Digitizacija ali digitalizacija: različne prakse v obdobju izobraževanja na daljavo na Finskem
Povzetek
Študija primera preučuje, kako so finski osnovnošolski učitelji organizirali šolske dneve ter kako so učitelji in ravnatelji organizirali virtualno sodelovanje na delovnem mestu in sodelovali s starši v obdobju izobraževanja na daljavo, ki ga je spomladi leta 2020 vsilila kriza, ki jo je povzročil covid-19. Podatki so bili zbrani z intervjuji z osnovnošolskimi in s srednješolskimi učitelji (n = 15) iz osmih šol v različnih delih Finske. Izkušnje učiteljev so bile analizirane s kvalitativno analizo vsebine. V tej študiji je šola obravnavana kot kompleksen prilagodljiv sistem, kriza covida-19 pa kot motnja, ki učitelje sili v prilagajanje hitro spreminjajočemu se okolju. Učitelji so tu obravnavani kot inovatorji, ki se v nenormalnih okoliščinah spopadajo s pedagoškimi in z digitalnimi izzivi. Na različnih stopnjah digitalizacije v obdobju izobraževanja na daljavo prepoznavamo različne prakse na štirih področjih: 1) sestava šolskih dni; 2) oblike poučevanja; 3) dejavnosti sodelovanja učiteljev in ravnatelja; 4) oblike sodelovanja med domom in šolo. Opredelimo tudi tri skupine spodbujevalcev praks izobraževanja na daljavo: 1) uporaba digitalne tehnologije; 2) digipedagoška usposobljenost učiteljev; 3) sposobnost učiteljev, da delujejo kot prilagodljivi inovatorji. Ugotavljamo, da sposobnost učiteljev za inovacije ter prilagajanje pedagoškega in digipedagoškega strokovnega znanja postajata ključna dejavnika uspeha, ko se izobraževalnemu področju vsiljujejo spremembe. Predlagamo, da se rezultati te študije, prikazani kot dejavniki in področja izobraževanja na daljavo, uporabijo pri načrtovanju izobraževanja v pokovidnem obdobju. V načrtovanje in izvajanje prihodnjih praks v razredih v okviru inovativnih pokovidnih šol je treba vključiti vse deležnike, ki vplivajo na šole na različnih ravneh.
Prenosi
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