Roli i platformave digjitale në zhvillimin e kompetencave të qëndrueshme te nxënësit e arsimit fillor
DOI:
https://doi.org/10.62928/kp.v3i.8936Abstract
Ky studim trajton rolin e platformave digjitale në zhvillimin e kompetencave të qëndrueshme te nxënësit e arsimit fillor, duke i pajisur ata me aftësi të nevojshme për mësimin gjatë gjithë jetës. Teknologjia nxit pavarësinë intelektuale dhe zhvillimin e aftësive mendore, duke përmirësuar përvetësimin aktiv të njohurive. Qëllimi i studimit është të analizojë rolin e platformave digjitale si PowerPoint, Kahoot!, GeoGebra, Book Creator dhe Paint në përvetësimin e aftësive të leximit, shkrimit dhe digjitalizimit, si dhe në formimin e kompetencave tjera të qëndrueshme si mendimi kritik, kreativiteti, bashkëpunimi, komunikimi dhe zgjidhja e problemeve. Përdoret një metodologji e kombinuar duke përfshirë: pyetësorë të strukturuar për 120 nxënës nga tri shkolla fillore, intervista të gjysmëstrukturuara me mësimdhënës, si dhe analiza të dokumentacionit mësimor si instrument cilësor. Në këtë të fundit janë shqyrtuar plane mësimore që përfshijnë përdorimin e mjeteve digjitale, produkte të krijuara nga nxënësit përmes platformave (prezantime, tregime digjitale, vizatime në Paint), reflektime nga mësimdhënësit si dhe udhëzues funksional për përdorimin e mjeteve teknologjike. Gjetjet e studimit konfirmojnë rolin pozitiv të këtyre platformave në procesin mësimor: 87% e nxënësve raportuan se aktivitetet me Kahoot! kanë ndikuar në rritjen e kujtesës dhe angazhimit; GeoGebra ka ndihmuar në të kuptuarit vizual në lëndën e matematikës; tregimet digjitale në Book Creator kanë integruar shkrimin dhe dizajnin vizual, duke nxitur kreativitetin dhe shprehjen personale; Paint përforcoi aftësitë vizuale dhe pjesëmarrjen aktive të nxënësve në disa fusha kurrikulare. Megjithatë, studimi identifikon edhe një sfidë të rëndësishme: shumica e mësimdhënësve nuk kanë marrë trajnim adekuat për përdorimin e platformave digjitale dhe i kanë mësuar ato në mënyrë vullnetare dhe autodidakte, duke u mbështetur në përpjekje personale dhe burime të pavarura. Ky punim paraqet një model praktik për integrimin Email: vloraosmanibunjaku@gmail.com efektiv të teknologjisë në klasat fillore, duke kontribuar në literaturën pedagogjike me një qasje të integruar që bashkon përvoja konkrete nga mjedisi shkollor me reflektime didaktike. Gjithashtu, rezultatet ofrojnë rekomandime të vlefshme për mësimdhënësit dhe politikëbërësit në përmirësimin e metodave mësimore, përmes programeve të strukturuara të zhvillimit profesional, që mbështesin përdorimin pedagogjik dhe ndërdisiplinor të teknologjisë në klasat fillore. Kjo qasje kontribuon në ngritjen e cilësisë në arsimin fillor për formimin e kompetencave të qëndrueshme dhe përgatitjen e nxënësve për sfidat e shekullit XXI.Keywords:
arsimi fillor, kompetenca, mësimi gjatë gjithë jetës, platforma digjitale teknologjia.Downloads
References
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Kim, S., M. Raza, and E. Seidman. 2019. “Improving 21st-Century Teaching Skills: The Key to Effective 21st-Century Learners.” Research in Comparative and International Education 14 (1): 99–117. https://doi.org/10.1177/1745499919829214.
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OECD. 2021. Digital Education Outlook: Pushing the Frontiers with AI, Blockchain and Robots. Paris: OECD Publishing. https://doi.org/10.1787/5f7c8d24-en.
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Ross, W., S. Smith, and J. E. Vistic. 2020. “Collaborative Creativity.” In The Palgrave Encyclopedia of the Possible. U.K.: Palgrave Macmillan. https://doi.org/10.1007/978-3-319-98390-5_85-1.
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Siemens, G. 2005. “Connectivism: A Learning Theory for the Digital Age.” International Journal of Instructional Technology and Distance Learning 2 (1): 3–10.
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Thakur, S. 2025. “Digital Products in Modern Education: A Guide for Educators.” Classplus Growth Blog. https://classplusapp.com/growth/digital-products-in-education-guide/.
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Trilling, B., and C. Fadel. 2009. 21st Century Skills: Learning for Life in Our Times. San Francisco: Jossey-Bass / John Wiley & Sons.
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UNESCO. 2016. Transversal Competencies in Education Policy and Practice: Asia-Pacific Regional Synthesis Report. Bangkok. https://unesdoc.unesco.org/ark:/48223/pf0000246852.
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References
Abildinova, G., A. Assainova, A. Karymsakova, D. Abykenova, and M. Temirkhanova. 2024. “Transforming High School Education with Digital Tools: A Systematic Review.” International Journal of Learning, Teaching and Educational Research 23 (8): 1–34. https://doi.org/10.26803/ijlter.23.8.34.
Akram, H., M. Ahmad, S. Khan, and T. Fatima. 2022. “Teachers’ Perceptions of Technology Integration in Teaching-Learning Practices: A Systematic Review.” Frontiers in Psychology 13: 920317. https://doi.org/10.3389/fpsyg.2022.920317.
Barus, R. A., and Sahrul. 2024. “4C Skills of the 21st Century: Their Nature and Importance in Primary School Learning.” MICJO Journal 1 (2): 30–45. https://doi.org/10.62567/micjo.v1i2.88.
Battelle for Kids. 2019. P21 Frameworks for 21st Century Learning. https://www.battelleforkids.org/insights/p21-resources.
Birru, Y. T. 2024. “The Integration of 21st-Century Skills into the Higher Education Curriculum: Practices and Perspectives.” Teacher Education and Curriculum Studies 9 (3): 60–68. https://doi.org/10.11648/j.tecs.20240903.12.
Chalkiadaki, A. 2018. “A Systematic Literature Review of 21st Century Skills and Competencies in Primary Education.” International Journal of Instruction 11 (3): 1–16. https://doi.org/10.12973/iji.2018.1131a.
Choudhri, M., and S. Hanson. 2024. “What Are Electronic Books? Top 20 Benefits of eBooks in Education.” Kitaboo, January 15, 2024. https://kitaboo.com/advantages-of-electronic-books-in-modern-education/.
Creswell, J. W. 2014. Research Design: Qualitative, Quantitative, and Mixed Methods Approaches. 4th ed. Thousand Oaks, CA: SAGE Publications.
Decuypere, M., E. Grimaldi, and P. Landri. 2020. “Critical Studies in Education.” Journal of Education Policy 35 (6): 1–16. https://doi.org/10.1080/17508487.2020.1866050.
Girdzijauskienė, R., L. Rupšienė, and E. Pranckūnienė. 2022. “Usage of Digital Learning Tools to Engage Primary School Students in Learning.” Human, Technologies and Quality of Education: 281–90. https://doi.org/10.22364/htqe.2022.20.
Hohenwarter, M., and Z. Lavicza. 2007. “Mathematics Teacher Development with GeoGebra.” In Proceedings of the British Society for Research into Learning Mathematics 26. https://eprints.soton.ac.uk/50742/.
Karaferye, F. 2022. “Digital Teaching and Learning: Exploring Primary School Teachers’ Approaches, Sources of Concern & Expectations.” Journal of Educational Technology and Online Learning 4 (3): 808–24. https://doi.org/10.31681/jetol.1156717.
Kim, S., M. Raza, and E. Seidman. 2019. “Improving 21st-Century Teaching Skills: The Key to Effective 21st-Century Learners.” Research in Comparative and International Education 14 (1): 99–117. https://doi.org/10.1177/1745499919829214.
Loizou, M. 2022. “Digital Tools and the Flipped Classroom Approach in Primary Education.” Frontiers in Education 7: 793450. https://doi.org/10.3389/feduc.2022.793450.
Mishra, P., and M. J. Koehler. 2006. “Technological Pedagogical Content Knowledge: A Framework for Teacher Knowledge.” Teachers College Record 108 (6): 1017–54. https://doi.org/10.1111/j.1467-9620.2006.00684.x.
OECD. 2021. Digital Education Outlook: Pushing the Frontiers with AI, Blockchain and Robots. Paris: OECD Publishing. https://doi.org/10.1787/5f7c8d24-en.
Papert, S. 1993. The Children’s Machine: Rethinking School in the Age of the Computer. New York: Basic Books.
Perrotta, C., and L. Pangrazio. 2023. “Current Issues and New Agendas for Education Technology Research: The Critical Study of Digital Platforms and Infrastructures.” Education Policy Analysis Archives 31. https://doi.org/10.14507/epaa.31.7952.
Ramey, M. D. 2016. “21st Century Teaching and Learning.” Young Children 71 (3): 14–21. https://www.naeyc.org/resources/pubs/yc/jul2016/21st-century-teaching-learning.
Ross, W., S. Smith, and J. E. Vistic. 2020. “Collaborative Creativity.” In The Palgrave Encyclopedia of the Possible. U.K.: Palgrave Macmillan. https://doi.org/10.1007/978-3-319-98390-5_85-1.
Siemens, G. 2005. “Connectivism: A Learning Theory for the Digital Age.” International Journal of Instructional Technology and Distance Learning 2 (1): 3–10.
Thakur, S. 2025. “Digital Products in Modern Education: A Guide for Educators.” Classplus Growth Blog. https://classplusapp.com/growth/digital-products-in-education-guide/.
Trilling, B., and C. Fadel. 2009. 21st Century Skills: Learning for Life in Our Times. San Francisco: Jossey-Bass / John Wiley & Sons.
UNESCO. 2016. Transversal Competencies in Education Policy and Practice: Asia-Pacific Regional Synthesis Report. Bangkok. https://unesdoc.unesco.org/ark:/48223/pf0000246852.
UNESCO. 2020. United Nations Educational, Scientific and Cultural Organization. https://unesco.org/en/sdgs.
Vygotsky, L. S. 1978. Mind in Society: The Development of Higher Psychological Processes. Cambridge, MA: Harvard University Press.
Wang, A. I. 2015. “The Wear Out Effect of a Game-Based Student Response System.” Computers & Education 82: 217–27. https://doi.org/10.1016/j.compedu.2014.11.004.
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