| Abstract [eng] |
The integration of technology is an inseparable part of learning, therefore the educational process or a part of it is transferred to the digital environment. For this reason, digital learning objects were created. They assist students in developing computer literacy and therefore preparing them for the technology influenced future. For this reason, the elementary school teachers have to find a way to integrate digital learning objects into the learning process. Digital learning became even more relevant during the COVID-19 pandemic. Teachers had to completely reorganise their curriculums and exercises to adapt them to the virtual environment. The new points and relevance of this paper: systemisation of the digital learning objects’ characteristics and typologies; the reasoning of a teacher figure and their operational aspects in the DLO adaptation; the reasoning of the possible DLO application barriers; distinguishing the barriers in adapting the DLO during the COVID-19 pandemic in the aspect of the educators and the possible barrier reduction. The aim of the study – to identify the barriers that arise to the elementary school teachers while integrating the DLO.The object of the study – the barriers of the DLO integration in the elementary school teaching. Objectives of the study: 1) to portray the DLO and their theoretical adaptation barrier aspects in the elementary school; 2) to distinguish the study methodology of the DLO barriers in the elementary school; 3) to establish the application barriers of the DLO in the elementary school and to distinguish the ways to reduce the barriers. The data collection methods used in the master’s thesis: the overview of the scientific literature, the analysis of the online articles, partially structured interview. Data analysis methods: the descriptive content analysis and quality content analysis. The results of the study revealed the primary and secondary barriers of the DLO application in the elementary school. Primary or external barriers which include: lack of time, practical learning, equipment, accessibility and support, student evaluation difficulties, cyber security threat. Teachers also experienced loss of control, the incompatibility of the operating systems, the challenge of differentiating of tasks and evaluations. The mental well-being and the attention span of the students has worsened, a lack of technical skills, inability to follow the students’ work process and lack of planning was noticed. The study revealed the internal or secondary barriers associated with the teacher’s lack of knowledge, outlook and beliefs as well as their worries and doubts. It was distinguished, that for a more effective use of the DLO in classes the teachers would need proper equipment and adequate program accessibility, appropriate training. Teachers would also like to receive understanding from the school administration, parents’ cooperation in assisting of increasing students’ computer literacy skills or the opportunity/time to do it themselves. In the account of the study results barrier reducing possibilities have been presented: sources and their accessibility; teachers’ internal barriers; lack of time barriers; lack of support; the improvement of the students’ mental well-being and concentration; increasing students’ computer literacy skills; ensure cyber security and differentiating of evaluations and tasks. This paper consists of: introduction, three parts (theoretical, methodological and empirical research), conclusions, recommendations, literature and source list as well as 21 tables, 6 images and 8 annexes. The total number of pages without annexes – 72. |
