Informacinių ir komunikacinių technologijų diegimo švietime patirties Lietuvoje ir užsienio šalyse lyginamoji analizė

LTStraipsnyje nagrinėjamas informacinių ir komunikacinių technologijų (IKT) poveikis švietimui. Išanalizuota, susisteminta, apibendrinta ir palyginta pastarųjų metų Europos šalių (pagrindinį dėmesį skiriant Jungtinei Karalystei, Nyderlandams, Suomijai, Vengrijai) IKT diegimo švietime patirtis, pasiekti rezultatai ir pokyčių galimybių kryptys, analizė grindžiama reprezentatyvių tarptautinių ir nacionalinių tyrimų duomenimis. Pagrindinis dėmesys skiriamas IKT taikymo patirčiai mokyklose įvertinti, elektroninio mokomojo turinio ir paslaugų plėtros strateginėms nuostatoms atskleisti, mokytojų IKT kompetencijos problemoms nagrinėti. [Iš leidinio]Reikšminiai žodžiai: IKT diegimas švietime; Technologijomis grįstas mokymas; IKT taikymo patirtis mokyklose; Elektroninis mokomasis turinys ir paslaugos; Mokytojo kompetencijos; ICT integration in education; Technology-enhanced learning; ICT application in schools experience; Electronic learning content and services; Teachers ICT competencies.

ENThe impact of information and communication technologies (ICT) on education is examined in the article. Different European countries and Lithuanian technology-enhanced learning experience during last few years was analysed, structured and summarised in this work. The main attention was paid to estimate modern experience on technology implementation and usage practice in schools, to discover electronic learning content and services strategic development trends, as well as to examine teachers' ICT competencies problems. The changes opportunities trends were explored and recommendations were formulated. The main recommendations are: to create eleaming content and services systems based on flexible architecture suitable for different teaching and learning methods, to pay main attention to system's components reusability insurance; to decentralise e-learning infrastructure, e-content and e-services creation programmes and to pay more attention to centralised e-learning systems interoperability and quality insurance strategies; to stimulate schools and municipalities to create their own ICT implementation strategies; to prepare new competencies analysis and incorporate these competences into learning programs and assessment schemes; to motivate teachers to actively use technology-enhanced methods in their educational practice; to develop teachers integral educational ICT competencies, to create programmes aimed at application of different ICT-based teaching and learning methods; and to stimulate interdisciplinary technological and educational scientific research in technology-enhanced learning area.Analysis is based on representative international and national research data. Experience of ICT integration in education in Great Britain, the Netherlands, Finland and Hungary was examined in more detail. Different scientific methods were used in the work. The main information sources were European Ministries of Education Insight structured reports to European School net, experts reports for Education Committee of International Federation for Information Proceeding, the Centre's for Information Technologies in Education initiated scientific research in Lithuania, and scientific articles on technology-enhanced learning topic. Interdisciplinary approach is typical for the article: informatics, informatics engineering, technological and educational sciences knowledge is associated. This work will be useful for these areas scientists, postgraduates and doctoral students, as well as education policy makers. [From the publication]