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The Experiences of the distance education in conservatory and elementary school
Řehák, Vojtěch ; Svobodová, Zuzana (advisor) ; Dvořáková, Danuše (referee)
This bachelor's thesis deals with the issue of distance education in an advanced stage of pandemic COVID-19. It depicts the development of distance education in two different educational facilities - conservatoire and elementary school. The theoretical part is focused on establishing a suitable conceptual framework, deals with basic terminology, deals with the description of distance learning, used platforms and analysis of distance education by ČŠI (Czech School Inspectorate) and MŠMT (Ministry of Education, Youth and Sports). In the theoretical part, there will be a periodization of the school year 2020/2021 with the results of education. The empirical part of this thesis aims to illustrate distance learning in both facilities and to elect effective experiences which could be also used in standard education. The results section defines 5 different categories describing of the distance education. It describes in detail the experience with distance learning in terms of organization, in terms of absence, educational results, technological background and the personality of the teacher as a person. It also characterizes the basic positive experiences that the interviewed respondents evaluated as useful in regular teaching. Such positive experiences include the active use of a combination of full-time...
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Distance education at a selected special primary school
Soukalová, Květa ; Kovaříková, Miroslava (advisor) ; Záhořová, Karolína (referee)
The theoretical part introduces the target group - school and pupils with mild, moderate and severe mental disabilities. These pupils are still mostly educated at the special schools so the thesis describes the FEP for primary special education and points out the inclusion of a special education into the Czech school system. Additionally the thesis focuses on the distance learning modalities and approaches to distance learning. In the practical part a questionnaire survey has been used. Teaching staff from the special school in Poděbrady was chosen for the purpose of a questionnaire survey. Using the questionnaire survey, the author focuses on the evaluation and specific practical teachers experiences. Thesis outputs are examples of a good practice in the case of distance learning indicated to schools with a similar focus.
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Risks of addictive behaviour on social medias for students in the second grade of Elementary school in the district of Louny
Bažoutová, Lucie ; Marádová, Eva (advisor) ; Němec, Zbyněk (referee)
This text is describing childrens problems with addictive behavior on social medias. Mainly it is focused on students with special educative needs (SVP) and students intact on second grade of Elementary school. Internet and social medias are daily used by teenagers, its became routine in their lifes. The using has advantages but also many risks. Teoretic part brings basic informations about positive and negative influence of online world. There is described behavior dependance, prevention and suitable intervention in the end. Practical part is realized by questionnaire method. It was applied on Elementary school second grade students, in order to find out if the students have certain assumptions to potential risks of addictive behavior on social medias in older age. Partial goal is to verify if distance educative form can increase probability of addictive behavior origin and if students with special educative needs are more susceptible of origin than intact students. The risks which can increase the addictive behavior origin are described based on questionnaire checking. For example risks include - met digital technologies in young school age, lots of active using social medias, excessively free time digestion in online world. Due to the distance educative form the risks increased.
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Digital technology and generation gap in pedagogy
Javůrek, David ; Svobodová, Zuzana (advisor) ; Mazáčová, Nataša (referee)
This paper summarises findings on the impact of digital technologies on learning and the development of pupils', students' and teachers' attitudes towards digital technologies. Digital technologies are developing rapidly, but teachers' and students' digital competencies do not always keep pace. The paper point out the generation gap in pedagogy caused by digital technologies and notes its change after the beginning of 2020. The aim of the paper is to find out to how far digital technologies and their use affect teaching and understanding between pupils and teachers; given the pandemic of the covid-19 virus, the paper focuses on comparing the use of digital technologies in teaching before 2020 and after 11 March 2020, when pupils and students were banned from being present in person in primary, secondary and higher education. The paper used unstructured observation and semi-structured interviews to collect data to determine how pupils cope with computer time.
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Changes in teachers' attitude towards the education process during the COVID-19 pandemic
Petrovická, Barbora ; Kucharská, Anna (advisor) ; Presslerová, Pavla (referee)
Our work is focused on the period of the global COVID-19 pandemic at its beginning, specifically in the spring and autumn of 2020. It particularly features the area of Czech educational system. We aim to reflect how the pandemic and the closely related distance education in schools affected teachers' attitude towards the education process and also their mental health. In the theoretical part we aspire to define basic terms, such as the teacher's personality, professional growth, motivation, stress, burn-out syndrome and mental hygiene. In addition, we offer an explanation of the process of distance education. The empirical part was realized via semi-structured interviews with teachers of theoretical subjects on vocational schools who were involved in the educational process during the time when it was forced to be led online. The most troublesome issues were the following: the teachers' inadequate technical skills and low self-confidence related to those, but also the minimal support from the schools' management regarding both the training in usage of on-line tools and the need of care of students', school employees' and parents' mental health. KEYWORDS personality, professional growth, motivation, mental hygiene, burn-out syndrome, COVID-19 pandemic, distance education
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Teacher's experience with individualized teaching in distance education
Patta, Emil ; Krčmářová, Tereza (advisor) ; Poche Kargerová, Jana (referee)
In a time of emergency measures due to the coronavirus pandemic, teachers have been forced to transition into distance education without prior experience and training, thus facing a significant professional challenge. Every teacher has dealt with this change differently and was given the opportunity to reflect their own teaching approach. The main aim of this thesis is to describe how distance education has transformed the approach of various types of teachers to the individual needs of students, in other words, to individualized teaching. In the theoretical part, selected approaches to the typology of teachers and their teaching styles will be described, using available professional publications. The importance of individualization as one of the key principles of current education will be justified. The ways in which a primary school teacher can respond to the individual needs of pupils in teaching will be summarized. The characteristic features of distance education, its advantages and limits will be described. In the practical part of the thesis, teacher's approaches to individualization in in- person and distance education will be mapped through qualitative research, in the form of a questionnaire and in-depth interviews. Key words individualization, distance education, primary school teacher,...
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Teacher Perspective on Distance Learning at Primary School
Malá, Alexandra ; Laufková, Veronika (advisor) ; Novotná, Kateřina (referee)
This diploma thesis deals with the current state of distance education at the 1st stage of primary school (4th and 5th grade) year 2020/2021. The main part presents the management structures of distance education with the implementation of selected online's methods teaching and creation of materials' study (distance learning). These materials are making available to students with the possibility to provide feedbacks in both directions. It also deals with pedagogical and didactic aspects of distance education, including a comparison of differences between distance and full-time teaching (duration: January to June 2020 and September 2020 to May 2021). The empirical part of the thesis was carried out as action research. It compares the period of the beginning of distance learning, March 2020 - FIRST PHASE, with the period from October 2020 - SECOND PHASE. It also compares the performance of two selected students and the impact of distance education on their performance from January 2020 to May 2021. Supporting findings on the issue are substantiate by several methods (questionnaire survey, discussion with students and student results from tests). The conclusion of the thesis includes an evaluation of the teaching process in the first and second phase of distance education, the impact on the student...
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Possibilities of minimizing stress in distance education at lower secondary school with regard to pupils with special educational needs
Mojková, Veronika ; Felcmanová, Lenka (advisor) ; Hájková, Vanda (referee)
The diploma thesis addresses the Possibilities of stress minimazition for pupils at the lower secondary school with regard to pupils with special educational needs during distance education. It designs the tools and strategies that a regular city school can provide students with coping with stress and stressful situations in the ongoing distance education. The theoretical part defines the main concept associated with stress, stressors and strategies used in coping with stress and the concept of distance education. The practical part finds out what possibilities a regular city school has in reducing stress for pupils in the lower secondary school, including pupils with special educational needs in distance education based on the finding of the main stressors and strategies the pupils use to cope with stress and support. The method of the research survey is conducted in the form of structural interview. Based on the obtained research data it was found out which, in the opinion of pupils, are the main stressors in distance education and what strategies pupils use for processing workload and stress, including pupils with special educational needs. From this information it is possible to design certain methods and procedures that define possibilities of minimizing stress for a given school. Key words...
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