilities of management and more effective organization of the student’s and teacher’s activity in the context of education and beyond,
in cooperation with specialists who are physically remote, cooperating remotely, without the need for personal contact,
in the economic assessment of the educational process, From the field of contact,
in a more open society with the support of democratization and humanization,
in video-conferencing, cooperation in the exchange of information,
in the transition of education with an emphasis on interactive distance learn-ing, access to remote materials, virtual media, and others.ICT offers a wide variety of ways to present information and to present them. They enable us to have direct (offline) or indirect (offline) communication with virtually anyone in the world. They give us immediate access to the most up-to-date information literally in unlimited volume and forms. ICTs are therefore technologies related to the collection, recording and processing of information. Kalaš (2010) describes that they use:
traditional media such as television, video and radio,
personal computers with multimedia support,
input and output devices, means for digitization, sensing, control and measurement,
the Internet and its services,
integrated education programs (complex computer learning environment),
means for video,
conferences, e-mail, electronic and programmable toys, automatic transducers, answering machines and automaticdata-
the use of these resources in a variety of ways promotes education, learning and other activities in the field of education, thereby enhancing information literacy.1.1 The use of digital technologies in the educational process 17
1.1 The use of digital technologies in the educational process
It is generally assumed that ICT has a positive impact on learning (fig. 1). The benefits go beyond the use of computers and the Internet. It also includes the use of technologies other than digital cameras and mobile phones that can support pupil education and personal development. Currently, the theory of constructiv-ism is the most embedded in teaching ICT (Pound, 2005). Nair (2009) and Byron (2008) report that pupils and students are coming into a class with some experi-ence and based on them with cognitive structures.
Figure 1: Effective use of ICT in the educational process
Source: (Tapscott, 2009)
These changes, transformed under the influence of new experiments, so that these experiences, respectively. Information incorporated, integrated into exist-ing structures. This structural link between new and old information, as well as the various ways of processing the acquired information and the thought-based activity derived from them, new knowledge and conclusions are from the point of view of the learning active constructing process, which is a prerequisite for meaningful learning. What all can bring ICT into the educational process, what are the general goals of using ICT, says Papert (1993):
developing cooperative and communication skills (plan for work, identify partial problems, share the role, combine partial solutions, publicly present results),1 DIGITAL TECHNOLOGY IN EDUCATIONAL PROCESS
18
developing the personality and creativity of the student (knowing how to choose the right medium for creating and expressing their thoughts, opinions and feelings),
developing metacognitive competence (learning by discovering, constructing, thinking about one’s own abilities, learning about it) (Kalaš, 2009),
developing formal and logical thinking, identifying methods to solve problems,
developing the skills needed for research work (e.g. to carry out a simple research project, to formulate a problem, to obtain information from appro-priate sources, to find solutions and causality, to discuss the problem, to make conclusions),
respecting intellectual property (understanding that information, data, knowl-edge, and programs, are intellectual work products, are subject to ownership and value) (ISTE, 2007).The contribution of computers for education and learning, which also states (BECTA, 2008):
computers create a reliable and attractive learning environment that does not hinder or hurt children, on the contrary, attracts and attracts them,
the student’s computer does not mock, but even has the ability to handle and help (for example, problems with a spell-checker, or can provide services as a spell-checker) and provides them with intimate feedback,
computer systems respect the student’s individual requirements, his / her learning speed and ability,
learners whose teachings do not enjoy using computers can excite learning and can contribute to their school success. For example, the ability to create custom documents positively enhances the relationship with books (Cohen et al., 2007),
computers give the pupil an opportunity to be successful where he has not been successful before and often experienced a trauma of failure. Research shows that with computers, children can learn to read and write for three years (Černochová et al., 1998),
computers quickly access rich information sources. At present, educa-tion is increasingly important to work with informaeduca-tion, visual and graphic communication.According to ATC21S (2010), Cuban (1986), Green (2007), and other authors, we can use personal computers in the learning process practically at each phase of the lesson (motivation, access to new lessons, training, consolidation, and
1.1 The use of digital technologies in the educational process 19
knowledge). There are many ways we can incorporate them into the learning pro-cess, Lockitt (1997), Sarason (2002) and Papert (1980) mention some of them:
preparation and presentation of various materials (papers, pictures, diagrams),
teleprojects – preparation, mutual communication between participants, processing and presentation of results of pupils, experimentation using com-puter-related experimental devices (measurement of physical factors),
training programs (web tutorials, websites, etc.)
use of lesson programs directly at the lesson, every pupil at the computer,
the inclusion of selected elements (pictures, animations, schemes) into the teacher’s interpretation,
simulation of experiments,
as a demonstration (demonstrated by a teacher), possibly intended for pupils’ own experimentation (each pupil at the computer),
provision of self-study programs for pupils,
test programs.With regard to the use of ICT, we offer the concept of information literacy. Infor-mation literacy means all the knowledge, habits, skills and understanding needed for prime, safe and productive use of ICT, the ability to learn how to use ICT effec-tively in future employment, and the use of ICT to streamline the learning process itself.
Kalaš (2011), Papert (1996) mention the requirements for the digital literate pupil and the teacher as follows:
uses information resources and information tools to solve problems,
uses information resources and information tools to support their learning in different contexts,
understand the social aspects and consequences of using ICT.According to Fischer (2005), the digital and informal literate pupil knows:
communicate and present information,
process information,
use ICT to manage external processes (robotics),
monitor, model and simulate using simple simulation computer games, build-ing civilizations, modellbuild-ing transport systems.1 DIGITAL TECHNOLOGY IN EDUCATIONAL PROCESS
20
1.2 The need for digital technologies in the educational process
Modern ICT has changed culture and society to a scale comparable to Gutten-berg’s book print invention. Our time is characterized by a massive information explosion. The amount of knowledge available to mankind grows enormously fast. Since the end of the 18th century, the volume of information has doubled every five years. The more information mankind has at its disposal, the more important it is to know how to sort, process and render information to other people. Without a telephone, telegraph, communications satellites, modems, and computer networks, that is, information transmission machines, the world would remain divided as it has been for many thousands of years.
The rapid development of ICT, which we are witnessing today, addresses all the areas of our everyday life. It is not otherwise in education. ICT and the develop-ment of technology create new opportunities for self-realization of people, for meeting their needs and creating new values. The personal computer and mod-ern communication technologies as a modmod-ern information tool do not greatly increase the professionalism of the teacher’s work. When used appropriately, it opens the window to the world and provides the teacher and his pupil with an infinite range of new knowledge and also helps manage the educational process itself.
The school as a social institution is forced to participate in the process of modern-ization, which is characterized by an increase in the need to work with modern means offered by information and communication technologies. Pasch (2005) states that modern information and communication technologies based primar-ily on the computer network of the Internet are able to accelerate the entry of primary and secondary schools into the information society through a new way of connecting them to the world and supporting the use of multidisciplinary applications in schools. The current pupil simply needs to be ready to control the information environment in which he / she is located and to have active user access to information technology technologies and techniques. Working with information and the use of modern information and communication technologies must be integrated into the methods and content of various subjects. While these skills are sometimes considered to be something extra, they must be taken as part of everyday life. Most of them are then a prerequisite for future employment. The basis of modern multimedia didactic systems opens wide possibilities of creating integrated teaching systems, didactic aids for the teaching of natural
1.3 Information society and modern school 21
sciences and technical subjects (Gonzáles et al., 2012). Multimedia didactic sys-tems are conveniently modelled, simulated, and thus perfectly illustrated by the real-time course of biological, chemical and physical events. Modern multime-dia teaching systems can be used in the educational process, from the memultime-diation of new information to knowledge control. These multimedia systems are more effective in perceiving pupils by the co-operation of multiple receptors, so it is right to say that their use is enhanced by the didactic principle of clarity. Simply put, in order to achieve the basic educational goals for preparing pupils for life in the information society, it is essential to create conditions for the educational process at elementary schools that will allow for the correct and effective didactic use of ICT.
Putting information and communication technologies into daily life in society forces people to become more active in this area, not exempting the education system of that country. According to Newby (2010), every modern school should be an integral part of the whole process of preparing pupils for work and leisure in a modern society. Today’s pupil must be prepared to handle the information environment and active user access to information resources. Information and communication technologies are part of the educational process as well as sup-porting means in various subjects and, on the other hand, as an integrated part of the content of the teaching of selected subjects.
At present, modern computing technology allows us to acquire, transmit, sort, present, search for and evaluate information of a different kind, thereby speeding up and individualizing the pace of their acquisition. All this makes us technical progress only, but only those who participate directly or indirectly in this pro-cess can solve problems sucpro-cessfully, a pedagogue who performs the educational process and a student with increased interest and intensive work. Cognitive interest is an important factor influencing the process of education, development and personality formation. An optimally organized learning process leads to the development of cognitive interests in the case of productive activity. Interest in such a case is a consequence, but also a necessary condition for such an activity.
1.3 Information society and modern school
Stimulating the development of computer science is primarily the introduction of computers into everyday life, which in the global process we call comput-erization. Its goal is to quickly and fully utilize all the knowledge in all socially
1 DIGITAL TECHNOLOGY IN EDUCATIONAL PROCESS
22
important sectors of human activity. The basic characteristic of informatization is the universality of information methods for the use of information technology in all fields of human activity. Beltz (2011), Kalaš (2010) and other authors state that the prerequisite for its implementation are:
purposeful use of information,
purposeful use of technology and technology information,
institutional basis,
human factor.From a gnostic point of view, computerization requires the creation and main-tenance of a valid and integrated model of the world that allows the company to predict and dynamically regulate its development at all levels, from individual negotiation to worldwide operations. It should reduce the human effort require-ments in production processes, it should radically increase human performance in other activities and ensure the transition from the production stage (what to do) to the technology stage (as it does). Therefore, it must be part of the training of experts, as well as an active knowledge of the possibilities of using modern technologies in their own work, which we call the computer literacy (fig. 2).
Figure 2: Model of modern education with ICT support
Source: (Binkley, 2010)
Information technology as a science is different from its applications. Sarason (2002) states that applied computer science provides information and com-munication technologies, which are standard procedures for automated data processing. Information and communication technologies may not necessarily be computerized, including all the ways in which information is acquired, exchanged
1.3 Information society and modern school 23
and processed. ICT enables instant exchange of information (one-way – televi-sion, two-way – telephone), storage (video, CD, DVD) and further processing (mostly via a computer). Great attention should also be paid to the ability to con-vert one type of information to another.
Using ICT is another very common term, namely informative literacy, which can be understood as the ability of a person to use modern information communication technologies and means in the ordinary life (Sanchez, 2010). For modern ICT and resources, we mainly count computers, computer networks and mobile telecom-munication devices. The content of the concept of information literacy changes over time, but in some definitions we can find some common features. According to Nora (1978), information literacy mostly includes the following capabilities:
to recognize when the information is needed,
locate various resources containing the necessary information,
find the necessary information in these sources,
know how to critically evaluate this information,
use the information obtained to solve problems,
effectively communicate information to other people at different times, not only in direct contact, but also through different technologies.The concept of information literacy is also defined in the document of the State Information Policy 2001 in Education. These are:
ability to use the computer and its peripherals as a working tool (for writing texts, performing mathematical operations, solving simple practical problems using common application software around the level of basic management of office systems, the ability to print the prepared or acquired texts),
ability to understand text structure and create a simple multimedial document (i.e., a document in which a text, static or moving graphic and audio record is linked),
ability to use a computer connected to a computer network (sending and receiving e-mail, exchange of multimedia documents, Internet search using web browsers),
ability to orientate in their own computational system (i.e. work with files, data retention, basics of working with the operating system, etc.).For the current state of information and communication technology, this is basic knowledge, but it does not have to be essential for working with ICT within
1 DIGITAL TECHNOLOGY IN EDUCATIONAL PROCESS
24
10 years but this area is very dependent on the state of the art and can make rapid changes.
At present, we are increasingly confronted with the view that the current society is increasingly based on working with a wealth of information of a different kind. The company, which is based on the penetration of information and communi-cation technologies into all areas of social life, is called an information society (Belz et al., 2011). In this society, all aspects of life (technology, social, economics, and politics) depend on access to information. It is, therefore, natural that new demands will be placed on education in the information society.
The current trend in educating and educating pupils is the requirement for the teacher to be able to work effectively with information and to lead his / her pupils. In order to be able to survive in the information society, emphasis must be placed on information literacy and related information education. Information education is a complex, conscientious acquisition process (Newby, 2010):
knowledge of disciplines dealing with the collection, processing, storage, acces-sibility and use of different types of documents and professional information,
skills and habits for working with different types and types of docu- ments and professional information and resources.According to Mikulecká (2009) and Rischard (2002), information education is an intentional, purposeful and planned process of man’s preparation for the cre-ation, acquisition, processing and use of information in personal and working life. The presentation is information preparation in a specific environment (schools of various degrees, libraries, business system of education). Information educa-tion can be understood in a wider and narrower sense. In a broader sense, it is the realization of rational education and the preparation of man for the use and creation of knowledge in order to obtain a coherent system of knowledge, skills and habits in the cognitive process and the ability to apply it creatively in all areas of social and personal activity. In the short term information education, we understand the concretization and implementation of concepts and programs in specific socio-information environments.
In order to survive in the information society, it is necessary to put emphasis on information literacy and related in-formation education. Information education is a comprehensive target-based process of acquiring knowledge from disciplines dealing with collecting, processing, storing, making available and using different
1.4 Digital technologies and their function in education 25
types of documents and professional information, skills and habits for working with different types and types of documents and expert information and their resources (Papert, 1996).
1.4 Digital technologies and their function in education
Given that information technology is very broad in terms of concept, we can think of modern ICT as a technology that primarily uses the personal computer to mediate and process information.
Over the past twenty years, the development of ICT use in education has under-gone three basic phases (Kalaš, 2010). The first phase took place in the late 1970s and early 1980s. At that time, the first computers were delivered to some schools, mainly in northern Europe. There was no concept or involvement of this technique in the curriculum of various subjects. Only informatics was taught as a separate discipline. The results in this period were not very good. The second phase came with the advent of multimedia computers, which led to a change of perspective on the possibility of using ICT in education. More state-supported pilot projects have been launched in several countries to help finance the emerging education industry and highlight the real potential for a future significant growth in the market for these products and related services. The third phase (current) is cur-rently up to date. All EU countries, as well as others, attach the key importance of connecting school computer networks to regional, national and international networks via the Internet. Educational schools, libraries, research centres, muse-ums, government and local authorities, as well as some commercial companies, are considered to be part of the emerging educational networks. The objectives of this phase can be summarized in the following four points (BECTA, 2004):
to clarify the most important objectives of the concept of ICT use in education,
to show appropriate examples, the practical implementation of ICT and to identify obstacles,
to produce a critical review of achieved outcomes and future tasks that would directly influence the development of ICT use in education,
where benchmarking data are available, define the benefits of using ICT in teaching and in the organization of education.The use of ICT in the educational process takes place in two basic areas, which are somewhat intertwined and are not completely separated from each other.
1 DIGITAL TECHNOLOGY IN EDUCATIONAL PROCESS
26
The computer basically “replaces” the teacher, with his help we can greatly expand the area of receiving information, active response, mutual dialogue, we can deepen the control of the learning process. The computer can also explore how a pupil builds his own knowledgeable structures and effects his personality. According to Cohen (2007), we consider in this sense:
computer-based education: training, exercising, type training – reaction – fixation,
computer literacy: simulation of games and the use of computer models to develop the ability to solve problems and creativity.The computer becomes a teacher’s helper, and rather it complements traditional education. This feature can be performed in several variations:
computer assists in the preparation of educational materials (programs, learning tasks, means for detecting input and output levels of knowledge, etc.) (Cuban, 1986),
computer contributes to improving the control of the learning process – pro-cesses data on the course of education, evaluates the results of knowledge control. In this function, the computer frees the teacher from routine activities,
computer, based on the data acquired, decides on the student’s progress in the study and, if appropriate, refers it to another source of information (Block, 1995).1.5 Digital learning in the school
If we want to evaluate the contribution of ICT integration to education, the fol-lowing pros and cons can be formulated.
Kalaš (2009), Gottesman (2000), outline the positive features of ICT integration in education:
non-violent acquisition of basic knowledge and skills of working with ICT (building a natural relationship with ICT as an appropriate and necessary tool for orientation in the information society),
creating habits for a new style of learning and working with ICT (inclination to a self-directed or self-guided style of self-education)1.5 Digital learning in the school 27
significantly better integration of pupils with the most diverse handicaps (ICT leads to the removal of communication and social barriers – for example, in the case of the blind and permanently overcome dysfunctions – dyslexia, dyscalculia, etc.)
teachers will create a space for creative design education in their own learning by eliminating monotonous activities,
development of pupils’ communication abilities, presentation of results of work, dialogue about their senses and quality,
ICT also makes it possible to bring high-quality teaching methods to places without a good teacher (problem areas, minor classes, home-based teaching), facilitate edu- cation anywhere and at any time, support the necessary lifelong self-education habits.According to Green (2007), Sarason (2002) and Florián (2004), the following negative consequences of the insensitive deployment of ICT in education can be seen in education:
personnel and financial demands on the maintenance and preparation of ICT,
increasing demands on the school’s educational capacities (spatial, personal),
however, ICT can lead to a reduction in communication and a reduction in language (a typical example is the language level of most e-mail messages that are very close to speech, including unsigned terms, abbreviations, and slang);
ICTs increase the likelihood of social leakage (the preference is given to electronic, digital communication via computers prior to physical personal communication, and “natural”, in particular verbal communication channels are gradually being restricted).Bloom (1956), Bezáková (2010) and others report as additional potential risks in the implementation of ICT:
trying to use computers to promote overcome learning methods,
introduce technology even where teachers are not ready,
the effort to deploy technologies even where it is not necessary,
the effort to replace the teacher with computers,
reassessing the importance of easy access to information,
the effort to attract attention,
Internet may be a site of inappropriate activity and a source of inappropriate materials.1 DIGITAL TECHNOLOGY IN EDUCATIONAL PROCESS
28
Integration of ICT into education plays an irreplaceable role in teaching software. Tutorial software is a computer program that allows the system-computer to per-form didactic functions. Educational software controls the work of the computer and, depending on its quality, differs from one another to the way a pupil, Pupil’s personality traits and education. Can perform the role of lecturer, repeater, examiner, can modulate unique situations, set different tasks, provide ongoing and final feedback. Educational software can be single-purpose or versatile (the user will “fill” it with the teacher according to their needs). Abroad is sometimes referred to as teachware.
According to Kalaš (2011) the educational software must provide three neces-sary conditions:
transferring information to a pupil,
control of the acquired level of knowledge,
reaction by results – feedback information.The typology of the educational software is more, here we are typology accord-ing to:
According to the user to whom the program is intended:
for elementary school pupils,
for primary school pupils requiring special care,
for pupils of vocational secondary schools,
for college students,
for adult education. By theme:
technical departments,
natural unions,
humanitarian departments,
social unions,
arts departments,
medicine,
pedagogy.1.5 Digital learning in the school 29
According to the used programming tools for the development of educational software:
lower Programming Languages – Basic,
higher programming languages – Turbo Pascal, C ++,
authentic languages – Logo, Lisp, Prolog, Topic,
educational systems – Plato, Polyway, Amos,
intelligent educational systems – Sophie, Mycin, Traps.The next classification is according to the functions of the educational programs: Educational programs to perform this function are in the form of educational soft-ware, provide for consolidation, training and deepening of acquired knowledge. Didactic tests that are included in education as input, intermediate or output tests are a very appropriate application. Testing or self-testing requires a clear answer, but it can also be linked to computer repair. The test is immediately processed and the results are displayed on the screen. The problem of computer testing has both supporters and opponents. The main benefits are facilitating the work of the teacher, for the students it is again the strangeness of the computer. A quality test can be part of pedagogical diagnostics (Prucha, 2006).
According to Rieber (2004), computer simulation means a goal-oriented work with a system model, with the algorithm of this mathematical or formal-logical model being mediated by a computer program. The model can be an image of the whole object, or it only shows certain properties. The didactic function of the synthesis lies mainly in the area of representation. The computer is used, for example, to simulate physical, chemical, biological, ecological and economic laws, or to simulate different processes and processes that cannot be transferred experimentally for financial or security reasons.
We use the educational software to receive, store and process the measured data. It is very advantageous to use the computer as a measuring instrument in very fast or very slow processes (Rusk, 2009).
Didactic games contribute to the learner’s motivation to learn, support his / her susceptibility to new facts, and stimulate his / her initiative. The didactical game can serve to practice the subject or to present the substance. It is also suitable for first learning of a pupil with a computer. The didactic computer game has other
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functions than ordinary entertaining computer games and is of great importance for the development of students’ cognitive processes (Kalaš, 2012).
According to Papert (1996) its computer game didactic functions include:
measuring your own strengths – the pupil acquires information about himself and does not have to spread it to anyone else, he can compare himself with the performance of others, when the bad results are found, the student improves with further training,
motivation – the pupil satisfies the need for self-knowledge (information about his / her advantages and shortcomings), the need for knowledge (the student gradually discovers the rule of the game by actively searching for opti-mal solutions) and the need for self-realization,
educational function – its quality determines the value of the computer game in terms of the cognitive goal (educational and cognitive goals) and in terms of an effective goal (attitudinal, value and, in the narrower sense, educational),
competitive Feature – This computer game features a beneficial emotional effect not only in the relationship between two pupils in one computer game but also in the student-to-student relationship and is closely related to the need for greater student focus and attention to the problem,
collective function – Applies when game is, for example, for more students than a computer, it means that the pupil combines his / her strengths, ideas, experiences and solves together and decides on a specific problem,
the decision-making function is something new to pupils in comparison to classical education, as the game gives the student the feel of his or her own decision without the risk of a real experiment. Decision making is clear and the learner is able to repeat the process of resolving under changed or difficult conditions (Zounek, 2006).When choosing training programs, we must follow a series of criteria. In addition to users, it is also necessary to follow pedagogical ones. In the following lines, at least a brief summary of the underlying (Rusk, 2009) is given below:
content – constitutes the basic criterion for deciding on the acquisition of the program, the educational content contained therein must correspond to the curriculum,
hardware – When selecting educational programs, it is necessary to consider the equipment of the school by means of technologies,1.5 Digital learning in the school 31
psychological and pedagogical criterion – depends mainly on the extent to which the educational software adapts to the pupil’s individual abilities and to what extent increases the efficiency of education. For scheduling programs, it is necessary to monitor whether the simulation is quantitatively and quali-tatively correlated with the real phenomenon.33
2 INFORMATION SOCIETY AND EDUCATIONAL
PROCESS
At present, much is being said about computers, computer technologies, multi-media, and their inclusion into education. The area of digital technology use in education is not only a matter of fact today, because historically we can observe this phenomenon for at least twenty years. The school system and education are largely influenced by the development of the company itself. This impact is par-ticularly noticeable when looking at the past. Co-operation with its direction has always had an indirect influence on education and its development. This is natu-rally quite the case today (Velšic, 2011).
The rapid development of technology, which has been going on over the last few decades, has a particularly significant impact on the education system that has to respect and adapt to it. The use of computer and technical systems in the educational process is now common and obvious. While in the industrial society the capital is the main strategic source of development, information, knowledge, knowledge becomes information society (post-industrial). Critical to the func-tioning of the information society is education to ensure that people are able to orient themselves in, understand, and use them (Vaníček, 2005). The rapid pace of innovation in technologies, especially information, significantly increases productivity and production quality. Education should include the basics of tech-nology, technology and economics.
ICTs are currently taking on all spheres of everyday life, and their gradual appli-cation to eduappli-cation has become a necessity for eduappli-cation. Incorporating ICT into education is not easy and this process has undergone some changes. For the gradual development of the company in the so- Waves were pronounced by major authors of forecasts about the future development of the company. One of the first to use information and communication technology was Toffler (1980) in
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his book The Third Wave. By this term he tried to describe the near future, third wave – the third stage of the development of the human society, which comes from an agrarian and industrial state.
2.1 Trends in education and the use of digital technologies
Especially in the conditions of elementary school it is now necessary to count on the basic contradiction between the tendencies and demands of the information society and the habits and possibilities of traditional school work. Changes in the purpose, content and methods of their work cannot be avoided by elementary schools, including the information and communication possibilities of comput-ers and computer networks. Therefore, at the level of nursery schools, children must be prepared by a modern way of information education to control the infor-mation centre in which they are located. Under such a conception, pre-school children should be encouraged to use ICT in their basic use and use of computers and, in particular, in a qualified and critical assessment of information.
According to Tapscott (2009), it can be specified from the developmental point of view of the education tool, Table 1:
Table 1: Development of educational tools Past tools Current tools
Textbooks and booklets Original sources of information and pupils‘ materials Linear text with images Hypertext and multimedia
Classical learning aids Virtual models and simulations
Direct observation Technologies supported by non-direct observation The reality presented by
educational films Interactive virtual reality Teacher – the only source of
knowledge Contact with a number of experiments in different departments The results submitted to the
teacher The results are presented to classmates and the public
2.2 Digital technologies as didactical means 35
According to UNESCO ICT (2011) in terms of the development of educational methods, two types of access to education can be specified, Table 2:
Table 2: Approaches to education in terms of educational methods Instructive approach Constructive approach programmed instruction project teaching solid outline and standards thematic curriculum
required specific knowledge requesting to complete the task learning by drilling learning by understanding the context objects separated subjects thematically linked
class separated Classes thematically connected pupils divided by age division by capability and interest Pupils all do the same individual or group tasks
errors are corrected immediately errors by the source of instruction testing and marking verbal evaluation
teacher by the highest authority teacher helper and guide
discipline with the highest honesty the interest in education with the highest honesty school closed environment school open environment
the teacher is a source of information anyone can be a source of information
Source (UNESCO ICT, 2011)
2.2 Digital technologies as didactical means
One of the prerequisites for enhancing didactic efficiency is to create greater use of didactic resources in the daily education process. Educational activity enriched by these tools is much more attractive and accessible to the intellectual abilities of a pupil. In the educational process, it is about introducing and applying such didactic methods and aids that will enable us to learn more effectively, so digital technologies can be included among such effective means. A properly applied
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computer with properly selected and used software equipment can greatly con-tribute to streamlining the learning process.
The effects to be achieved in the development of a pupil’s personality depend on the use of the specific didactic functions that the computer performs as a learning medium. These functions are (Skinner, 1968):
motivational function,
information function,
control function,
rationalization function.Schools are gradually setting up multimedia classrooms where educational content is mediated by a pupil through a multimedia computer. Multimedia com-puters connected to a computer network communicate with the pupil with an educational subject. Information can be transferred using the Internet or multi-media applications. Multimulti-media applications that contain multimulti-media elements such as pictures, photographs, diagrams, charts, animations, sounds, and video. It is possible to assume that electronic publications will achieve mass extensions in the future. On the increase of simplicity, we can supplement education with three-dimensional graph (3D) and virtual reality.
According to UNESCO ICT (2011), we enter a personal computer into a group of interactive visual tools. The effects that will be achieved in personality develop-ment depend on the use of specific didactic functions that the computer performs as a didactic device.
Motivation is based on an individual’s focus, determined by its long-term needs and predetermines the nature of its activities. The particular motivation arises from the interaction between the outside and the internal motivational disposi-tions, and the actual motives of the actual activity are created. The motivational basis in the subject’s identification process is given by the motivational disposi-tions of the pupil, The curiosity of the discoverer, a good deal of new knowledge and success, and so on. These motivational dispositions can be developed primar-ily on the basis of mouse-learning and cognitive activity itself. They are interested in a particular subject.
The main function of the information function is the mediation and transfer of information facts and general knowledge into the memory of the pupil.
Typi-2.3 Educational software evaluation 37
cal forms of implementation are: interpretation, lecture, textbook study, record keeping, direct observation. The names of terms, facts, products, certain opera-tions, whether physical or thoughtful, are stored in the memory.
Stager (2005) points out that the management function is closely related to the information function, controls the effectiveness of the educational process and its impact on the pupil himself. Through the computer, not only is the amount of information transferred, but the exchange of views of a learner with the subject of learning can be governed, through instructions and the way the content is pro-cessed. Thought management is reflected not only in the formation of firmly fixed thought processes but also in impulses.
The rationalization function serves to meet the requirements of a high level of education, it is necessary to use learning time to achieve the best results. We can also say that a number of activities that are feasible on a computer are cheaper and faster than with other means (Triling, 2009).
These basic didactic functions of the computer in the educational process act in a complex way and can be specified only by a theoretical analysis. To optimize pedagogical processes, computer functions need to be used conscientiously and effectively as one of the most advanced educational tools.
2.3 Educational software evaluation
The question of the effectiveness of the use of educational software was always in opposition by two groups of educators. The first group was pre-taught about the effectiveness of teaching through educational software, and the second, which was sharply opposed to the extensive use of these modern electronic educational tools. In the literature, we will meet many computations of the positive and nega-tive aspects of this modern lesson. However, it is important to recognize that the benefits of using the educational software do not interfere with the clarity that is overvalued in professional research, but it is based on the fact that the process of effective learning is based mainly on clarity and understanding – Understanding the learning unit. Vaníček (2005) outlined this misconception quite precisely: We distinguish the terms of clarity and clarity. “ Even if we use the computer to educate and educate it will be clear, however, it does not mean that it will be clear to the pupil. Conversely, only a computer-aided teaching can be so comprehen-sible to the learner that they understand the matter without difficulty. Putting the
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computer into education does not mean that it is more efficient, but its applica-tion may in some cases be counterproductive.
In literature, we often encounter categorization of educational software, which many schools underestimate, and so often pupils and students receive programs that do not fulfil their primary didactic function – effectively educate themselves. In order to properly select the right program, it is necessary to set out the basic requirements that the software should meet in order to become a fully functional learning tool. Fisher (2005) lists several categories in which he categorized the educational software based on a survey of 148 domestic and foreign programs. Depending on interactivity, the software divides the software into:
programs with interactive elements,
programs without interactive elements.In this case, interactivity can be taken as a very essential feature that enables the learner to actively influence the course of the program, thereby enhancing his / her passive participation in the educational software. As another key mea-sure for categorization we can mention the presence or absence of feedback that can correct the pupil’s path to the educational goal. The software can be divided into:
software with feedback,
software without feedback.The education organization provides us with an additional breakdown of the educational software to the following:
programs for school teaching,
self-study programs.If we look more closely at the installation options and how to use the software, we need to consider their online or offline functionality. According to these criteria, we divide the software as follows:
software executable offline,
software executable offline with online support,2.3 Educational software evaluation 39
For offline executable software, installation is required directly on the host com-puter or on that school’s server. However, some schools also take advantage of the remote server installation options and their functionality is online by sharing over the Internet. However, we are currently seeing an increase in educational software designed to be installed on local school computers, with online support being able to receive a variety of content updates or the possibility of online pupil testing. Looking at the past, the software was created with one thematic set, but over time they covered two or more themes, allowing them to multi-level struc-turing the program. We distinguish between content coverage:
software monothematic,
multidisciplinary software.From a purely didactic point of view according to the number of didactic func-tions, the teaching software can also be divided into the following:
software with one didactic function,
software didactically multifunctional.It is not specifically determined which of these two types of software is more suit-able for school education, all depends on the goal to be fulfilled by the program. For the fixation part of the lesson, one-function software will be used (and others may be used – with both single and multiple functions). More recently, there is a growing need to talk about the need for interdisciplinary relationships, so the software that is focused on more subjects is beginning to appear on the market, but it is still very popular among teachers, One-word software. In today’s special category, Didactic computer games focused primarily on relaxation, entertainment and personality development, and have an educational and educational character. The environment of the virtual world so today can teach the world a real world. Educational software is called software designed for education as a suitable means for educators for the needs of the education process. In school, software that is not directly taught for education is often used for educational purposes. The most used software used by school teachers can be divided into the following categories:
MS Office,
multimedia encyclopaedia,
computer games,
online web software,2 INFORMATION SOCIETY AND EDUCATIONAL PROCESS
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According to Block (1995), we can divide the educational software into the fol-lowing categories:
by subject,
according to the educational paradigm,
according to the cognitive phase,
by function.Block (1995) further divides the educational software used in education as follows:
instructive programs,
simulation and modelling,
tools for obtaining information,
tools for working with information,
computer communication tools.Blaho (2010), Kalaš (2012) argue that instructive software is software where to a certain extent the personal computer is supplemented by a pedagogue who leads education in a traditional manner. We can consider quizzes as basic and they test and allow self-evaluation of those involved. Quizzes can be appropri-ately assigned to the educational unit to check and verify the acquired pupils’ premises. Appropriate quizzes can lead to motivation for pupils and the need for further education. They can be useful before planning appropriate lessons or after learning to measure progress. We use knowledge-based software to auto-mate knowledge. It serves to consolidate facts (memorizing historical events, names, dates, places, multiplication table, vocabulary), practicing and automat-ing certain activities (for example, rapid countautomat-ing). Motivation is often the form of play, for example, Detective puzzles, races on time. Questions or tasks are either selected from a certain set of tasks or automatically generated (for exam-ple, examples of stitching). Pro-gram learning involves interpreting, testing and “tutoring” knowledge. Programming learning software cyclically repeats the fol-lowing range:
screen output – interpretation,
student input – testing.If the answer is correct, the learner goes to the next part, if not, a suitable screen is displayed that invites the student to re-enter. Kalaš (2010), fig. 6, considers
2.3 Educational software evaluation 41
a further tutorial similar to a lecture or textbook to be another useful means of obtaining information. Such software can be advantageous if the subject is better taught using multimedia or e-learning. sounds, colours and animations can often express the subject matter in a very clear and fun way. If the curriculum is very complicated, it must be divided into smaller parts, or it should allow the user to discontinue teaching, remember the situation in which he finished and con-tinue to do so later. A good tutorial allows students to skip the areas they already control. At the end of each section should be a summary and a review. Tutorials include active feedback. They do not need to be confused with information-gath-ering tools that use content-only interaction, otherwise passive, or exercise and repetition programs that only build up skills in certain skills taught elsewhere, or practice memory memorization.
In the above-mentioned instructive systems, we can say that the technology controls the user and not the user controls the technology. The extreme attitude in this area says that with a teacher as a teacher, learning is more flexible than a teacher in a class, a pupil can work at home, at a time he chooses, with his individual tempo. The computer gets tired, does not interfere repeatedly with answering questions, and so on. (Bezáková et al., 2010). The opposite attitude says that counting fails to provide such flexibility and individual attitude as a person. Most educational programs in schools are programs for automation, i. Practicing and consolidating the curriculum. These programs are the easiest to create and are popular with teachers – they save time, they are mostly very easy to use, do not require much pupil supervision or a lot of preparation, provide pupils with feedback, etc. Negative to this type of software is focusing on the knowledge of facts or the automation of a certain activity, more than the ability to think or look for the essence of things. If modern technologies integrate into the cognitive process predominantly on an instructive basis, it strengthens the traditional closed model of the school, and the innovative potential of new tech-nologies is used only to a minimum.
A very important element of educational software is computer simulation of events. Computer simulation involves software representation (model) of a cer-tain real situation. The user enters input conditions for the model, the software processes them according to the relationships and rules that are specified in the model (Kalaš, 2010).
Another subcategory of educational software is computer simulation. The stu-dent can enter entry terms for the model, the software processes them according
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to the relationships and rules that are specified in the model. Simulation is the model we use, usually opaque, with many different inputs in real time. Simula-tions allow several ways to arrive at a solution, as well as more than one output. The value of the simulation in learning is to provide feedback, which is the mod-el’s response in this case, which enables the pupil to acquire skills and improve them. If the simulation is realistic in important aspects, the acquired skills should also be applicable in a realistic situation. Simulations are useful for training those skills that would be realistically challenging, dangerous, risky, protracted, costly or otherwise unacceptable, such as aircraft piloting, nuclear power plant manage-ment, or surgical operations. Simulations support experimental learning where a pupil can experiment and train skills. Simulation is a simplification of the real world. This is good from the point of view that only important aspects of reality are simulated, and that to the extent that reality is reduced. Simulations can and do not run in real time. Simulation games or games are simulations in which there are two or more players, some of which can be represented by a computer. Players compete, trying to achieve a goal, such as the highest score. Examples can also be complex games such as games of management teams in a simulated eco-nomic environment. The presence of other players with their independent goals adds the reality of simulating a competitive situation.
A very common category of educational software used in schools is multimedia encyclopaedias (Encarta, How things work, etc.). It is software to extract infor-mation that is not directly edited, but is useful when used properly. Inforinfor-mation retrieval software is used most often as a source of facts and information, mostly in the form of text or multimedia. The advantage is that information retrieval tools automate the search for specific information, which makes it possible to increase work efficiency. It provides access to much more information than is nor-mally available in class, home, or library. This data availability at any time allows you to break down the memory of facts and facilitate the active and spontane-ous exploration of interesting topics. Pupils need information not only to receive but also to process further. The main goal of the information tools is to perform a certain transformation on a defined set of input data and to create a defined set of output data (Kalaš, 2012). The most commonly used tools are a text editor and a spreadsheet processor. Additionally, we offer desktop publishing hints, graph-ics packages, sound programs, presentation software, and database programs, as long as we keep our own data in the database. Its characteristic is that it pas-sively focuses on communication between identifiable, individual people (pupils and teachers), not between the pupil and the computer. It is used as a tool, not primarily as a source of information or a tool for processing it, but for the ability
