Fieldwork With the Use of Information and Communication Technology (ICT) in the First School Triad

Magdalena Doberšek, Mateja Pintar, Suzana Plemenitaš-Centrih
magdalena.dobersek@gmail.com, pintarmateja1@gmail.com, suzana@os-dobje.si
OŠ Dobje

Povzetek

V 1. triletju začnejo otroci spoznavati svet, ki jih obkroža, z vsemi čuti. Kaj narediti, da bosta njihova radovednost in vedoželjnost potešena, znanje, ki ga z raziskovanjem pridobijo, pa trajno, je zahtevna naloga za vsakega učitelja. Zagotovo zahteva dobro timsko načrtovanje, strokovno usposobljenost, fleksibilnost, vedno več pa tudi IKT-opismenjenega učitelja, ki zna s pomočjo IKT načrtovati, povezovati, vsebine nadgrajevati, hkrati pa prenesti znanje na način, primeren razvojni stopnji učencev.
V članku je prikazan primer dobre prakse raziskovanja na terenu v 1. triletju s pomočjo IKT. Z učenci smo raziskovali rastlinski in živalski svet mokrišč. Rastline in živali smo fotografirali, mokrišča posneli, nabrali rastline in jih v šoli s pomočjo biologinje razvrščali in poimenovali. Istočasno je na i-tabli nastajala tabelska slika o rastlinah, ki smo jo kasneje natisnili v mini brošuro Rastline mokrišč v občini Dobje.
Otroci so skupaj s starši raziskovali tudi doma. Z digitalnim aparatom ali kamero so se odpravili do najbližjega mokrišča, raziskali rastline in živali, jih poslikali ali posneli, opažanja zapisali v Wordov dokument in ga skupaj s fotografijami po e-pošti poslali učiteljici. Istočasno je v Google dokumentu nastajala raziskovalna naloga, v kateri so učenci 1. triletja opisali mokrišča v naši občini.
Na ta način je bilo z raziskovanjem s pomočjo IKT naše delo zabeleženo, znanje učencev pa obogateno in trajno.

Ključne besede: delo na terenu, 1. triletje, digitalni fotoaparat, kamera, raziskovanje.

Abstract

Children in the first school triad begin to learn about the world around them with all their senses. What to do to satisfy their eagerness and to achieve permanent knowledge is a very complicated task for each teacher. By all means it demands a good team planning, professional qualification, flexibility, more and more also an ICT qualified teacher, who can, using ICT, plan, connect, upgrade the contents and achieve the knowledge transfer appropriate to developmental stage of students.
In the article, an example of good practice on fieldwork exploration in the first triennium using ICT is presented. Teachers and young students explored flora and animal world of wetland. We took photos of plants and animals, recorded the wetland, picked the plants and finally we classified and named them with the help of our biology teacher. At the same time, we were making a chart of plants on the interactive whiteboard, which was later printed in a mini brochure Plants of the wetland in Dobje.
Children and their parents explored also at home. They took a digital or video camera, went to the nearest wetland, explored the plants and animals, took photos of them or recorded them, their observations wrote in a Word document and all these e-mailed to the teacher. In Google document was made a research project in which students of the first triennium described and took photos of wetlands in our community.
Our work was registered, students’ knowledge got richer and permanent through this exploration with ICT.

Key words: fieldwork, first triennium, digital camera, video camera, exploration