| Abstract [eng] |
Changes in society vary according to the extent to which information technology is effectively and purposefully applied, it is important to apply these technologies to the educational process, teaching different things. In reality, these technologies are applied when teachers inform pupils, parents about the evaluation (e-blog), when promoting activities in cyberspace (online school site) when communicating and sharing the impressions of school-based educational activities (social networking). However, when it comes to teaching at school, IT is rarely used, there are issues of school diversification, individualization, progress, and school attendance at schools, due to the inclusion of pupils not attending one or other reasons in the education process. Using technologies requires the level of computer literacy of the school community, competencies. The subject matter of information technology at school is not enough; it is necessary for IT to be integrated into the learning of other subjects. For this purpose, a virtual school system was created. Although the school uses an electronic blog, it has a web site, an account on the social network, other virtual components are included in the system, they help to learn other subjects taught at school, differentiate and personalize learning content, develop computer literacy skills and competencies. They are chosen according to system requirements: whether the tool does not require additional financial resources, computer's exclusive parameters, whether the tool is suitable for education, etc. Prepare virtual system usage scenarios. Created virtual system tested in school not only in information technology, history and nature, and man in lessons, but it is also used now. The aim was to find out if a virtual system was created to help pupils achieve higher learning outcomes, whether the school community's IT competencies had improved, how individualization and differentiation of learning had been achieved, what obstacles faced both pupils and teachers, and why the virtual resources prevented the study being conducted. The school community was interviewed, i.e. 9-6 class pupils and teachers. The study revealed that virtual means are welcomed and valued by more pupils than teachers. Students see opportunities such as virtual communication with others and the fact that learning can be accessed from anywhere and at any time. Teachers are more conservative in this regard. They believe that in order to use virtual tools, lessons need a strong IT infrastructure and good computer literacy skills. |
