ICT AS EXPERIENTIAL TEACHING/LEARNING OPPORTUNITIES IN A PRIMARY SCHOOL: TEACHERS’ APPROACH

Gražina Šmitienė; Rasa Braslauskiene; Reda Vismantiene

doi:10.17770/sie2018vol1.3109

ICT AS EXPERIENTIAL TEACHING/LEARNING OPPORTUNITIES IN A PRIMARY SCHOOL: TEACHERS’ APPROACH

Gražina Šmitienė, Rasa Braslauskiene, Reda Vismantiene

Abstract

The article reveals opportunities of information communication means in creating experiential teaching environments and provides insights for the development of experiential teaching/learning opportunities in a primary school. Experiential learning, which treats a person as a whole and emphasizes one’s unlimited potential opportunities, covers all three dimensions of teaching/learning: cognitive (i.e. perceptual), effective (emotional) and social (behavioural), and accordingly is a condition for the teaching/learning success. A qualitative research that involved teachers of primary schools (teachers of 1-2 and 3-4 grades) has been carried out. Content analysis of the results of the research revealed the essential conditions for using ICT means in creating experiential teaching/learning environments in a primary school and preconditions for creating experiential learning environments: sufficient special competences of primary school teachers to use ICT means, insufficient competences to create an experiential teaching/learning environment in a school (lack of knowledge and skills), lack of ICT means in classrooms, lack of cooperation between primary education teachers and of their motivation.

Keywords

primary school teachers; experiential learning; information and communication technologies (ICT); primary education; teachers’ professional competence

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DOI: https://doi.org/10.17770/sie2018vol1.3109

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SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference

ICT AS EXPERIENTIAL TEACHING/LEARNING OPPORTUNITIES IN A PRIMARY SCHOOL: TEACHERS’ APPROACH

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Keywords

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