Straujie digitaliz\u0101cijas tempi sabiedr\u012bb\u0101 prasa, lai arodskolot\u0101jiem ir j\u0101b\u016bt modriem un sp\u0113j\u012bgiem piel\u0101goties, nodro\u0161inot, ka vi\u0146i ir sp\u0113j\u012bgi tikt gal\u0101 ar nep\u0101rtraukt\u0101m izmai\u0146\u0101m gan darba praks\u0113, gan izgl\u012bt\u012bbas metod\u0113s. Nesenaj\u0101 semin\u0101r\u0101 \u201cPIA digit\u0101l\u0101 p\u0101rveide\u201d at\u0161\u0137ir\u012bbu starp straujo tehnolo\u0123iju att\u012bst\u012bbas tempu r\u016bpniec\u012bb\u0101 un l\u0113n\u0101ku evol\u016bcijas ritmu izgl\u012bt\u012bbas un apm\u0101c\u012bbas pasaul\u0113 eksperti atzina par b\u016btisku \u0161\u0137\u0113rsli (Herrero et al, 2024). . L\u012bdz ar to arodskolot\u0101jiem ir skaidri j\u0101apzin\u0101s \u0161\u012bs p\u0101rmai\u0146as un j\u0101b\u016bt prasm\u0113m, kas nepiecie\u0161amas, lai t\u0101s efekt\u012bvi risin\u0101tu (Harteis, 2017). <\/p>\n\n\n\n
P\u0113d\u0113jos gados inform\u0101cijas un komunik\u0101cijas tehnolo\u0123iju (IKT) integr\u0101cija izgl\u012bt\u012bb\u0101 ir sniegusi skolot\u0101jiem iev\u0113rojamus ieguvumus, tostarp paaugstin\u0101tu skol\u0113nu motiv\u0101ciju, uzlabotu zin\u0101\u0161anu saglab\u0101\u0161anu un liel\u0101ku uzman\u012bbu da\u017e\u0101d\u0101m m\u0101c\u012bbu vajadz\u012bb\u0101m. \u0160\u012bs p\u0101rmai\u0146as ir padar\u012bju\u0161as skolot\u0101ju digit\u0101lo prasmju apguvi par neatliekamu izaicin\u0101jumu izgl\u012bt\u012bbas kopien\u0101. Skolot\u0101jiem \u0161aj\u0101 p\u0101rveid\u0113 ir galven\u0101 loma, jo vi\u0146iem ir uzdots ieviest jaunu uz IKT balst\u012btu praksi, kas p\u0101rsniedz inform\u0101cijas nodo\u0161anu. T\u0101 viet\u0101 vi\u0146iem ir j\u0101uz\u0146emas padomdev\u0113ju un koordinatoru lomas, vadot studentus m\u0101c\u012bbu proces\u0101, vienlaikus darbojoties k\u0101 pasniedz\u0113jiem, moderatoriem un konsultantiem. Tas ir \u012bpa\u0161i svar\u012bgi profesion\u0101laj\u0101 izgl\u012bt\u012bb\u0101, kur ir b\u016btiski inform\u0113t topo\u0161os profesion\u0101\u013cus par digit\u0101l\u0101s transform\u0101cijas noz\u012bmi m\u016bsdienu darba tirgus izaicin\u0101jumu risin\u0101\u0161an\u0101. (S\u00e1nchez-Prieto et al., 2021.)<\/p>\n\n\n\n
Profesion\u0101lie skolot\u0101ji saskaras ar dubultu izaicin\u0101jumu \u2013 apg\u016bt digit\u0101l\u0101s prasmes gan pedago\u0123isk\u0101, gan organizatorisk\u0101 kontekst\u0101, vienlaikus sekojot l\u012bdzi digitaliz\u0101cijas tendenc\u0113m sav\u0101 konkr\u0113taj\u0101 profesion\u0101laj\u0101 jom\u0101. Tas prasa, lai skolot\u0101ji b\u016btu akt\u012bvi, sadarbojoties ar darba vietas partneriem, nodro\u0161inot, ka vi\u0146i p\u0101rzina darba praksi, kas att\u012bst\u0101s. Turkl\u0101t \u0161\u012bs transform\u0101cijas d\u0113\u013c skolot\u0101jiem bie\u017ei vien ir j\u0101atsak\u0101s no iepriek\u0161 apg\u016btaj\u0101m prasm\u0113m un j\u0101apg\u016bst jaunas zin\u0101\u0161anas un kompetences, kas var b\u016bt apzin\u0101ts un izaicino\u0161s process. (Alanko-Turunen, Heinil\u00e4 un Vainio, 2024.)<\/p>\n\n\n\n
Neskatoties uz skolot\u0101ju iz\u0161\u0137iro\u0161o lomu skolu digit\u0101laj\u0101 p\u0101rveid\u0113, ar\u012b institucion\u0101lie faktori b\u016btiski ietekm\u0113 \u0161\u012bs p\u0101rejas pan\u0101kumus. Ir \u013coti svar\u012bgi izgl\u012bt\u012bbas iest\u0101d\u0113s rad\u012bt piem\u0113rotus apst\u0101k\u013cus, lai piln\u012bb\u0101 izmantotu tehnolo\u0123iju priek\u0161roc\u012bbas un atbalst\u012btu skolot\u0101jus vi\u0146u digit\u0101lo kompeten\u010du att\u012bst\u012bb\u0101. \u0160is institucion\u0101lais atbalsts ir galvenais, lai nodro\u0161in\u0101tu, ka digit\u0101l\u0101 p\u0101rveide skol\u0101s tiek ne tikai \u012bstenota, bet ar\u012b efekt\u012bvi uztur\u0113ta. (Cattaneo, Bonini un Rauseo, 2021.)<\/p>\n\n\n\n
DIGAM p\u0113t\u012bjum\u0101 (Digitaliz\u0101cija profesion\u0101laj\u0101 izgl\u012bt\u012bb\u0101) tika p\u0113t\u012bts, k\u0101 digitaliz\u0101cija ietekm\u0113 m\u0101c\u012b\u0161anos un prasmju att\u012bst\u012bbu profesion\u0101laj\u0101 izgl\u012bt\u012bb\u0101. P\u0113t\u012bjum\u0101 konstat\u0113ts, ka digitaliz\u0101cija pied\u0101v\u0101 daudzas pedago\u0123iskas iesp\u0113jas, piem\u0113ram, elast\u012bg\u0101ku m\u0101c\u012b\u0161anos, m\u0101c\u012b\u0161anu un orient\u0101ciju. Skolot\u0101ji uzsv\u0113ra priek\u0161roc\u012bbas, ko sniedz video, att\u0113lu un simul\u0101cijas lietojumprogrammu izmanto\u0161ana m\u0101c\u012bb\u0101s, k\u0101 ar\u012b uzlabota m\u0101c\u012bbu materi\u0101lu pieejam\u012bba un kvalit\u0101te. Tom\u0113r, neskatoties uz \u0161iem sasniegumiem, digitaliz\u0101cijas ietekme uz ikdienas darba praksi vi\u0146u pa\u0161u organiz\u0101cij\u0101s joproj\u0101m ir p\u0101rsteidzo\u0161i ierobe\u017eota. (Koramo, Brauer un Jauhola, 2018.)<\/p>\n\n\n\n
Nosl\u0113gum\u0101 j\u0101saka, ka, lai gan profesion\u0101lie skolot\u0101ji ir galvenais izgl\u012bt\u012bbas digit\u0101l\u0101s transform\u0101cijas virz\u012bt\u0101jsp\u0113ks, vi\u0146i saskaras ar iev\u0113rojam\u0101m probl\u0113m\u0101m, kas prasa gan personisku ap\u0146em\u0161anos, gan institucion\u0101lu atbalstu. Profesion\u0101l\u0101s izgl\u012bt\u012bbas n\u0101kotne ir atkar\u012bga no t\u0101, cik labi \u0161ie izaicin\u0101jumi tiks risin\u0101ti, nodro\u0161inot, ka skolot\u0101ji ir ne tikai apr\u012bkoti ar nepiecie\u0161amaj\u0101m digit\u0101laj\u0101m prasm\u0113m, bet ar\u012b tiek atbalst\u012bti vi\u0146u past\u0101v\u012bgaj\u0101 profesion\u0101laj\u0101 att\u012bst\u012bb\u0101.<\/p>\n\n\n\n
Atsauces:<\/em><\/p>\n\n\n\n Alanko-Turunen, M., Heinil\u00e4, H., & Vainio, V. (2024). Digitalisoituvien k\u00e4yt\u00e4nteiden kehitt\u00e4minen ammatillisessa koulutuksessa\u2013digitalisaatiota ja tunteita yhteensovittamassa. (Digit\u0101l\u0101s prakses att\u012bst\u012b\u0161ana profesion\u0101laj\u0101 izgl\u012bt\u012bb\u0101 \u2013 digitaliz\u0101cijas un emociju integr\u0113\u0161ana) eSignals Research 5(1).\u00a0<\/em><\/p>\n\n\n\n Cattaneo, AA, Bonini, L. un Rauseo, M. (2021). \u201cDigit\u0101lais veicin\u0101t\u0101js\u201d: papla\u0161in\u0101ts profils \u0160veices arodskolu digit\u0101l\u0101s transform\u0101cijas p\u0101rvald\u012bbai. M\u0101c\u012bbu organiz\u0101ciju digit\u0101l\u0101 transform\u0101cija, 169-187.<\/em><\/p>\n\n\n\n Harteis, C. (red.). (2017). Digitaliz\u0101cijas ietekme darba viet\u0101: izgl\u012btojo\u0161s skat\u012bjums (21. s\u0113j.). Springeris.<\/em><\/p>\n\n\n\n Herrero, C., Villar Onrubia, D., Cosgrove, J., Kluzer, S., Centeno, C., Casta\u00f1o Mu\u00f1oz, J., Romero Rodr\u00edguez, S., Moreno Morilla, C., Weikert Garc\u00eda, L., Arroyo Sagasta, A., Zubizarreta Pagalday, A., Wisniewski, D. un Fabe, N., Profesion\u0101l\u0101s izgl\u012bt\u012bbas un apm\u0101c\u012bbas digit\u0101l\u0101s transform\u0101cijas (PIA) semin\u0101rs, Eiropas Savien\u012bbas Publik\u0101ciju birojs, Luksemburga, 2024, doi:10.2760\/94528, JRC138603.<\/em><\/p>\n\n\n\n Koramo, M., Brauer, S., & Jauhola, L. (2018). Digitalisaatio ammatillisessa koulutuksessa. (Digitaliz\u0101cija profesion\u0101laj\u0101 izgl\u012bt\u012bb\u0101) Somijas Nacion\u0101l\u0101 izgl\u012bt\u012bbas a\u0123ent\u016bra, zi\u0146ojumi un p\u0113t\u012bjumi 2018:9.<\/em><\/p>\n\n\n\n S\u00e1nchez-Prieto, J., Trujillo-Torres, JM, G\u00f3mez-Garc\u00eda, M. & G\u00f3mez-Garc\u00eda, G. (2021). Negad\u012bjumu faktori digit\u0101l\u0101s m\u0101c\u012b\u0161anas kompetences ilgtsp\u0113j\u012bg\u0101 att\u012bst\u012bb\u0101 du\u0101l\u0101s profesion\u0101l\u0101s izgl\u012bt\u012bbas un apm\u0101c\u012bbas skolot\u0101jiem. European Journal of Investigation in Health, Psychology and Education, 11(3), 758-769.<\/em><\/p>\n\n\n\n <\/p>","protected":false},"excerpt":{"rendered":" Straujie digitaliz\u0101cijas tempi sabiedr\u012bb\u0101 prasa, lai arodskolot\u0101jiem ir j\u0101b\u016bt modriem un sp\u0113j\u012bgiem piel\u0101goties, nodro\u0161inot, ka vi\u0146i ir sp\u0113j\u012bgi tikt gal\u0101 ar nep\u0101rtraukt\u0101m izmai\u0146\u0101m gan darba viet\u0101, gan izgl\u012bt\u012bbas metod\u0113s. Nesenaj\u0101 semin\u0101r\u0101 \u201cPIA digit\u0101l\u0101 transform\u0101cija\u201d atkl\u0101j\u0101s at\u0161\u0137ir\u012bba starp straujo tehnolo\u0123iju att\u012bst\u012bbas tempu r\u016bpniec\u012bb\u0101 un l\u0113n\u0101ku evol\u016bcijas ritmu\u2026<\/p>","protected":false},"author":4,"featured_media":2198,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_kad_blocks_custom_css":"","_kad_blocks_head_custom_js":"","_kad_blocks_body_custom_js":"","_kad_blocks_footer_custom_js":"","_kad_post_transparent":"","_kad_post_title":"","_kad_post_layout":"","_kad_post_sidebar_id":"","_kad_post_content_style":"","_kad_post_vertical_padding":"","_kad_post_feature":"","_kad_post_feature_position":"","_kad_post_header":false,"_kad_post_footer":false,"_kad_post_classname":"","footnotes":""},"categories":[4],"tags":[],"class_list":["post-2197","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-activities"],"taxonomy_info":{"category":[{"value":4,"label":"Activities"}]},"featured_image_src_large":["https:\/\/c-disk.eu\/wp-content\/uploads\/2024\/09\/09-09-10.44.16.webp",1024,1024,false],"author_info":{"display_name":"Nikolay Tsolev","author_link":"https:\/\/c-disk.eu\/lv\/author\/ntsolev\/"},"comment_info":9,"category_info":[{"term_id":4,"name":"Activities","slug":"activities","term_group":0,"term_taxonomy_id":4,"taxonomy":"category","description":"","parent":0,"count":4,"filter":"raw","cat_ID":4,"category_count":4,"category_description":"","cat_name":"Activities","category_nicename":"activities","category_parent":0}],"tag_info":false,"_links":{"self":[{"href":"https:\/\/c-disk.eu\/lv\/wp-json\/wp\/v2\/posts\/2197","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/c-disk.eu\/lv\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/c-disk.eu\/lv\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/c-disk.eu\/lv\/wp-json\/wp\/v2\/users\/4"}],"replies":[{"embeddable":true,"href":"https:\/\/c-disk.eu\/lv\/wp-json\/wp\/v2\/comments?post=2197"}],"version-history":[{"count":1,"href":"https:\/\/c-disk.eu\/lv\/wp-json\/wp\/v2\/posts\/2197\/revisions"}],"predecessor-version":[{"id":2199,"href":"https:\/\/c-disk.eu\/lv\/wp-json\/wp\/v2\/posts\/2197\/revisions\/2199"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/c-disk.eu\/lv\/wp-json\/wp\/v2\/media\/2198"}],"wp:attachment":[{"href":"https:\/\/c-disk.eu\/lv\/wp-json\/wp\/v2\/media?parent=2197"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/c-disk.eu\/lv\/wp-json\/wp\/v2\/categories?post=2197"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/c-disk.eu\/lv\/wp-json\/wp\/v2\/tags?post=2197"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}