| Abstract [eng] |
In Lithuanian education there is a lack of interactive tasks available to literature teachers [1, 2]. The study “Use of Information and Communication Technologies in Improving the Quality of Teaching and Learning at School” commissioned by the Ministry of Education, Science and Sports of the Republic of Lithuania states that the problem is incompatibility of curricula, information, and communication technologies (ICT), lack of teaching aids and teachers or failure to use information technology in teaching [2]. Research by the Center for Educational Development shows that over 70% of teachers do not use an interactive whiteboard and 40% use a personal computer to find information [3]. The survey found that a higher proportion (54%) of teachers admit that they do not have enough information about ICT in the educational process [1]. The research has shown that teachers lack experience and information on the use of ICT in the educational process as well as methodological material on the use of ICT [1]. In order to achieve the goals and objectives of the general education program when working with the younger generation it is necessary to use the opportunities provided by ICT. The learning process should be supported by innovative learning methods. Therefore, traditional learning methods can be used but complemented by ICT [3]. Although, educational documents pay great attention to the latest technologies [4, 5], educators still lack the knowledge and skills to apply them in their daily educational process [6]. Research question: what interactive technologies should be applied in Lithuanian literature lessons and what are the possibilities of their application in the educational process. The object of the research is the possibilities of application of interactive learning tools in the process of Lithuanian language and literature education. The aim is to analyze the possibilities of applying interactive learning tools in the process of Lithuanian language and literature education due to improve learning, to create a catalog of tasks, and to study its effectiveness. In order to solve the problem of this work, the following tasks are set: to investigate innovative learning methods of the Lithuanian language and literature; to analyze the application of interactive learning tools; to create a learning model of a catalog of interactive tasks for the development of the Lithuanian language and literature using interactive tools; to implement the developed model and perform pilot testing for the created tasks using interactive tools; to adjust the catalog of interactive tasks and formulate conclusions based on the obtained results of pilot testing; to provide recommendations for continuity. Applied methods: analysis of scientific literature, sociological quantitative research, examination of research data, design of the catalog of tasks, testing of the created catalog at school, catalog effectiveness evaluation towards interactive tasks. To solve the discussed problem, a catalog of interactive tasks of the Lithuanian language and literature was designed and implemented. It creates tasks for students in grades 2-7 with the H5P tool. The catalog is available at www.elvinosklase.online. Built-in keyword search is a forum where learners and teacher can interact. After completing the tasks, students receive feedback connection - see the number of your correct answers, a list of mistakes and the teacher's comment. There is a possibility to perform control tests. However, most of the tasks are not dedicated for formal assessment instead its focus on the improvement of students' practical skills, self-analysis. Pilot testing of the catalog was carried out as a result the following improvements were made: interactive video assignments were created, creative writing exercises were uploaded, rule sets were prepared for the classes, and the list of keywords was supplemented list of sources. There can be no doubt that a suitable online platform has been created which allows students conveniently search and perform interactive tasks in Lithuanian language and literature as well as test their knowledge and skills. Additionally, pupils can communicate with each other, review rules, follow the latest information, and become even more involved in the learning process. |
