Andragoške specifičnosti obrazovanja u kompjuterskoj učionici

Abstract

Tehnološki razvoj utiče na sve sfere modernog društva. Kompjuterske tehnologije su poslednjih decenija prodrle u sferu obrazovanja odraslih prouzrokujući, između ostalog, promene u samoj prirodi obrazovnih okruženja. Dolazi do nastanka i razvoja novih obrazovnih okruženja koja su određena i fizičkim i virtuelnim elementima, a najčešće ih nazivamo kompjuterskim učionicama. Namera nam je da u ovom radu razmotrimo andragoške specifičnosti obrazovanja u kompjuterskim učionicama, prvenstveno se fokusirajući na uloge učesnika u obrazovanju odraslih (nastavnika i polaznika), samo obrazovno okruženje, organizaciju obrazovanja koje se obavlja u kompjuterskim učionicama i obrazovnu komunikaciju u savremenim obrazovnim okruženjima. Tendencija je da ove specifičnosti posmatramo u kontekstu osavremenjivanja obrazovanja odraslih, tj. prelaska sa tradicionalnih na savremene andragoške paradigme. U tom smislu, u radu smo jednim delom usredsređeni na permanentno usavršavanje učesnika u obrazovanju odraslih, naročito u onom domenu znanja i veština koje se tiču kompjuterske pismenosti.

Technological progress is impacting all areas of modern society. Computer technologies have in recent decades made inroads into the sphere of adult education, giving rise to, among other things, changes in the very nature of learning environments. New learning environments are coming into being, characterised both by physical and by virtual elements - we often call them computer-assisted classrooms. Our intention in this paper is to consider the unique andragogical aspects of education in computerassisted classrooms, primarily focusing on the roles of the participants in adult education (the teacher and the learner), the educational environment itself, the organisation of education delivered in computer-assisted classrooms and educational communication in modern educational environments. The tendency is for these unique characteristics to be regarded in the context of the modernisation of adult education, that is the shift from traditional to contemporary andragogical paradigms. In this sense, we have partly focused in this paper on the lasting training of participants in adult education, especially in the area of knowledge and skills relating to computer literacy.