Slovak Journal for Educational Sciences / Slovenský časopis pre pedagogické vedy
Časopis Pedagogika.sk

Category — (1) Štúdie / Studies

Porubčinová, Martina: The use of digital teaching aids in primary education with emphasis on students from socially disadvantaged backgrounds


Abstract:Authors point to “potential educational inequalities generated by technological change” as factors limiting the rise of the information society (Arntz et al. 2016, p.25). Not only lack of access to digital technologies but also lack of positive attitudes towards the use of digital teaching aids can be identified as a risk factor of digital literacy development, particularly among students from socially disadvantaged backgrounds. (Livingston-Helsper 2007; Zevenbergen 2007; Czerniewicz – Brown 2013). The empirical findings of a slightly negative attitude towards the acquisition of digital skills as well as lack of access to Internet that remained at level 25% in 2018 to compare 26% in 2015 according to Velšic (M. Velšič, 2018) declare the persistence of digital divide in sociodemographic comparison in Slovakia. Based on the analysis of foreign and domestic studies (PIAAC, PISA ICILS) and empirical surveys in Slovakia, we monitor the persistence of the sociodemographic digital divide in Slovakia. Whereas the digital socialization takes place not only in nonformal and informal way but also within formal education system, we present findings of the use of digital teaching aids in formal education Based on empirical findings on the sample of Slovak primary schools‘ teachers in towns Spišská Nová Ves, Nitra a Lučenec we followed a) the perception of digital pupil access by teachers, the ways of compensation for the lack of digital access of students in the school environment, b) examines the teachers‘ views on benefits and limits of using digital educational aids in schools with students from socially disadvantaged backgrounds a c) identifies ways of compensation for a insufficient digital access of students. According to teachers‘ statements, not only the lack or insufficient digital access but also the insufficient digital pedagogical ethos of students and parents (that covers the attitudes towards the use of digital teaching aids) can be classified as a barrier to the use of digital teaching aids. Introduction of free computer lessons in after school club in schools, the use of digital teaching aids in preparing for school at a school club, are perceived by teachers as a way of compensation for the lack of digital access for students from a socially disadvantaged environment.

PEDAGOGIKA.SK, 2019, Vol. 10 (No 4: 274 – 294)

Key words: Digital access, digital ethos, digital teaching aids, students from socially disadvantaged environment, digital divide.

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október 14, 2019   Komentáre vypnuté na Porubčinová, Martina: The use of digital teaching aids in primary education with emphasis on students from socially disadvantaged backgrounds

Hájková, Vanda, Květoňová, Lea, Němec, Zbyněk, Strnadová, Iva: Teacher assistant from the perspective of adult education

Abstract:The authors present the current requirements for professional competences of teacher assistants in the educational, (psycho) didactic, social and communication, managerial, normative and professionally-cultivating areas, which place higher demands on teacher assistants’ training at faculties of education, as well as in the system of lifelong learning. The article documents the findings from interviews with 59 Czech teacher assistants. The authors used the grounded theory approach to analyse the data. The findings reveal the key professional competences as perceived by teacher assistants.

PEDAGOGIKA.SK, 2019, Vol. 10 (No 4: 295 – 305)

Key words: professional competences; teacher assistants; qualification prerequisites; pre-service and in-service education; professional standards for teacher assistants.

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október 14, 2019   Komentáre vypnuté na Hájková, Vanda, Květoňová, Lea, Němec, Zbyněk, Strnadová, Iva: Teacher assistant from the perspective of adult education

Lizáková, Ľubomíra, Novotná, Zuzana, Novotný, Roman: Educational Environment and Climate for Student Education in Non-Medical Study Programs – Pilot Project

Abstract: The educational environment of the institution is an important determinant in teaching and learning. The acquired knowledge and skills of students of non-medical study programs acquired by institutional education are a prerequisite for a smooth transition to clinical workplaces and effective collaboration with health professionals. The objective of the paper is to map how the institutionalized educational environment is evaluated by students of non-medical study programs. The research sample consisted of 110 respondents from University of Presov in Presov, Faculty of Health Care, Department of Nursing and Department of Midwifery. The average age of respondents was 21.57 years (SD 2.20). Data collection was done through the Dundee Ready Educational Environment Measure (DREEM) standardized questionnaire. Respondents rated their education at 100 -150 points, which is more positive than negative evaluation.

PEDAGOGIKA.SK, 2019, Vol. 10 (No 4: 306 – 319)

Key words: DREEM. Non-medical study programs. Educational environment. Educational climate. Student education.

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október 14, 2019   Komentáre vypnuté na Lizáková, Ľubomíra, Novotná, Zuzana, Novotný, Roman: Educational Environment and Climate for Student Education in Non-Medical Study Programs – Pilot Project

Komora, Juraj, Kozárová, Nina: Vzťah výkonovej motivácie a veku žiakov


Anotácia: Motivácia je v učebnom procese žiakov navonok veľmi ťažko pozorovateľná. Nevieme ju objektívne posúdiť, s istotou ju nevidíme, t. j. nevieme ani s určitosťou povedať, s akou mierou a akým druhom motivácie konkrétny žiak k požadovanému výkonu pristupuje. Čo ale vieme s istotou povedať je, že na celú problematiku nemôžeme nazerať len z hľadiska vonkajšej a vnútornej motivácie, ale musíme ju vnímať z pohľadu rôznych dimenzií. V nadväznosti na spomínanú skutočnosť sa naša štúdia zaoberá otázkami výkonovej motivácie a analyzuje ju vo vzťahu k veku žiakov.

PEDAGOGIKA.SK, 2019, ročník 10, č. 3: 172-180

Kľúčové slová: motivácia, školský výkon žiakov, výkonové potreby, výkonová motivácia

Relation between performance motivation and pupil age. Is very difficult to observe motivation in the pupils‘ learning process. We cannot objectively assess motivation, we do not see it with certainty, we do not know how much and what kind of motivation individual pupils‘ approaches require to achieve the desired school performance. However, we can say with certainty that we cannot look at the whole issue only from the perspective of external and internal motivation, but we must perceive it from the perspective of different dimensions. Consequently, our study deals with the issue of performance motivation and it is based on the analysis in relation to the age of the pupils.

PEDAGOGIKA.SK, 2019, Vol. 10 (No 3: 172-180)

Key words: motivation, school performance of pupils, performance needs, performance motivation.

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júl 15, 2019   Komentáre vypnuté na Komora, Juraj, Kozárová, Nina: Vzťah výkonovej motivácie a veku žiakov

Tatarko, Michal: Vplyv jazykových predpokladov na úspešnosť učenia sa cudzieho jazyka


Anotácia: Štúdia sa zaoberá skúmaním jazykových predpokladov a ich vplyvu na učenie sa cudzieho jazyka. Jej primárnym cieľom je teoreticky a empiricky vymedziť úlohu jazykových predpokladov v procese učenia sa cudzieho jazyka. V teoretickej rovine sú opísané vybrané komponenty jazykových predpokladov. Z teoretického rozboru sme vyvodili premenné, ktoré vystupujú ako možné prediktory úspešnosti učenia sa cudzieho jazyka. Následný výskum bol uskutočnený na základe štatistického spracovania kvantitatívnych údajov zozbieraných na slovenských gymnáziách v Prešovskom kraji. Obsahom výskumu je štatistická analýza korelácie medzi jednou nezávislou (úroveň lingvistického komponentu jazykových predpokladov) a jednou závislou premennou (úroveň úspešnosti učenia sa anglického jazyka). Na zber dát boli použité nástroje založené na metóde testovania a škálovania. Jednotlivé výsledky potvrdili predpokladané skutočnosti a identifikovali lingvistický komponent jazykových predpokladov ako prediktor úspešnosti učenia sa cudzieho jazyka. Tieto výsledky sú v porovnaní s inými zahraničnými štúdiami do značnej miery podobné.

PEDAGOGIKA.SK, 2019, ročník 10, č. 3: 181-200

Kľúčové slová: jazykové predpoklady, komponenty jazykových predpokladov, fonetické kódovanie, lingvistický komponent, pamäťový komponent, úspešnosť učenia sa cudzieho jazyka

The Effect of Language Aptitude on Foreign Language Learning. The paper deals with language aptitude and its effect on the foreign language learning. The main aim is to explore the language aptitude and identify its role in foreign language learning from theoretical and empirical point of view. Based on the theoretical analysis, we identified a variable that can serve as a potential predictor of success in the foreign language learning. Data, which we collected at selected grammar schools in Prešov district, were statistically analyzed – we examined the correlation between the linguistic component of language aptitude (independent variable) and language learning success (dependent variable). The data were collected by means of testing and scaling. The result confirmed the assumed hypothesis that the language aptitude is a relevant predictor of success in foreign language learning. This result is in comparison to other studies very similar.

PEDAGOGIKA.SK, 2019, Vol. 10 (No 3: 181-200)

Key words: language aptitude, components of language aptitude, phonetic coding, linguistic component, memory, success in foreign language learning.

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júl 15, 2019   Komentáre vypnuté na Tatarko, Michal: Vplyv jazykových predpokladov na úspešnosť učenia sa cudzieho jazyka