Povzetek
Šestmesečna izvedba pouka na daljavo med marcem 2020 in aprilom 2021 je spremenila poznavanje in uporabo tehnologije pri pouku. Tehnologijo lahko učitelj pri pouku v šoli vključi z namenom izboljšanja pedagoške prakse, medtem ko je uporaba tehnologije pri pouku na daljavo pogojevala izvedbo pouka. Digitalne kompetence učiteljev so se zaradi izvedbe pouka na daljavo razvile in okrepile, zato je po ponovni vzpostavitvi pouka v šoli pomembno ozaveščanje pridobljenih digitalnih kompetenc strokovnega kadra. Vodstvo šole predstavlja most med makro ravnjo, kjer se razvija nacionalna strategija za razvoj digitalne družbe, in mikro ravnjo, kjer digitalna družba nastaja. Prav zato lahko vodstvo šole pomembno vpliva na ozaveščanje, ohranjanje, implementacijo in razvoj pridobljenih digitalnih kompetenc in uporabo tehnologije pri pouku. V prispevku na izbranem primeru Osnovne šole Lucija ob deskriptivni primerjavi evalvacijskih vprašalnikov učiteljev po prvi in po drugi izvedbi pouka na daljavo prikažemo spremembe pri uporabi tehnologije in razvoj digitalnih kompetenc učiteljev. Na podlagi analize v prispevku predstavimo vlogo vodstva šole pri nadaljnji uporabi tehnologije pri pouku in pri nadaljnjem razvoju digitalnih kompetenc strokovnega kadra.
Abstract
The role of school leadership in preserving and implementing obtained digital competencies of teachers during distance learning
The six-month distance learning between March 2020 and April 2021 changed the knowledge and use of technology in schools. The technology can be incorporated into school lessons with an intention of improving pedagogical practice, while during distance learning the lessons were conditioned by the use of technology. The digital competences of teachers have developed and strengthened as a result of the implementation of distance education. After re-establishing lessons in schools, it is therefore important to raise awareness of the acquired digital competences of the professional staff. School leadership represents a bridge between the macro level where a national strategy for the development of a digital society is being developed and the micro level where digital society is being created. For this very reason it is the school’s leadership that can have a significant impact on raising awareness, maintaining, implementing and developing acquired digital competences and the use of technology in class. In this article based on the selected example of Lucija Primary School, we show changes in the use of technology and the development of digital competences of teachers, based on a descriptive comparison of the teachers’ evaluation questionnaires after the first and second execution of distance learning. On the basis of the analysis, the article presents the role of the school leadership in the continued use of technology in class and in the further development of digital competences of the professional staff.