Informaciono-komunikacione tehnologije (IKT) i menadžment u obrazovanju

Abstract

Ovim radom pokušavamo da sagledamo međuodnos dva fenomena -informaciono- komunikacionih tehnologija (IKT) i menadžmenta u obrazovanju. IKT se u radu posmatra i kao sredstvo kojim se može unaprediti upravljačka delatnost, ali i kao sadržaj (predmet) obrazovne delatnosti, dok se upravljanje obrazovanjem razmatra na tri nivoa, sistemskom, institucionalnom i programskom. U radu smo identifikovali brojne uloge i funkcije koje IKT može nositi u upravljanju obrazovnom delatnošću, dok se kao obrazovni sadržaj javlja na svim nivoima, ali prvenstveno kao konstituent moderne koncepcije pismenosti, odnosno ključnih kompetencija. Posebna pažnja je posvećena potencijalnim rizicima koje IKT nosi u kontekstu upravljanja obrazovanjem, ali i mogućim benefitima, koji su akcentovani navedenim primerima dobre prakse. S obzirom na to da IKT menja način upravljanja obrazovanjem na svim nivoima (od sistemskog do didaktičkog), implementacijom tehnologija se mora upravljati obazrivo, uz uvažavanje holističkog, integrativnog pristupa, ali i osobenosti obrazovanja kao specifične delatnosti kojom se u društvu zadovoljavaju brojne potrebe i dostižu različiti ciljevi.

This paper is on the attempt of observing the inter-relation between the two phenomena - information-communication technology (ICT) and educational management. ICT is seen in the paper as means which can improve the management work as well as the contents (subject) of the edauitonal work, whereas educational management is observed in three levels: systematical, institutional and programmed. We have identified many roles and functions which ICT can bear in management of educational work, and the educational contents can appear at all levels, but first of all as a constituent of modern literacy concept, i.e. key competences. Special attention was paid to potential risks which ICT carries in the context of educational management and possible risks which ICT carries in the context of educational management, and possible benefits which are stressed by the stated examples of the good praxis. Considering the fact that ICT changes the way of educational management at all levels (from the systematic one to the didactical one), technology implementation must be managed cautiously, considering holistic, integrative approach, but as well some particularities of education as specific area which serves for special needs and achieving different results.