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JOURNAL OF INTERDISCIPLINARY RESEARCH
technology, the situation is by no means so bad. But what is
many times insufficient in this context, is preparedness of
teachers to work with these means, i.e. their didactic
technological competence. As different authors state, amount
and level of ICT equipment at schools has outrun the level of the
relevant professional competences of teachers´ (Higgins,
Beauchamp, Miller, 2007; Smith, Hardman, Higgins, 2006;
Tureková, Depešová, 2014). However, as the results of Pigová´s
research show (2005), the key problem also here is that the
teachers (in general, independently on the subject they teach)
miss electronic teaching materials and teaching aids (relevant to
their subject teaching). In particular they miss such materials
which would enable them to bring into practice education
changes following development of students` key competences.
Despite the lack of these materials we may see effort to
implement at least interactive whiteboards in education and to
use these means to support students` personalities development,
although the way in which this is done is not always an
appropriate one (Pigová, 2005; Brečka, 2013).
Similarly, Moss et al. (2007) state that the use of interactive
whiteboards at schools is considerable diverse. While most
teachers use interactive whiteboards as an additional supporting
factor to their prevailing teaching styles, others use interactive
technology as a basis for innovation and improving their
teaching methods. Moss et al. also point out that the impact of
the use of interactive whiteboards varies from one subject to
another one what might be caused by the uneven availability of
materials for different subjects.
The presented matters evoked our intention to create a model of
the key competence development and to it related materials
applicable in teaching the subject Technology. To use just the
interactive whiteboards as a means of the support of the key
competence development resulted from the fact that interactive
whiteboards allow one to create a variety of activities in which
students respond to stimuli of different kinds, e.g. audio or
video records, animations, simulations, playful activities etc.
2.2 Model of the Key Competence Development
To define the notion of the key competences is very difficult, as
they present an intersection of multiple determining units and
scientific fields. Definitions stated by various authors differ, but
in general they agree the fact that key competences can be
defined as the knowledge, skills and approaches which we, as
individuals, need not only for social inclusion and employment
but also for our personal development and contentment (OECD,
2005). It is evident that each person has a good command of a
wide range of key competences in order to adapt to the fast
changing world that comes with globalisation (Kudryashova,
Gerasimov, 2012).
Based on the results of the available analyses (Filipe, 2006;
Harlow et al., 2010; Dostál, 2009; Erbas et al., 2015; Kennewell,
2006; Liang et al., 2012; Moss et al., 2007; Pigová, 2005; Türel,
Johnson, 2012) we selected key competences and skills which
are on the one hand compatible with the system of competences
in EU and OECD member states but which are on the other hand
also in compliance with the goals and content of the subject
Technology (Table 1). The model of the development of these
key competences within the subject Technology is presented in a
graphical form in Figure 1. The applied educational model was
constructed with the intention to help students to acquire
knowledge (subject matter) during the lesson (to meet the
objectives of the lesson at the demanded level) and especially, to
create situations and activities which support development of the
selected students` key competences.
Table 1. Overview of the Selected Key Competences
Categories of Key
Competences
Selected Key Competence, Skill
Behaviour
Interpersonal
Team Work (Int.-TW)
No communication, no help
Communication, advising in pairs
Harmonic Relationships (Int.-HR)
No communication, no mutual
help
Signs of teamwork – compliancy;
mutual help in work with IWB
Efficient Work (Int.-EW)
No cooperation whilst resolving
tasks, no communication, solitary
work
reading information and then task
resolution through communication,
task division
Communicative
Reading Comprehension (Com.-RC)
Reading of the text without will to
comprehend and resolve the task
Reading of the text and trying to
analyse, comprehend and resolve
the task.
Speaking Skills (Com.-SS)
Abrupt expression
No problems with expression
Writing Skills (Com.-WS)
Written expression is unclear,
wrong and uncomely.
Writing down right resolutions
comely
Personal
Control over Behaviour – Self-control (Per.-SC)
Partial self-control (some
instances of distraction
(disturbing, impatience, disorder)
Full focus on the teacher and the
team – no disorder
Honesty and Responsibility (Per.-HR)
Insecurity, turning around,
seeking other classmates
Solitary, confident task resolution
Learning
Self-motivation and Motivation of Others (L.-M)
Solitary task resolution – offers no
encouragement to solving or
acquiring information
Mutual encouragement to task
resolution and acquiring
information.
Problem-solving (L.-PS)
Cannot identify a problem, unable
to draw on solutions and
conclusions, no seeking other
possible solutions
Can identify, analyse
problems, seeks multiple
solutions
Active Participation in Task Resolving (L.-AP)
Losing interest in task resolution
Expression of excitement for task
resolution
Cognitive
Critical Thinking and Evaluation (Cog.-CT)
No acceptance of information, no
logical thinking
Critical evaluation of
information , successful
solitary work logical
thinking
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