Model of the Students' Key Competences Development through Interactive Whiteboard in the Subject of Technology

Peter Brečka,Monika Valentová

doi:10.15388/infedu.2017.02

Abstract

The basis of the submitted study are the continuously rising demands to alter the curricula with the aim to develop students' key competences in order to increase their professional versatility. The lack of scientific research and discussions show that little investigation has been done on the issue of development of key competences. Therefore, the primary objective of our study is to present the teaching methodology, the process of creating the educational model and the pilot verification aimed at the development of key competences through interactive whiteboard in the subject of Technology. The partial results of the pilot research conducted on the research sample of 6th and 8th grade students of primary schools on Slovakia show its usefulness especially in the development of teamwork, in terms of interpersonal competences, problem solving in terms of learning competences and reading comprehension in terms of communication competences. The presented educational model reflects the contemporary requirements in terms of using information and communication technologies in the teaching of the subject of Technology, in which the acquisition of key competences becomes considerably important.

Highlights

The issue of the development of key competences began to develop in the 80s as a result of significant economic changes in the developed countries (Canada, USA, and Australia)
Based on the above interpreted theoretical assumptions on the development of key competences we have proposed a key competence development model (Fig. 2) in the subject of Technology, which was developed through the project “methodology for implementation of interactive whiteboard (IWB) in education to competences of teacher training in Technology, Physics and Mathematics for lower secondary education”
Tional model, we can only verify the results on the level of research sample The greatest advantage of the presented model in the context of teaching the topic history of science and technology was the development and instigation of whole-class interaction, team work and problem solving which from the social point of view belong amongst the most required competencies

Summary

Introduction

The issue of the development of key competences began to develop in the 80s as a result of significant economic changes in the developed countries (Canada, USA, and Australia). The term “key competences” has gained importance both on the political level and the level of all types of schools (EACEA, 2012). As well as, recent theoretical debates we have made the conclusion that many countries exert the efforts to introduce, characterise and define the key competences in relation to work as well as lifelong learning.

Objectives

Methods

Findings

Conclusion