Studijų kaitos aspektai aukštosiose mokyklose įgyvendinant IKT grindžiamas studijas
| Author | Affiliation | |
|---|---|---|
Lietuvos sveikatos mokslų universitetas | LT | |
| Date |
|---|
2012 |
Saityno 2.0 technologijos šiandien yra svarbios milijonų žmonių kasdieniame gyvenime. Šių technologijų vartotojai yra ir studentai, ir dėstytojai. Kasdien kuriami ir publikuojami nauji el. kūriniai. Tačiau saityno 2.0 technologijos dar turi atrasti savo vietą universitete. Pirmoje straipsnio dalyje atskleista studijų aukštojoje mokykloje kaita grindžiama naujos kartos IKT saityno 2.0 technologijomis. Antroje dalyje išryškinami dėstytojų veiklos aspektai saityno 2.0 technologijomis grindžiamose studijose. Trečioje - pristatomas empirinis tyrimas, kuriuo buvo siekiama atskleisti dėstytojo IKT taikymo veiklos aspektus, išryškinant studijų kaitą.
In the context of contemporary world, the phase of ICT (information and communication technologies) development is characterised by implementation of virtual communities. These communities are created due to the technologies of web 2.0 that enable communication and collaboration globally and openly. In this paper, aspects of activity of teacher in higher education, while implementing ICT based technologies in studies, are presented. It is argued, that contemporary higher education teacher has to acquire a complex of competencies. Among those competencies: competence in specific professional field, also didactic competence, and the ICT competence. Teacher is a participant of a socio-cultural system of e-learning and teaching at higher education, therefore, it might be argued, if teacher changes, the whole system changes to some degree. The object of this research is: higher education teachers’ perspective on using ICT for studies, and on aspects of their activity. The purpose of this research was to examine what is higher education teachers’ perspective on using ICT for studies, and on aspects of their activity. Methods of critical references analysis, and semi-structured interview for empirical study were employed. Conclusions are formulated that among main hindrances to employ ICT in studies respondents identified unclear copy rights issue for the materials they develop. Also, some of the respondents did not feel the support of their institution, rather, pressure. Therefore hindrances at organisational and legal spheres have to be addressed in the future in order to employ ICT to a greater degree for changing studies. Some personal issues were also mentioned: lack of support, lack of time, stress at face of new challenges. Also, all respondents claimed that e-learning at its extreme virtual form should not totally replace face-to face learning and teaching sessions.