t ili e? O uporabi tradicionalnih i digitalnih materijala u nastavi

Jasminka Pernjek, Nenad Sikirica, Monika Habjanec

Veleučilište Hrvatsko zagorje Krapina

Sažetak

Složena kognitivna vještina čitanje temelj je akademskih postignuća te je kao takva predmet brojnih istraživanja. Iako studija PISA (2009) ovladanost strategijama čitanja naglašava kao ključnu aktivnost, ona skreće pažnju i na ulogu koju u razvoju kompetencije čitanja ima korištenje interneta. Rezultati pokazuju da su učenici često uključeni u online – aktivnosti kompetentniji čitatelji od onih koji rijetko čitaju online. Online čitanje sastavni je dio aktivnosti i u akademskoj sredini (elektronska pošta, e-knjiga, forumi, edu-portali), a neprestani razvoj informacijsko – komunikacijske tehnologije dovodi do širenja modela didaktičkog trokuta u koncept didaktičkog četverokuta u kojem uz interakciju učenika i nastavnika u nastavnom procesu iznimno veliku ulogu ima i tehnologija. Time se otvaraju vrata širokom spektru mogućnosti digitalnog učenja. Nakon istraživanja koje je potvrdilo pozitivne učinke m-učenja na uspješnost na testovima čitanja s razumijevanjem i učenja vokabulara u nastavi stranog jezika struke, cilj je ovog istraživanja utvrditi navike čitanja te uporabe interneta i njihov utjecaj na sklonost ispitanika za korištenje digitalnih materijala i načina provjere znanja u nastavi stranog jezika struke. Ispitivanje je provedeno sa ukupno 80 ispitanika podijeljenih u dvije dobne skupine (učenici i studenti), a temelj je za pripremu izrade multimedijalnih materijala sa ciljem jačanja motivacije, a time i učinkovitosti učenja.
Ključne riječi: čitanje, multimedija u nastavi stranog jezika struke, stav o čitanju, strategije

t or e? On the use of traditional and digital materials in teaching

Abstract

Reading as a complex cognitive skill, provides foundation for academic achievement and has been the subject of numerous studies in this respect. Results from the PISA 2009 assessment show that, along with effective learning strategies which play a crucial role in learning, in the development of reading competence the role of Internet use should also not be dismissed. Students who are often involved in online activities are also more competent readers than those who rarely read online. Online reading presents an integral part of activities in academic circles as well (e-mail, e-books, forums, edu-portals). The continuous development of information-communication technologies leads to the transformation of the didactic triangle into a didactic tetrahedron which focuses both on teacher-student interaction and the use of technology and this opens the door to a wide range of possibillities for digital learning. A previous study confirmed the positive effects of m-learning on tests of reading comprehension and learning vocabulary in the teaching of foreign language for specific purposes. The aim of this study is to establish the participants' habits of reading and Internet use and the impact they have on the participants' readiness to use digital materials and digital ways of assessment in teaching of foreign language for specific purposes. The study was conducted on 80 participants divided into two age groups (pupils and students) and the results will be used as a basis for the production of multimedia materials to enhance motivation which also influences the effectiveness of learning.
Keywords: reading, multimedia in the teaching of foreign language for specific purposes, attitudes toward reading, strategies


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