Zmiany modelu poznawczego uczniów w kontekście prac nad e-podręcznikiem


  • Jolanta Dyrda Uniwersytet Gdański


Słowa kluczowe:

wielozadaniowość, uzależnienie od technologii, e-podręcznik, orientacja poznawcza, dysleksja


We are witnessing today a phenomenon that might be metaphorically called an explosion of digital technology. The computer and multi-function mobile telephones accompany young people incessantly. A lot of them hardly remember the world free of this kind of implements. G. Small, and G. Vorgan [2011] call today’s generation of teenagers “Digital Natives” who acquire knowledge on the Internet, and read no paper-printed information which is seen by them as too antiquated. According to these authors, “Digital immigrants” are newcomers to the digital world. It is adults who have entered the world of new technologies, and who seem mistrustful and sometimes overcome by a sort of “techno-phobia”. The diffi culty of successful communication today between adults and children, teachers and pupils, has been made even more serious by the arrival of new technologies. MEN / The Polish Ministry of National Education / have – in their attempt to meet pupils’ expectations, and thus make the school a more attractive and modern institution – started work on an e-textbook. My interests in that area have been particularly aroused by the situation of those pupils who have been diagnosed with dyslectic problems. Will the proposed didactic solutions allow for alleviating such problems or, possibly, will they aggravate the situation? In the context of an animated discussion about the project of an e-textbook, I intend to concentrate upon the situation of pupils who experience considerable diffi culties in the process of learning at school.


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Dyrda, J. (2015). Zmiany modelu poznawczego uczniów w kontekście prac nad e-podręcznikiem. Problemy Wczesnej Edukacji, 28(1), 69–77.