HOW TO INCREASE PUPILS` INTEREST IN TECHNOLOGY?
Review of the publication of the authors Jiří Dostál and Mária Kožuchová Inquire-based Learning in Technology Education: Theory and Research, Olomouc, Univerzita Palackého, 2016, 211 p., ISBN 978-80-244-4913-5. Inquire-based learning is usually used in teaching sciences. Following a statement of the theoretical principles of the inquire-based learning the concerned publication deals with its possible use specifically in technology education. The author of the review on the one hand summarises and assesses topics presented in particular chapters of the reviewed publication and on the other hand point out a potential contribution of the publication to...
RESEARCH OF DIGITAL LITERACY OF POPULATION IN THE SLOVAK REPUBLIC
Mojmír KOKLES, Anita ROMANOVÁ, Michal ZELINA, Anna HAMRANOVÁ
JTIE X:X | 10.5507/jtie.2017.002
The aim of the article is to analyse available publications, as well as official documents of European Commission dealing with the term digital literacy, to define digital abyss and factors which affect it. The article further focuses on investigation of digital literacy in SR, as well as on determining the effect of selected factors. There were used general methods of scientific research, questionnaire, survey of digital literacy in Slovakia, statistical evaluation and verification of statistical significance. The findings of the research confirmed that the expected factors, which are predominantly age and education, affect the creation of digital...
DIGITAL GAMES IN EDUCATION FROM THE PERSPECTIVE OF TEACHERS
JTIE X:X | 10.5507/jtie.2017.003
The research aims to describe how teachers perceive the involvement of digital games in the classroom and whether and how it is used in their teaching. The work is inspired by other studies from abroad, which describe teachers' approach to engaging digital games in the educational process. Especially in the USA (Takeuchi & Vaala, 2014), Great Britain or Sweden and Singapore. Data were collected using a questionnaire, which was attended by 586 respondents from across the country. The survey found especially how often, how and with what difficulties the teachers use digital games in their practice or why they not use this method.