Article
| Title: | Užívání tištěných a digitálních zdrojů v práci učitelů 2. stupně ZŠ : hybridizace a remixování |
| Variant title: | Lower secondary school teachers' use of printed and digital resources : hybridization and remixing |
| Author: | |
| Source document: | Studia paedagogica. 2019, vol. 24, iss. 3, pp. [111]-129 |
| Extent: | [111]-129 |
| ISSN: | 1803-7437 (print); 2336-4521 (online) |
| DOI: | 10.5817/SP2019-3-5 |
| Type: | Article (Czech) |
| Stable URL: | http://hdl.handle.net/11222.digilib/141581 |
| License: |
PDF
Abstract(s):
Článek prezentuje empirický výzkum zaměřený na užívání výukových zdrojů ve výuce na 2. stupni ZŠ, jehož cílem bylo z jistit, jaké výukové zdroje používají učitelé ve výuce a k jakým účelům, a zda se liší účely užívání tištěných a digitálních zdrojů. Výzkum navazuje na kvantitativní šetření prováděné v letech 2008–2010, jehož výsledky potvrdily zásadní roli tištěné učebnice na 2. stupni ZŠ, zejména při utváření obsahu výuky. Vzhledem k pronikání digitálních technologií do všech úrovní vzdělávání vzniká otázka, zda tento závěr platí i po deseti letech, nebo zda došlo ke změnám. Design aktuálního výzkumu byl kvalitativní, založený na hloubkových rozhovorech s pěti učiteli. Data byla analyzována prostřednictvím typologické analýzy, která ukázala, že učitelé ve výzkumném souboru užívali zdroje dvěma základními styly, které se významně lišily tím, jaký druh primárního tištěného zdroje využívali a k jakým účelům.
This paper reports on an empirical study on the use of teaching and learning resources in lower secondary schools. The aim was to determine what teaching and learning resources lower secondary teachers use and for what purposes and if there is a difference in the purposes for using printed versus digital resources. This is follow-up research to an earlier quantitative study conducted during 2008–2010 which confirmed the key role of printed textbooks, especially in developing the content of lessons. Due to the spread of digital technologies, the question emerged whether this conclusion is still valid. The design of the current research was qualitative and based on in-depth interviews with five teachers. The data were analyzed by means of typological analysis. A typological analysis of the data identified two ways in which the participating teachers employed resources. The analysis also showed that the two ways differed markedly in the type of printed source and the purpose of its usage.
This paper reports on an empirical study on the use of teaching and learning resources in lower secondary schools. The aim was to determine what teaching and learning resources lower secondary teachers use and for what purposes and if there is a difference in the purposes for using printed versus digital resources. This is follow-up research to an earlier quantitative study conducted during 2008–2010 which confirmed the key role of printed textbooks, especially in developing the content of lessons. Due to the spread of digital technologies, the question emerged whether this conclusion is still valid. The design of the current research was qualitative and based on in-depth interviews with five teachers. The data were analyzed by means of typological analysis. A typological analysis of the data identified two ways in which the participating teachers employed resources. The analysis also showed that the two ways differed markedly in the type of printed source and the purpose of its usage.
Keywords:
výukové zdroje; užívání výukových zdrojů; tištěné a digitální zdroje; účely užívání
teaching and learning resources; use of the resources; printed and digital resources; purposes of use
teaching and learning resources; use of the resources; printed and digital resources; purposes of use
Note:
Článek vznikl v rámci řešení výzkumného projektu Institucionálního rozvojového programu OU IRP201823 "Edukační média". Autoři děkují za poskytnutou podporu.
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