{"?xml":{"@version":"1.0"},"edm:RDF":{"@xmlns:dc":"http://purl.org/dc/elements/1.1/","@xmlns:edm":"http://www.europeana.eu/schemas/edm/","@xmlns:wgs84_pos":"http://www.w3.org/2003/01/geo/wgs84_pos","@xmlns:foaf":"http://xmlns.com/foaf/0.1/","@xmlns:rdaGr2":"http://rdvocab.info/ElementsGr2","@xmlns:oai":"http://www.openarchives.org/OAI/2.0/","@xmlns:owl":"http://www.w3.org/2002/07/owl#","@xmlns:rdf":"http://www.w3.org/1999/02/22-rdf-syntax-ns#","@xmlns:ore":"http://www.openarchives.org/ore/terms/","@xmlns:skos":"http://www.w3.org/2004/02/skos/core#","@xmlns:dcterms":"http://purl.org/dc/terms/","edm:WebResource":[{"@rdf:about":"http://www.dlib.si/stream/URN:NBN:SI:doc-AEDGP0OD/f6b0a076-8004-4ddd-9e52-01ff442cc4f3/PDF","dcterms:extent":"263 KB"},{"@rdf:about":"http://www.dlib.si/stream/URN:NBN:SI:doc-AEDGP0OD/1343d53e-345c-498e-8a1e-d27a316cf8ca/TEXT","dcterms:extent":"37 KB"}],"edm:TimeSpan":{"@rdf:about":"2006-2020","edm:begin":{"@xml:lang":"en","#text":"2006"},"edm:end":{"@xml:lang":"en","#text":"2020"}},"edm:ProvidedCHO":{"@rdf:about":"URN:NBN:SI:doc-AEDGP0OD","dcterms:isPartOf":[{"@rdf:resource":"https://www.dlib.si/details/URN:NBN:SI:spr-QGFSTTZH"},{"@xml:lang":"sl","#text":"Šolsko polje"}],"dcterms:issued":"2016","dc:creator":"Brečko, Barbara Neža","dc:format":[{"@xml:lang":"sl","#text":"letnik:27"},{"@xml:lang":"sl","#text":"številka:3/4"},{"@xml:lang":"sl","#text":"str. 111-127, 241"}],"dc:identifier":["ISSN:1581-6036","COBISSID_HOST:2994263","URN:URN:NBN:SI:doc-AEDGP0OD"],"dc:language":"sl","dc:publisher":[{"@xml:lang":"sl","#text":"Pedagoški inštitut"},{"@xml:lang":"sl","#text":"Slovensko društvo raziskovalcev šolskega polja"}],"dc:subject":[{"@xml:lang":"en","#text":"education"},{"@xml:lang":"sl","#text":"ICILS 2013"},{"@xml:lang":"en","#text":"ICT effects"},{"@xml:lang":"sl","#text":"pedagoške prakse"},{"@xml:lang":"sl","#text":"Šolsko polje"},{"@xml:lang":"en","#text":"teachers"},{"@xml:lang":"en","#text":"teaching practice"},{"@xml:lang":"en","#text":"The School field"},{"@xml:lang":"sl","#text":"učinek IKT"},{"@xml:lang":"sl","#text":"učitelji"},{"@xml:lang":"sl","#text":"vzgoja in izobraževanje"},{"@rdf:resource":"http://www.wikidata.org/entity/Q8434"}],"dcterms:temporal":{"@rdf:resource":"2006-2020"},"dc:title":{"@xml:lang":"sl","#text":"Merjenje učinkov IKT na nivoju učiteljev z uporabo podatkov ICILS 2013|"},"dc:description":[{"@xml:lang":"sl","#text":"Measuring the impact of ICT on education is methodologically challenging task, as it requires the measurement of hard measurable processes (eg. learning and teaching), the impact of the effects are reflected at several levels, which are mutually interdependent. For measuring the impact of ICT in education several conceptual theoretical frameworks have been developed, but they have some shortcomings, therefore we introduce a new framework, which allows the use of indicators that can be measured with existing measurement instruments. From the proposed conceptual framework it can be seen that the expected effects of the use of ICT are new pedagogicay practices, student achievements and competences. In this article, we focus on teachers and their use of ICT in teaching. We are interested in what factors effect the use of ICT in teaching and how ICT relates to pedagogical practices. In this article we try to answer the following research questions 1) Does the data from ICILS 2013 enable the measurement of the impact of ICT on the level of teachers, 2) what factors are associated with and influence the use of ICT in the classroom"},{"@xml:lang":"sl","#text":"Merjeneje uč inkov IKT na izobra ževanje je metodološko zahtevna naloga, saj zahteva merjenje težko izmerljivih procesov (npr. učenje in poučevanje), vpliv učinkov pa se odraža na več nivojih, ki so med seboj soodvisni. Za merjenje učinkov IKT v izobraževanju je bilo izdelanih nekaj konceptualnih teoretskih okvirov, ki pa imajo nekatere pomanjkljivosti, zato predstavljamo nov okvir, ki omogoča uporabo kazalnikov, ki jih je mogoče meriti z obstoječimi merskimi inštrumenti. Iz predlaganega konceptualnega okvira izhaja, da so pričakovani učinki uporabe IKT spremenjene pedagoške prakse, dosežki učencev in kompetence. V pričujočem članku se osredotočamo na učitelje in njihovo uporabo IKT pri poučevanju. Pri tem nas zanima predvsem, kateri dejavniki vplivajo na to, da bodo pri poučevanju uporabljali IKT, in kako se IKT povezuje s pedagoškimi praksami. V članku skušamo odgovoriti na naslednja raziskovalna vprašanja: 1) Ali podatki ICILS 2013 omogočajo merjenje učinkov IKT na nivoju učiteljev, 2) kateri dejavniki so povezani z in vplivajo na uporabo IKT v razredu"}],"edm:type":"TEXT","dc:type":[{"@xml:lang":"sl","#text":"znanstveno časopisje"},{"@xml:lang":"en","#text":"journals"},{"@rdf:resource":"http://www.wikidata.org/entity/Q361785"}]},"ore:Aggregation":{"@rdf:about":"http://www.dlib.si/?URN=URN:NBN:SI:doc-AEDGP0OD","edm:aggregatedCHO":{"@rdf:resource":"URN:NBN:SI:doc-AEDGP0OD"},"edm:isShownBy":{"@rdf:resource":"http://www.dlib.si/stream/URN:NBN:SI:doc-AEDGP0OD/f6b0a076-8004-4ddd-9e52-01ff442cc4f3/PDF"},"edm:rights":{"@rdf:resource":"http://rightsstatements.org/vocab/InC/1.0/"},"edm:provider":"Slovenian National E-content Aggregator","edm:intermediateProvider":{"@xml:lang":"en","#text":"National and University Library of Slovenia"},"edm:dataProvider":{"@xml:lang":"sl","#text":"Slovensko društvo raziskovalcev šolskega polja"},"edm:object":{"@rdf:resource":"http://www.dlib.si/streamdb/URN:NBN:SI:doc-AEDGP0OD/maxi/edm"},"edm:isShownAt":{"@rdf:resource":"http://www.dlib.si/details/URN:NBN:SI:doc-AEDGP0OD"}}}}