DEGREE OF DIGITAL TECHNOLOGICAL INTEGRATION IN THE BULGARIAN SECONDARY TECHNOLOGICAL EDUCATION
Keywords:integration, digitalization, technology education, information and communication technologies, learning, teaching
Global informatization is one of the dominant trends in contemporary social reality. Digital information and communication technologies have enormous innovation potential for the overall modernization and transformation of education and the enrichment of pedagogical sciences. Realizing this potential requires technologies to be fully integrated into educational practice. A high degree of integration is a prerequisite for the implementation of constructivism, increasing autonomy, personal responsibility of learners and the opportunity for personalized learning.
Digital technological integration is a progressive change of education to a degree of transformation. In the process of gradual merging of information and communication and pedagogical technologies, innovative pedagogical practices are created, and they cannot be realized without modern technological means. The characteristics of the methods of teaching and learning with digital technologies determine different degrees of integration which are entry, adoption, adaptation, infusion, and transformation.
The current features of the applied methods for using Information Communication Technology (ICT) in the Bulgarian secondary education in technology, and entrepreneurship (grades 5-7) were studied by surveying 127 pedagogues teaching this subject. A questionnaire is attached examining the goals, frequency use of digital tools in the educational process, and the applied management decisions for choosing the digital tools and working with them. The analysis of the obtained data showed that ICT was used, but the degree of integration was low and corresponded to the initial levels of entry and initial adoption of the integration process. In isolated cases, lessons were held according to how students performed in activities specific to their level of adaptation.
Dugger, W. E. (2012). How Standards Interface with Curriculum and Instruction in Technology. Technology Education for the 21st Century: Bridging Theory and Practice. Palestine. Retrieved 2013, from http://www.iteea.org/Resources/
Knezenk, D. (2011). Technology Integration: What Experts Say Educators and researchers share their views on why technology integration is an important strategy for 21st century classrooms. (S. Boss, Interviewer) Edutopia. Retrieved 2014, from Edutopia: https://www.edutopia.org/article/technology-integration-what-experts-say
Loyd, M. (2005). Towards a definition of the integration of ICT in the classroom. In AARE, AARE, Eds. Proceedings AARE '05 Education Research - Creative Dissent: Constructive Solutions. Parramatta, New South Wales. Retrieved from https://eprints.qut.edu.au/3553/1/3553.pdf
Mitova, D. (2018). Project-Based Education on Technology and Entrepreneurship. LAP Lambert Academic Publishing.
November, A. (2013). Why Schools Must Move Beyond One-to-One Computing. Retrieved 2013, from Novemberlearning.com: https://novemberlearning.com/article/why-schools-must-move-beyond-one-to-one-computing/
Plachkov, S. (2013). Harmonizing the competency profile of the teacher in technology training with the European Qualifications Framework. Journal for information technology, education development and teaching methods of technical and natural sciences, 3, 1-5.
Russell, M., Bebell, D., & O'Dwyer, L. M. (2005). Tracking the arc of new teachers technology use. In Preparing Teachers to Teach With Technology: Current Perspectives on Applied Information Technologies. Greenwich: Information Age Publishing, Inc.
TFCIT. (2013). The Technology Integration Matrix. Retrieved 01. 18., 2013, from The Technology Integration Matrix: https://fcit.usf.edu/matrix/matrix// The Florida Center for Instructional Technology
Zoneva, L. (2017). Opinion study for the level of integration of information and communication technologies in the Bulgarian secondary education in technologies. International Journal Knowledge Scientific Papers(Vol.16.2), 725-731.
How to Cite
This work is licensed under a Creative Commons Attribution 4.0 International License.
The author is the copyright holder. Distribution license: CC Attribution 4.0.