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Use of ICT Technologies in the Biology Teaching
Semencová, Barbora ; Hlaváčová, Lucie (advisor) ; Němečková, Linda (referee)
This diploma thesis deals with the practical use of information and communication technologies in the educational process, especially in the teaching of biology. It is divided into theoretical, research and creative parts; In the introduction, the theoretical part defines the key concepts related to the issue, further maps the development of educational strategies in the context of ICT, summarizes and points out the possible pros and cons of using digital technologies in the school environment and provides a list of selected ways to use technology practically at school. The research part of the thesis deals with the opinions and attitudes of Czech teachers of natural history or biology at different types of schools in the area of using ICT technologies with a focus on the above mentioned subjects. The research was carried out in the form of a questionnaire survey, which was attended by 168 respondents across the Czech Republic. The creative part is based on the results of the research part of the work and presents the educational program Virtual around the School, which brings together all the materials for teaching a specific topic - systematic plant biology using digital technologies. This program was piloted in November 2019 in cooperation with Petra Strozziho Primary School in Prague.
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Interactivity principle in multimedia learning materials in 3rd and 4th grade primary school students
Tetourová, Tereza ; Brom, Cyril (advisor) ; Lukavská, Kateřina (referee)
The aim of this study was to investigate, whether the aspect of interactivity (meaning problem solving interactivity) implemented in multimedia learning materials would positively influence learning outcomes of students. The third and fourth-grade pupils had been split up in two groups and they learned about a topic of natural sciences for about 20 minutes. The first group were studying from an interactive material - short educational game. The second group were studying from a noniteractive material - short educational animation. As variables we have chosen the following - the learning outcomes of the pupils, the amount of motivation to manipulate with the educational tool and the evaluation of atractivity of this tool. Based on multimedia learning theories (CTML, CATLM), we assumed that interactivity would enhance the extent of motivation, evaluation of atractivity and the learning outcomes. Our results partially confirmed our hypothesis. We found positive effect on motivation and evaluation, nevertheless we found no effect on learning outcomes - there was no difference between the groups within this domain. As one of the possible explanations we propose Sweller's cognitive load theory. KEYWORDS Multimedia learning, interactivity, educational animation, educational game, learning outcomes
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Education with multimedia technologies
Jakoubková, Jana ; Husa, Jiří (advisor) ; Milena, Milena (referee)
The bachelor's thesis "Education with multimedia technologies" was focused on the analysis of educational videos from the field of human resources, which were located on the widespread internet site for sharing videos in Czech language. Specifically it was focused on the three topics of human resources, which were essential for job seekers on the labor market. From each topic was selected twenty-five educational videos. That created a sample of analysis of 75 videos. These videos were analyzed according to chosen criterias. The criterias were the theme, the length, the quality of the record, the resource, the educational goal, the target group and the summary and the evaluation of the videos. Data from the analysis were registered into the table according to a predetermined manner. It was found that educational videos on YouTube were an average of 27.64 minutes long, the quality of recorded video was average to high, and the largest source, what added instructional videos were individuals that were adding these videos on YouTube to selfpresent themselves as the experts in the field and to offer their services. The analysis also showed that only 19 % of educational videos were created correctly in terms of education. It followed that YouTube was not the right place for education in correctness of education.
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