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Meno a priezvisko:
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doc. PaedDr. Ján Záhorec, PhD.
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Typ dokumentu:
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Vedecko/umelecko-pedagogická charakteristika osoby
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Názov vysokej školy:
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Univerzita Komenského v Bratislave
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Sídlo vysokej školy:
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Šafárikovo námestie 6, 818 06 Bratislava
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| III.a - Zamestnanie-pracovné zaradenie | III.b - Inštitúcia | III.c - Časové vymedzenie |
|---|---|---|
| VŠ učiteľ – odborný asistent; docent | Univerzita Komenského v Bratislave, Pedagogická fakulta | od novembra 2015 – trvá |
| učiteľ profesijného rozvoja pre predmety informatika a fyzika; Metodik edukačného portálu | Metodicko-pedagogické centrum, Krajské pracovisko MPC Nitra | od 1. 5 2013 do 1. 11 2015 |
| VŠ učiteľ – odborný asistent | Slovenská poľnohospodárska univerzita v Nitre, Fakulta ekonomiky a manažmentu | od 1. 7. 2010 do 15. 2. 2015 |
| VŠ učiteľ – odborný asistent | Univerzita Konštantína Filozofa v Nitre, Pedagogická fakulta | od 1. 9. 2004 do 30. 6. 2010 |
| učiteľ informatiky a aplikovanej informatiky | Obchodná akadémia, Nitra (štátna stredná škola) | od 1. 9. 2008 do 30. 6. 2009 |
| učiteľ informatiky a programovania | Gymnázium Golianova 68, Nitra (štátne gymnázium) | od 1. 9. 2003 do 30. 6. 2004 |
| učiteľ informatiky a fyziky | Základná škola, Na Hôrke 30, Nitra (verejné základná škola) | od 1. 9. 2000 do 30. 6. 2005 |
| IV.a - Popis aktivity, názov kurzu (ak išlo o kurz), iné | IV.b - Názov inštitúcie | IV.c - Rok |
|---|---|---|
| rigorózne konanie v študijnom odbore učiteľstvo všeobecnovzdelávacích predmetov v špecializácii informatika (PaedDr.) | Univerzita Konštantína Filozofa v Nitre, Fakulta prírodných vied, Katedra informatiky | 2004 |
| V.2.a - Názov študijného programu | V.2.b - Stupeň | V.2.c - Študijný odbor |
|---|---|---|
| Predškolská a elementárna pedagogika | III. | učiteľstvo a pedagogické vedy |
| Spoločný sociálno-vedný, pedagogický a psychologický základ učiteľstva | II. | učiteľstvo a pedagogické vedy |
| Spoločný sociálno-vedný, pedagogický a psychologický základ učiteľstva | I. | učiteľstvo a pedagogické vedy |
| V.5.a - Názov predmetu | V.5.b - Študijný program | V.5.c - Stupeň | V.5.d - Študijný odbor |
|---|---|---|---|
| Digitálne technológie 1 | Pedagogicko-psychologický a spoločenskovedný základ učiteľstva | I. | učiteľstvo a pedagogické vedy |
| Digitálne technológie 2 | Pedagogicko-psychologický a spoločenskovedný základ učiteľstva | I. | učiteľstvo a pedagogické vedy |
| Digitálna gramotnosť | Predškolská a elementárna pedagogika | I. | učiteľstvo a pedagogické vedy |
| Aplikované digitálne médiá v primárnom vzdelávaní | Učiteľstvo pre primárne vzdelávanie | II. | učiteľstvo a pedagogické vedy |
| Využitie DT vo výučbe pedagogiky | Učiteľstvo pedagogiky v kombinácii | I. | učiteľstvo a pedagogické vedy |
ADM GUNCAGA, J. (30 %) – KORENOVA, L. (30 %) – ZÁHOREC, J. (20 %) – OSTRADICKY, P. (20 %) (2024). Innovative Approaches on Teaching and Learning with technical aids for STEM education in primary level. Education Sciences, 14(7), 2024. 682; DOI: 10.3390/educsci14070682. ISSN 2227-7102
ADN ZÁHOREC, J. (40 %) – HAŠKOVÁ, A. (40 %) – MUNK, M. (20 %) (2019). Teachers´ Professional Digital Literacy Skills and Their Upgrade. European Journal of Contemporary Education, Vol. 8, No. 2, (2019). ISSN: 2304-9650; E-ISSN: 2305-6746, pp.378–393. DOI: 10.13187/ejced.2019.2.378
ADM ZÁHOREC, Ján (34 %) – HAŠKOVÁ, Alena (33 %) – BÍLEK, Martin (33 %) (2014). Impact of Multimedia Assisted Teaching on Student Attitudes to Science Subjets. Journal of Baltic Science Education, Vol. 13, No. 3, 2014, ISSN 1648-3898, s. 361–380
ADM ZÁHOREC, J. (34 %) – HAŠKOVÁ, A. (33 %) – MUNK, M. (33 %) (2014). Assessment of Selected Aspects of Teaching Programming in SK and CZ. Informatics in education. 2014, Vol. 13, No. 1, ISSN 1648-5831, pp. 157–178. https://doi.org/10.15388/infedu.2014.09
ADM ZÁHOREC, Ján (25 %) – HAŠKOVÁ, Alena (25 %) – MUNK, Michal (25 %) – BÍLEK, Michal (25 %) (2013). Results of PISA and Evaluation of Computer Science Education. Journal of Baltic Science Education, Vol. 12, No. 2, 2013, ISSN 1648-3898, s. 234–248
ADC ZÁHOREC, J. (35 %) – HAŠKOVÁ, A. (35 %) – HRMO, R. (30 %) (2022). Concept Mapping in Teaching Mathematics in Slovakia: Pedagogical Experiment Results. Mathematics 2022, 10(12): 1965, pp. 1–28. https://doi.org/10.3390/math10121965, ISSN 2227-7390
ABC HAŠKOVÁ, A. (50%) – ZÁHOREC, J. (50%) (2022). Analysis of Teachers’ Needs Related to Their Professional Digital Skills: Reflection on the pre-Corona State in Slovakia and Impact of the First Wave of the Pandemic on These Needs. In: Tomczyk, Ł., Fedeli, L. (eds.). Digital Literacy for Teachers. Lecture Notes in Educational Technology [Part of the Lecture Notes in Educational Technology book series (LNET)]. Springer Singapore. s. 463–493. https://doi.org/10.1007/978-981-19-1738-7_22
ADC ZÁHOREC, J. (27 %) – HAŠKOVÁ, A. (27 %) – POLIAKOVÁ, A. (23 %) – MUNK, M. (23 %) (2021). Case Study of the Integration of Digital Competencies into Teacher Preparation. Sustainability, 2021, Vol. 13, No. 11: 6402, pp. 1–28. https://doi.org/10.3390/su13116402. ISSN 2071-1050
ADN ZÁHOREC, J. (34 %) – HAŠKOVÁ, A. (33 %) – MUNK, M. (33 %) (2021). Self-Reflection of Digital Literacy of Primary and Secondary School Teachers: Case Study of Slovakia. European Journal of Contemporary Education, Vol. 10, No. 2, ISSN: 2304-9650, E-ISSN: 2305-6746 (On-line), pp. 496–508. doi: 10.13187/ejced.2021.2.496
AAB ZÁHOREC, Ján (65 %) – HAŠKOVÁ, Alena (22 %) – MUNK, Michal (13 %). (2020). Digitálna gramotnosť učiteľov v kontexte ich profesijnej prípravy. Bratislava : Univerzita Komenského v Bratislave, 1. vydanie. Rozsah vytlačenej publikácie 225 strán, 16,21 AH, rozsah vrátane časti príloh 305 strán, 20,19 AH. ISBN 978-80-223-4882-9
ADM ZÁHOREC, J. (40 %) – NAGYOVÁ, A. (30 %) – HAŠKOVÁ, A. (30 %) (2019). Teachers` Attitudes to Incorporation Digital Means in Teaching Process in Relation to the Subjects they Teach. International Journal of Engineering Pedagogy, Vol. 9, No. 4, (2019). ISSN: 2192-4880, pp. 101–120. https://doi.org/10.3991/ijep.v9i4.11064
Citačný ohlas:
Aflalo, E., Vaknin, M., Harband, Y., Safrai, M. Z. (2025). Using digital technologies to support active and self-directed learning. Journal of Computing in Higher Education, 2024. DOI 10.1007/s12528-024-09428-y (WOS; SCOPUS)
Thyssen, C., Meier, M. (2023). 3D Printing as an element of teaching-perceptions and perspectives of teachers at German schools. Frontiers in Education, Vol. 8:1233337. doi: 10.3389/feduc.2023.1233337 (WOS; SCOPUS)
Khonamri, F., Azizi, N., Akimjak, A., Kurilenko, V. (2024). The Prospects of Reading Circles for Fostering EFL Learners’ Motivation to Read and Engagement. Journal of Education Culture and Society, 15(1), pp. 403 – 418. https://doi.org/10.15503/jecs2024.1.403.418 (WOS; SCOPUS)
Rooholamini, A., Salajegheh, M. (2024). Health profession education hackathons: a scoping review of current trends and best practices. BMC Medical Education, Volume 24, Issue 1. Article Number 554. DOI 10.1186/s12909-024-05519-7 (WOS; SCOPUS)
Kitcharoen, P., Howimanporn, S. (2024). Enhancing Teachers’ AI Competencies through Artificial Intelligence of Things Professional Development Training. International Journal of Interactive Mobile Technologies, Vol. 18, Issue 2, pp. 4 – 15. DOI 10.3991/ijim.v18i02.46613 (SCOPUS)
Konrad, S. Č, Štemberger, T. (2023). Teacher Educators’ Attitudes Towards Using Digital Technologies for Learning and Teaching: The Case of Slovenia, International Journal of Emerging Technologies in Learning, Vol. 18, Issue 17, pp. 45 – 55. DOI 10.3991/ijet.v18i17.41095 (SCOPUS)
Thyssen, C., Meier, M. (2023). 3D Printing as an element of teaching-perceptions and perspectives of teachers at German schools, Frontiers in Education, Vol. 8:1233337. doi: 10.3389/feduc.2023.1233337 (WOS; SCOPUS)
Monika Valentová, Peter Brečka (2023). Assessment of Digital Games in Technology Education, Vol. 13, No. 2 (2023). International Journal of Engineering Pedagogy, Vol. 13, No. eISSN 2192-4880, pp. 36–63. DOI: https://doi.org/10.3991/ijep.v13i2.35971 (WOS; SCOPUS)
Guallichico, Geovanna, Ocaña Mauro, Tejada Cristhian, Bautista Cuauhtémoc (2023). Assessing Digital Competence Through Teacher Training in Early Education Teachers. Applied Technologies. ICAT 2022. Communications in Computer and Information Science, vol. 1757. Cham : Springer Nature, 2023, pp. 55–68. DOI 10.1007/978-3-031-24978-5_6 (SCOPUS)
Hasanah, E., Suyatno, S., Maryani, I., Al Badar, M.I., Fitria, Y., Patmasari, L. (2022). Conceptual Model of Differentiated-Instruction (DI) Based on Teachers' Experiences in Indonesia. Education Sciences, 12(10), Article Number 650. DOI 10.3390/educsci12100650 (WOS; SCOPUS)
Tyron, O., Korieshkova, S., Didenko, M., Kaminska, S. (2020). Psycho-Pedagogical Approaches to the Design of English Learning Course for Ship Engineers. International Journal of Engineering Pedagogy, Vol. 10, Issue 6, pp. 21–35. DOI: 10.3991/ijep.v10i6.14107 (WOS; SCOPUS)
Gómez-García, M., Hossein-Mohand, H., Trujillo-Torres, J.M, Hossein-Mohand, H. (2020). The training and use of ict in teaching perceptions of Melilla’s (Spain) mathematics teachers. Mathematics, Vol. 8, Issue 10, 2020, Article number: 3950. https://doi.org/10.3390/math8101641 (WOS; SCOPUS)
Watomakin, D. B., Santoso, A. J., Suyoto (2020). Mobile Application Design of Learning Word in Lamaholot Language for Children Using User-Centered Design. International Journal of Engineering Pedagogy, Vol. 10, Issue 5, pp. 103–115. DOI: 10.3991/ijep.v10i5.13411 (WOS; SCOPUS)
Hardika, H. – Aisyah, E. N. – Raharjo, K. M. – Dila Umnia Soraya, D. U. (2020). Transformation the Meaning of Learning for Millennial Generation on Digital Era. In: iJIM – International Journal of Interactive Mobile Technologies, Vol. 14, No. 12, 2020, pp. 69–81, eISSN 1865-7923. (SCOPUS)
Azizi M., Kralik R., Petrikovicova L., Tkáčová H. (2020). A comparative study of the effects of self-assessment and peer feedback on literature students’ oral production. Science for Education Today, 2020, Vol. 10, No. 5, pp. 7–27. DOI: http://dx.doi.org/10.15293/2658-6762.2005.01 (SCOPUS)
Roubalová, M., Kralik, R., Kondrla, P. (2021). Importance and method of teaching biblical Hebrew and aramaic in religious education of children and adults. Journal of Education Culture and Society, Vol. 12, No.1, pp. 59–67. DOI: 10.15503/jecs2021.1.59.67 (SCOPUS)
Khyzhniak, Inna A., Vlasenko, Kateryna V., Viktorenko, Irina L., Velychko, Vladyslav Ye (2021). Readiness of Future Primary Education Specialists to Use Digital Learning Tools in Professional Activity. Information Technologies and Learning Tools, Volume 86, No. 6, pp. 106–122, DOI 10.33407/itlt.v86i6.3666 (WOS)
ADN ZÁHOREC, J. (34 %) – HAŠKOVÁ, A. (33 %) – MUNK, M. (33 %) (2021). Self-Reflection of Digital Literacy of Primary and Secondary School Teachers: Case Study of Slovakia. European Journal of Contemporary Education, Vol. 10, No. 2, (2021). ISSN: 2304-9650, pp. 496–508. DOI: 10.13187/ejced.2021.2.496
Citačný ohlas:
Rahmawati, S., Abdullah, A.G., Widiaty, I. (2024). Teachers’ digital literacy overview in secondary school. International Journal of Evaluation and Research in Education, 13(1), pp. 597–606 (SCOPUS)
Lupak, N., Kramarenko, L., Shkvyr, O., Kazakova, N., Yashchuk, I. (2024). Influence of individualised teaching methods on improving the professional flexibility of future primary school teachers. Educacao & Formacao, Volume 9, e12851, DOI 10.25053/redufor.v9.e12851 (WOS)
Romanyuk, S., Maftyn, L., Iliichuk, L., Vasylyk, M., Tarangul, L. (2024). The use of modern technologies to enhance the quality of teaching at higher education institutions. Amazonia Investiga, 12(68), pp. 224-235. DOI 10.34069/AI/2023.68.08.21. (WOS)
Perry, Lewis Ron, Vlachopoulos, Dimitrios (2023). Learning Attainment in English Lessons: A Study of Teachers' Perspectives on Native English Speakers and English as an Additional Language (EAL) Students at an International School. Education Sciences, 13(9), 901, DOI 10.3390/educsci13090901 (WOS; SCOPUS)
Nguyen, L.A.T., Habók, A. (2023). Tools for assessing teacher digital literacy: a review. Journal of Computers in Education. 2023. DOI: https://doi.org/10.1007/s40692-022-00257-5 (WOS; SCOPUS)
Brečka, P, Valentová, M., Tureková, I. (2022). Digital Technologies in Environmental Edučation. TEM Journal-Technology Education Management Informatics, 11(2), May 2022, pp.726-730. ISSN 2217-8309. DOI 10.18421/TEM112-28. (WOS; SCOPUS)
ADC ZÁHOREC, J. – HAŠKOVÁ, A. – POLIAKOVÁ, A. – MUNK, M. (2021). Case Study of the Integration of Digital Competencies into Teacher Preparation. Sustainability, 2021, 13(11): 6402, pp. 1–28. https://doi.org/10.3390/su13116402. ISSN 2071-1050
Citačný ohlas:
Al Balushi, K. (2024). COVID- 19 and language teacher education in Oman: Practices, challenges, and opportunities (Book Chapter). In: Troudi, S., Mazandarani, O. (eds.). Confronting Challenges in English Language Teacher Education: Global Innovations and Opportunities. pp. 264 – 278, Imprint: Routledge. https://doi.org/10.1007/978-981-19-1738-7_22. (SCOPUS)
Benaoui, A., Kassimi, M. A., Harif, A. (2024) Neural Network Model for Predicting Digital Competencies of Teacher Trainers: Insights forEducational Practice. Library Progress International, 44(3), pp. 24533-24540. (SCOPUS)
Ma, W. D., Mat, A. C., Rahman, G. Y. A., Jaafar, R. (2024). Exploring the Interconnections: Digital Competence, Teacher Training and Remote Teaching. Akademika, 94(3), pp. 108 – 125. DOI 10.17576/akad-2024-9403-07 (WOS)
Arrasyid, R., Ruhimat, M., Setiawan, I., Ihsan, H. R., Darmawan, W., Mulyana, A., Moch Isya, H. R. Darmawanto, R. A. (2024). Design, Development, and Evaluation of a Mobile Learning Application for Geography Education. Journal of Advanced Research in Applied Sciences and Engineering Technology, 38(1), pp. 109 – 134, 2024 (SCOPUS)
Džunda, M.; Melníková, L.; Dzurovčin, P. (2023). Selected Aspects of Student Education in the Field of Air Transport. Transnav-international Journal On Marine Navigation And Safety Of Sea Transportation, 17 (3), pp. 653–664 (WOS)
Budayová, Z., Svoboda, M., Kóša, M., Tudose, C., Molchanova, I.I. (2022). Lifelong Learning and Development for Social Workers. Journal of Education Culture and Society, Volume 13, Issue 2, pp. 359–368, 2022 (WOS; SCOPUS)
Alhazmi, Mohammed A., Alqarni, Turki M., El Aasar, Said A. (2022). The Required Competencies for Future Teachers in Light of the Requirements of Intellectual Security and Knowledge Economy. Pegem Egitim ve Ogretim Dergisi, 12(3), pp. 226–236. DOI 10.47750/pegegog.12.03.24. ISSN 2146-0655 (WOS; SCOPUS)
Tokovska, M., Zaťková, T.Š., Jamborová, Ľ. (2022). Digital Competencies Development in Higher Education Institutions: A Mixed Methods Research Study. Emerging Science Journal, Vol. 6, Special Issue “Current Issues, Trends, and New Ideas in Education“, 2022, pp. 150-165. doi: 10.28991/ESJ-2022-SIED-011 (SCOPUS)
Dorofeeva V.I., Simaneva T.A. (2022). On the Issue of Creating an Course on Digital Educational Resources and Services for Organizing the Educational Process. Proceedings – 2022 2nd International Conference on Technology Enhanced Learning in Higher Education, TELE 2022. Lipetsk, 26 May 2022 – 27 May 2022, pp. 40–43. DOI 10.1109/TELE55498.2022.9801005. ISBN 978-166547007-0 (SCOPUS)
Tomczyk, Lukasz (2021). Declared and Real Level of Digital Skills of Future Teaching Staff. Education Sciences, 11(10), Article Number 619, DOI:10.3390/educsci11100619, ISSN 2227-7102 (Print) (WOS; SCOPUS)
ADN ZÁHOREC, J. (40 %) – HAŠKOVÁ, A. (40 %) – MUNK, M. (20 %) (2019). Teachers´ Professional Digital Literacy Skills and Their Upgrade. European Journal of Contemporary Education, Vol. 8, No. 2, (2019). ISSN: 2304-9650; E-ISSN: 2305-6746, pp.378–393. DOI: 10.13187/ejced.2019.2.378
Citačný ohlas:
Hammoda, B., Foli, S. (2024). A digital competence framework for learners (DCFL): A conceptual framework for digital literacy. Knowledge Management and E-Learning, 16(3), pp. 477-500. DOI 10.34105/j.kmel.2024.16.022 (WOS; SCOPUS)
Davila-Rubio, Carlos Alberto; Castiblanco-Carrasco, Rodulfo Armando (2024). Factors associated with the digital divide in teachers. An approach from the literature review. ESTUDIOS DEL DESARROLLO SOCIAL-CUBA Y AMERICA LATINA, Volume 12, Issue 3, pp. 189-205 (WOS)
Rahmawati, S., Abdullah, A.G., Widiaty, I. (2024). Teachers’ digital literacy overview in secondary school. International Journal of Evaluation and Research in Education, 13(1), pp. 597–606. DOI 10.11591/ijere.v13i1.25747 (SCOPUS)
Sazonova, M.V., Mikhailova, L.V. (2024). Transformation of Personalized Educational Trajectories of Students of Higher Educational Institutions in the Context of the Development of Digital Technologies. AIP Conference Proceedings, Volume 2969, Issue 112, January 2024, Article number 040005, 3rd International Conference on Advances in Science, Engineering, and Digital Education, ASEDU 2022, Krasnoyarsk, 8. – 10. December 2022, Code 196387. DOI 10.1063/5.0181962 (SCOPUS)
Amalia, S., Ramdhani, M.I., Syafryadin, Apriani, E., Boulahnane, S. (2024). The Effect of Learning Management System on Reading Comprehension Across 3 Types of Readers. LEARN Journal: Language Education and Acquisition Research Network, 17(1), pp. 73 – 99, 2024 (SCOPUS)
Xie, Y., Xia, W., Li, C., Qiu, Y. (2024). Construction and Innovative Application of MOOC for Large-Scale Improvement of Digital Teaching Literacy of Primary and Secondary School Teachers – Taking Guangdong Province of China as an Example. Communications in Computer and Information Science, Volume 1974 CCIS, pp. 68 – 81, 2024, 6th International Conference on Technology in Education, ICTE 2023 Hong Kong, 19. – 21. December 2023 (SCOPUS)
Polyiem, T., Nuangchalerm, P. (2023). Competencies of New Teachers in Learning Management in Teacher Production for Local Development. Journal of Curriculum and Teaching, Vol. 12, No. 3, 2023, pp. 91-99. doi:10.5430/jct.v12n3p91 (SCOPUS)
Guallichico, Geovanna, Ocaña Mauro, Tejada Cristhian, Bautista Cuauhtémoc (2023). Assessing Digital Competence Through Teacher Training in Early Education Teachers. Applied Technologies. ICAT 2022. Communications in Computer and Information Science, vol. 1757. Cham : Springer Nature, 2023, pp. 55–68. DOI 10.1007/978-3-031-24978-5_6 (SCOPUS)
Gunčaga, J. (2022). Selected Aspects of Visualization in Education of Functions. Trends in Mathematics (Book Chapter, Publisher: Springer Science and Business Media Deutschland GmbH), pp. 263 – 271, 2022. DOI 10.1007/978-3-030-87502-2_26 (SCOPUS)
Tomczyk, L., Fedeli, L., Wloch, A., Limone, P., Frania, M., Guarini, P., Szyszka, M., Mascia, M.L., Falkowska, J. (2022). Digital Competences of Pre-service Teachers in Italy and Poland. Technology Knowledge and Learning (2022), https://doi.org/10.1007/s10758-022-09626-6 (WOS; SCOPUS)
Bessarab, A., Penchuk, I., Mykytiv, H., Tregub, A., Madei, A., Kozachok, O. (2022). The Role of Journalism Teachers in the Media Literacy Development. Journal of Higher Education Theory and Practice, 22(9), pp. 188-200. DOI: 10.33423/jhetp.v22i9.5377. ISSN 2158-3595 (SCOPUS)
Kostenko, O., Frolova, O., Barsuk, S., Shostak, U., Bondar, N. (2021). Influence of digital educational resources on didactic possibilities for the educational process (on the example of english language). Revista Entrelinguas, Volume 7, Article Number: e021112. ISSN 2447-4045. DOI: 10.29051/el.v7i00.15888 (WOS)
Alanoglu, M., Aslan, S., Karabatak, S. (2021). Do teachers' educational philosophies affect their digital literacy? The mediating effect of resistance to change. Education and Information Technologies, 27(3), pp. 3447-3466. DOI: 10.1007/s10639-021-10753-3, ISSN 1360-2357
(WOS; SCOPUS)
Shagataeva Z.E., Sarbassov Y.K., Seminar E., Sydykbekova M.A., Kydyrbaeva A.T. (2021). The general technological competency model for vocational teachers in Kazakhstan. World Journal on Educational Technology: Current Issues Open Access, 13(4), pp. 574–588, DOI: 10.18844/WJET.V13I3.5938 (SCOPUS)
Nikou, S., Aavakare, M. (2021). An assessment of the interplay between literacy and digital Technology in Higher Education. Education And Information Technologies, 26(4), pp. 3893-3915. DOI: 10.1007/s10639-021-10451-0 (WOS; SCOPUS)
Suiyerkul, B., Kurmanali A., Smanova, B., Aitmukhambetova, K., Bayalieva, G. (2021). Teaching somatic idioms during the corona crisis(based onhistoricaland literary texts). XLinguae, Volume 14, Issue 1, pp. 81-90. ISSN 1337-8384, eISSN 2453-711X. DOI: 10.18355/XL.2021.14.01.07 (SCOPUS)
Frolova, E.V., Rogach, O. V., Tyurikov, A.G., Razov, P. V. (2021). Online Student Education in a Pandemic: New Challenges and Risks. European Journal of Contemporary Education, Volume 10, Issue 1, pp. 43-52 (WOS; SCOPUS)
Gómez-Galán, J., Martínez-López, J. Á., Lázaro-Pérez, C., del Mar Fernández-Martínez, M. (2021). Usage of Internet by University Students of Hispanic Countries: Analysis Aimed at Digital Literacy Processes in Higher Education. European Journal of Contemporary Education, Volume 10, Issue 1, pp. 53-65. DOI: 10.13187/ejced.2021.1.53 (WOS; SCOPUS)
Perifanou, M., Economides, A. A. (2021). Digital Skills for Teachers: Policies and Initiatives in Greece. 1st Innovation and New Trends in Engineering, Technology and Science Education Conference, IETSEC 2021, Amman, 17 May 2021 – 18 May 2021, Article number 9440507. DOI: 10.1109/IETSEC51476.2021.9440507 (WOS; SCOPUS)
Uribe-Hernandez, Yrene Cecilia, Valenzuela-Fernandez, Luis Alex, Rengifo-Lozano, Raul Alberto, et al. (2020). Digital Literacy in University Teachers Oriented Towards New Technologies [Alfabetização digital de professores universitários orientada para novas tecnologias]. Nuances-Estudos Sobre Educacao, Volume 31, Issue 1, pp. 358- 376. DOI: 10.32930/nuances.v31i0.8332 (WOS)
Frolova, Elena. V.; Rogach, Olga. V.; Ryabova, Tatyana M. (2020). Digitalization of Education in Modern Scientific Discourse: New Trends and Risks Analysis. European Journal of Contemporary Education, Vol. 9, No. 2, pp. 313–336 (WOS; SCOPUS)
Liu, Z. -J., Tretyakova, N., Fedorov, V., Kharakhordina, M. (2020). Digital literacy and digital didactics as the basis for new learning models development. International Journal of Emerging Technologies in Learning, Vol. 15, No. 14, pp. 4-18 (WOS; SCOPUS)
Fuchsova, M., Korenova, L. (2020). Modern Technology in the Form of Mobile Applications of Augmented Reality in Human Biology Education for Future School Teachers. DIVAI 2020: 13th International Scientific Conference on Distance Learning in Applied Informatics, Sturovo, Slovakia, SEP 21-23, 2020, pp. 101–110. (WOS)
Guncaga, J., Severini, E., Lehotayova, B. K., Ostradicky, P. (2020). Digital technologies in education of preschool children – Preparing for future. 43rd International Convention on Information, Communication and Electronic Technology, MIPRO 2020 – Proceedings, pp. 681–688 (SCOPUS)
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Bádateľsky orientovaná výučba v matematickom, prírodovednom a technickom vzdelávaní (projekt VEGA; Číslo projektu: 1/0033/22)
Spoluriešiteľ: doc. PaedDr. Ján Záhorec, PhD.
Doba riešenia: 2022 – 2024
Edukačná podpora pregraduálnej prípravy študentov učiteľstva v oblasti triedneho manažmentu – tvorba webového portálu a vysokoškolskej učebnice (projekt KEGA; Číslo projektu: 066UK-4/2021)
Spoluriešiteľ: doc. PaedDr. Ján Záhorec, PhD.
Doba riešenia: 2021 – 2023
Vyučovanie matematiky a informatiky pomocou elektronických interaktívnych komponentov (projekt KEGA; Číslo projektu: 004TTU-4/2021)
Spoluriešiteľ: PaedDr. Ján Záhorec, PhD.
Doba riešenia: 2021 – 2023
Optimalizácia výučbových materiálov z matematiky na základe analýzy súčasných potrieb a schopností žiakov mladšieho školského veku (projekt APVV; Číslo projektu: APVV-15-0387)
Spoluriešiteľ: PaedDr. Ján Záhorec, PhD.
Doba riešenia: 2016 – 2020
Inovácia pregraduálnej prípravy učiteľov v oblasti didakticko-technologických kompetencií (projekt KEGA; Číslo projektu: 041UK-4/2017)
Zodpovedný riešiteľ: PaedDr. Ján Záhorec, PhD.
Doba riešenia: 2017 – 2019
| VIII.a - Názov inštitúcie | VIII.b - Sídlo inštitúcie | VIII.c - Obdobie trvania pôsobenia/pobytu (uviesť dátum odkedy dokedy trval pobyt) | VIII.d - Mobilitná schéma, pracovný kontrakt, iné (popísať) |
|---|---|---|---|
| University of Aveiro, Department of Education and Psychology, Portugal | Campos Universitário de Santiago 3810-193 AVEIRO, Portugal | od 02.05.2023 do 05.05.2023 | Erasmus+ ; Staff Mobility for Training (mobilita pedagogického zamestnanca v rámci odbornej prípravy). Overall objectives of the mobility: To present the content concept of study disciplines incorporated into professional pre-service teacher training at the Faculty of Education of Comenius University in Bratislava, which develop digital literacy of teacher students and provide them both theoretical and practical basis for the development of didactic-technological competency competences applicable to their future pedagogical activities. On the basis of consultations and discussions with experts from the partner institution, who have extensive professional and pedagogical experience in the field of education, the aim is to propose innovations to the relevant parts of the curricula of teaching study programmes at the Faculty of Education of Comenius University in Bratislava, in which didactic-technological competences of students are developed and shaped for the successful performance of their teaching profession. |
Autor a odborný garant viacerých akreditovaných oprávnení poskytovania inovačného a aktualizačného vzdelávania pedagogickým a odborným zamestnancom schválených MŠVVaŠ Slovenskej republiky podľa platnej legislatívy (Zákon č. 138/2019 Z. z.; predtým zákon č. 317/2009 Z. z.). Jedná sa o oprávnenia zamerané na rozvíjanie profesijnej digitálnej gramotnosti cieľovej skupiny pedagogických/odborných zamestnancov škôl a školských zariadení, v ktorých sa zohľadňujú aktuálne požiadavky pedagogickej praxe v predmetnej oblasti.
Lektor programov inovačného a aktualizačného vzdelávania schválených MŠVVaŠ Slovenskej republiky v rámci profesijného rozvoja pedagogických a odborných zamestnancov regionálneho školstva SR (zákon č. 138/2019 Z.z.; predtým zákon č. 317/2009 Z.z.).
Lektor vzdelávacích aktivít v rámci národného projektu Profesijný a kariérny rast pedagogických zamestnancov (PKR); (Metodicko-pedagogické centrum).
Učiteľ profesijného rozvoja (predtým ako kontinuálneho vzdelávania) pre predmety informatika a fyzika; (Metodicko-pedagogické centrum).
Metodik edukačného portálu v rámci projektu Profesijný a kariérny rast pedagogických zamestnancov (PKR); (Metodicko-pedagogické centrum).
Lektor vzdelávacích aktivít v rámci národného projektu Vzdelávanie pedagogických zamestnancov materských škôl ako súčasť reformy vzdelávania (Metodicko-pedagogické centrum).
Člen skúšobných komisií pre 1. a 2. atestačné skúšky pedagogických a odborných zamestnancov regionálneho školstva SR (Metodicko-pedagogické centrum).