THE DEVELOPMENT OF TEACHERS’ DIGITAL COMPETENCE THROUGH THE APPLICATION OF MODERN TECHNOLOGIES
Keywords:
teacher, student, digital competence, application of information technologiesAbstract
A quality teaching process and educational system form a valid basis for the development of any social community. Teachers are the major drivers of change in education and without extra effort on their part we cannot expect improvements in the quality of education, teaching and learning. They have a special responsibility in all aspects of organising and planning the modern teaching process. Teachers should be characterised by creativity and flexibility, continuing professional training, knowledge of work processes related to modern technologies, readiness for cooperation and teamwork. In addition to being lecturers, they also ought to be organisers, mediators in the transfer of knowledge, planners, motivators, evaluators, diagnosticians, collaborators, mentors, coordinators of the teaching process.
The use of contemporary teaching materials, as well as other sources of knowledge, should serve the development of the pupils/students’ personalities, help teachers in preparing for class, and contribute to a more rational and efficient organisation of the educational process. Every teacher should work on the development of their own technological competences, which—apart from their IT literacy—implies training to use computers and IT/communication technologies in teaching, as well as getting familiar with the application of educational computer programmes (software). The extent to which a teacher is going to apply multimedia contents depends on one side on the school where he/she is working, i.e. on the school’s access to computers, projectors, DVD devices, cameras, interactive tables, the Internet, and therefore on the presence of multimedia packages in school institutions, whereas on the other side it depends on the teacher’s computer skills.
The role, position and importance of teachers is greatly changed by the use of multimedia, moving from teaching and testing on to planning, preparation, organisation and assessment of the achieved results. So, by acting and working in the newly-formed multimedia conditions, the teacher is now less and less a lecturer and examiner, and increasingly more an organiser, researcher, consultant, creator, coordinator and evaluator of the entire multimedia-backed process of teaching and knowledge acquisition by the students. However, even though the teacher is now “less and less a lecturer”, they find themselves increasingly more in the position of a mediator in the process of transferring knowledge to the students, and regardless of the high level of application of educational technologies in teaching, this can never exclude the teacher from the educational process.
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