{"id":6010,"date":"2020-03-25T16:13:34","date_gmt":"2020-03-25T14:13:34","guid":{"rendered":"https:\/\/sbunker.org\/?p=6010"},"modified":"2024-10-14T16:16:16","modified_gmt":"2024-10-14T14:16:16","slug":"fati-i-mire-i-mesimit-elektronik-ne-kohe-te-covid-19","status":"publish","type":"post","link":"https:\/\/sbunker.org\/sr\/analize\/fati-i-mire-i-mesimit-elektronik-ne-kohe-te-covid-19\/","title":{"rendered":"Fati i mir\u00eb i m\u00ebsimit elektronik n\u00eb koh\u00eb t\u00eb COVID-19"},"content":{"rendered":"
\n

Q\u00eb\u00a0n\u00eb\u00a0fillim duhet th\u00ebn\u00eb se \u00ebsht\u00eb\u00a0p\u00ebr tu vler\u00ebsuar angazhimi i ministr\u00ebs Hykmete Bajrami p\u00ebr t\u00eb\u00a0praktikura m\u00ebsimi elektronik, duke ndjekur k\u00ebshtu, shembullin e shum\u00eb\u00a0vend\u00ebve t\u00eb\u00a0bot\u00ebs n\u00eb\u00a0rrethanat e pandemis\u00eb.\u00a0Pas pandemis\u00eb, ky angazhim dhe kjo qasje do t\u00eb krijoj\u00eb leht\u00ebsira, q\u00eb vet\u00eb Ministria t\u00eb prij\u00eb me k\u00ebt\u00eb politik\u00eb, e cila si iniciativ\u00eb ka ekzistuar p\u00ebr nj\u00eb koh\u00eb t\u00eb gjat\u00eb por asnj\u00ebhere brenda ministris\u00eb dhe qeverive nuk ka gjetur p\u00ebrkrahje.<\/p>\n

P\u00ebrndryshe ofrues t\u00eb ndrysh\u00ebm privat\u00eb, p\u00ebrmes donacioneve t\u00eb shumta, kan\u00eb krijuar p\u00ebr publikun platforma t\u00eb ndryshme t\u00eb m\u00ebsimit elektronik, t\u00eb cilat shpesh nuk kan\u00eb pasur q\u00ebndrueshm\u00ebri zhvillimore. Nj\u00ebra nga arsyet, mund t\u00eb jet\u00eb p\u00ebr shkak t\u00eb anashkalimit t\u00eb p\u00ebrgjegj\u00ebsis\u00eb institucionale, respektivisht t\u00eb ministris\u00eb. Gjithashtu nd\u00ebrhyrjet nga t\u00eb gjitha pal\u00ebt, p\u00ebr t\u00eb udh\u00ebhequr me procesin e m\u00ebsimit elektronik, sikurse me shum\u00eb procese t\u00eb tjera, e kan\u00eb l\u00ebn\u00eb p\u00ebrgjegj\u00ebsin\u00eb t\u00eb q\u00ebndroj\u00eb pezull dhe pa titullar.<\/p>\n

Me k\u00ebt\u00eb rast d\u00ebshiroj t\u00eb ndaj me t\u00eb gjith\u00eb arsimdash\u00ebsit, n\u00eb ve\u00e7anti me m\u00ebsimdh\u00ebn\u00ebsit e t\u00eb gjitha niveleve, konceptet q\u00eb jan\u00eb zhvilluar nga shtete q\u00eb udh\u00ebheqin me zhvillimin e t\u00eb m\u00ebsuarit elektronik, si nevoj\u00eb e domosdoshme e t\u00eb m\u00ebsuarit n\u00eb shekullin XXI. \u201cM\u00ebsimi elektronik \u00ebsht\u00eb transmetimi i dijeve dhe kthimi i tyre n\u00eb aft\u00ebsi p\u00ebrmes p\u00ebrdorimit t\u00eb teknologjis\u00eb. Ai i referohet p\u00ebrdorimit t\u00eb pajisjeve elektronike dhe teknologjive t\u00eb sotme n\u00eb proceset e m\u00ebsimdh\u00ebnies dhe nx\u00ebnies<\/em>.\u201d [1]<\/p>\n

K\u00ebrkimet n\u00eb fush\u00ebn e teknologjis\u00eb arsimore, shpesh jan\u00eb kritikuar n\u00eb munges\u00eb t\u00eb baz\u00ebs teorike. Nj\u00eb histori e zhvillimit t\u00eb p\u00ebrfshirjes s\u00eb teknologjis\u00eb n\u00eb mjedisin e t\u00eb nx\u00ebnit \u00ebsht\u00eb mb\u00ebshtetur n\u00eb teorin\u00eb e Shulman (1986), i cili i shpjegon komponent\u00ebt e njohjes s\u00eb p\u00ebrmbajtjes dhe njohjes s\u00eb pedagogjis\u00eb p\u00ebr realizimin e p\u00ebrmbajtjes si t\u00eb lidhura ngusht\u00eb nj\u00ebra me tjetr\u00ebn.<\/p>\n

Shulman n\u00eb teorin\u00eb e tij e kishte v\u00ebrtetuar se dy fushat e njohurive t\u00eb m\u00ebsimdh\u00ebn\u00ebsve ajo e njohjes s\u00eb l\u00ebnd\u00ebs (p\u00ebrmbajtjes) dhe e pedagogjis\u00eb jan\u00eb trajtuar si dy fusha t\u00eb njohurive t\u00eb m\u00ebsimdh\u00ebn\u00ebsve nuk mund t\u00eb ekzistonin bashk\u00eb. Ai besonte se programet e p\u00ebrgatitjes s\u00eb m\u00ebsuesve duhet t\u2019i nd\u00ebrthurin k\u00ebto dy fusha t\u00eb njohurive. P\u00ebr ta adresuar k\u00ebt\u00eb ndarje n\u00eb mes njohurive t\u00eb p\u00ebrmbajtjes (l\u00ebnd\u00ebs) dhe njohurive pedagogjike, ai prezantoi pik\u00ebpamjet dhe iden\u00eb e \u201cNjohurive Pedagogjike t\u00eb P\u00ebrmbajtjes<\/em>\u00a0(NjPedP)\u201d, q\u00eb p\u00ebrfshijn\u00eb njohurit\u00eb pedagogjike t\u00eb konteksteve edukativo-arsimore dhe njohurit\u00eb mbi p\u00ebrmbajtjen dhe kurrikul\u00ebn.<\/p>\n

Cili \u00ebsht\u00eb roli i teknologjis\u00eb n\u00eb \u201cNjohjen Pedagogjike t\u00eb P\u00ebrmbajtjes<\/em>\u201d?<\/strong><\/p>\n

Nj\u00eb num\u00ebr i madh i studiuesve vazhdimisht plot\u00ebsojn\u00eb aspektin teorik dhe praktik t\u00eb rolit t\u00eb teknologjis\u00eb n\u00eb realizimin e p\u00ebrmbajtjeve, duke argumentuar se njohurit\u00eb p\u00ebr teknologjin\u00eb duhet t\u00eb trajtohen n\u00eb kontekst t\u00eb lidhjes me pedagogjin\u00eb dhe p\u00ebrmbajtjen. Korniza e \u201cNjohjeve Teknologjike, Pedagogjike dhe t\u00eb P\u00ebrmbajtjes\u201d (NjTPedP) (\u201cTechnology Pedagogy &Content Knowledge\u201d TPACK) po fiton popullaritet n\u00eb mes studiuesve. Edhe pse ndjekja e zhvillimit t\u00eb teknologjis\u00eb \u00ebsht\u00eb nj\u00eb tjet\u00ebr dimension n\u00eb dinamikat zhvillimore, p\u00ebrshkrimin kryesor t\u00eb NjTPPed (TPACK) e gjejm\u00eb sot tek Mishra dhe Koehler, 2006. Ato propozojn\u00eb nj\u00eb korniz\u00eb konceptuale p\u00ebr teknologjin\u00eb arsimore duke u mb\u00ebshtetur n\u00eb formulimin e Shulman p\u00ebr \u201cNjohurit\u00eb e P\u00ebrmbajtjes dhe Pedagogjis\u00eb<\/em>\u201d. Kjo korniz\u00eb shtrihet n\u00eb faktet q\u00eb kan\u00eb m\u00ebsimdh\u00ebn\u00ebsit p\u00ebr integrimin e teknologjis\u00eb n\u00eb pedagogjin\u00eb e tyre p\u00ebr zhvillimin e p\u00ebrmbajtjeve (l\u00ebnd\u00ebve ose kurrikul\u00ebs). Korniza e \u201cNjohjes s\u00eb Teknologjis\u00eb, P\u00ebrmbajtjes dhe Pedagogjis\u00eb\u201d (NJTPedP), (ang:\u201cTechnological, Pedagogical and Content Knowledge\u201d TPACK<\/em>) shtrihet mbi \u201cNjohurit\u00eb Pedagogjike t\u00eb P\u00ebrmbajtjes dhe (NJPPed)\u201d t\u00eb Shulmanit.<\/p>\n

Mishra dhe Koehler realizuan nj\u00eb hulumtim pes\u00ebvje\u00e7ar n\u00eb fakultetet p\u00ebr p\u00ebrgatitjen e m\u00ebsuesve dhe zhvillimin e tyre professional, ku shpjegojn\u00eb p\u00ebr disa njohuri themelore t\u00eb m\u00ebsimdh\u00ebn\u00ebsve n\u00eb integrimin e teknologjis\u00eb n\u00eb m\u00ebsimdh\u00ebnie. Ky hulumtim gjithashtu adreson natyr\u00ebn komplekse t\u00eb dijes dhe t\u00eb njohjeve t\u00eb m\u00ebsimdh\u00ebn\u00ebsve. P\u00ebrdorimi i menduar pedagogjik i teknologjis\u00eb p\u00ebr realizimin e p\u00ebrmbajtjeve m\u00ebsimore u quajt Njohje e Teknologjis\u00eb, P\u00ebrmbajtjes dhe Pedagogjis\u00eb\u201d( NJTPedP). Shum\u00eb m\u00ebsimdh\u00ebn\u00ebs, hulumtues, studiues, ekspert\u00eb t\u00eb fushave t\u00eb pedagogjis\u00eb, teknologjis\u00eb dhe p\u00ebrmbajtjeve vazhdojn\u00eb t\u00eb zhvillojn\u00eb korniz\u00ebn NJTPedP (TPACK) n\u00eb m\u00ebnyr\u00eb konceptuale, teorike dhe empirike.<\/p>\n

Nd\u00ebrtimi i kuptimit t\u00eb ri dhe dijes gjat\u00eb realizimit t\u00eb p\u00ebrmbajtjes shkencore, \u00e7do dit\u00eb e m\u00eb shum\u00eb po mb\u00ebshtetet n\u00eb njohjen e pedagogjis\u00eb dhe teknologjis\u00eb. Integrimi efektiv i teknologjis\u00eb p\u00ebr pedagogjin\u00eb e l\u00ebnd\u00ebve specifike k\u00ebrkon zhvillimin e marr\u00ebdh\u00ebnieve nd\u00ebrvepruese n\u00eb mes k\u00ebtyre faktor\u00ebve t\u00eb vendosura n\u00eb kontekste specifike si p\u00ebr \u00e7do m\u00ebsimdh\u00ebn\u00ebs, \u00e7do l\u00ebnd\u00eb m\u00ebsimore ose secil\u00ebn pikpamje t\u00eb m\u00ebsimdh\u00ebnies, nivel t\u00eb klas\u00ebs, faktor\u00ebt specifik\u00eb t\u00eb shkoll\u00ebs, demografia, kultura dhe faktor\u00eb tjer\u00eb.<\/p>\n

Kjo \u00ebsht\u00eb paraqitur shum\u00eb thjesht dhe kuptuesh\u00ebm n\u00eb form\u00ebn e prerjes s\u00eb k\u00ebtyre tri komponent\u00ebve, t\u00eb cil\u00ebt mund t\u2019i quajm\u00eb, p\u00ebr arsye praktike, bashk\u00ebsit\u00eb e\u00a0Teknologjis\u00eb<\/em>, t\u00eb\u00a0P\u00ebrmbajtjes\u00a0<\/em>dhe t\u00eb\u00a0Pedagogjis\u00eb<\/em>. Elementet e p\u00ebrbashk\u00ebta n\u00eb qend\u00ebr t\u00eb prerjes s\u00eb bashk\u00ebsis\u00eb s\u00eb Teknologjis\u00eb, t\u00eb P\u00ebrmbajtjes, dhe t\u00eb Pedagogjis\u00eb krijojn\u00eb qendr\u00ebn ose zemr\u00ebn e nd\u00ebrtimit t\u00eb Njohjes s\u00eb Teknologjis\u00eb p\u00ebr P\u00ebrmbajtjen dhe Pedagogjin\u00eb (NJTPPed). Si\u00e7 mund t\u00eb shihni n\u00eb figur\u00ebn e m\u00eb poshtme prerja e tri bashk\u00ebsive krijon shtat\u00eb kombinime, t\u00eb cilat luajn\u00eb rol n\u00eb nd\u00ebrtimin e p\u00ebrmbajtjes dhe t\u00eb p\u00ebrdorimit t\u00eb pedagogjis\u00eb me teknologji t\u00eb reja.<\/p>\n

Prerja e bashk\u00ebsive TPPed krijon qendr\u00ebn e prerjes, e cila p\u00ebrfaq\u00ebson elementet e domosdoshme p\u00ebr aft\u00ebsit\u00eb e reja t\u00eb m\u00ebsimdh\u00ebn\u00ebsve, n\u00eb realizimin e m\u00ebsimit cil\u00ebsor, mb\u00ebshtetur n\u00eb nevojat e nx\u00ebn\u00ebsve dhe aft\u00ebsit\u00eb e m\u00ebsimdh\u00ebn\u00ebsve.<\/p>\n

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\u00c7far\u00eb duhet t\u00eb dim\u00eb p\u00ebr shtat\u00eb elementet e NJTPPed?<\/strong><\/p>\n

Njohja e Teknologjis\u00eb (NJT)<\/strong>\u00a0p\u00ebrfshin njohuri p\u00ebr t\u00eb punuar me teknologji, mjete dhe burime t\u00eb caktuara t\u00eb teknologjis\u00eb informative. M\u00ebsimdh\u00ebn\u00ebsit duhet ta m\u00ebsojn\u00eb dhe ta kuptojn\u00eb teknologjin\u00eb e informacionit, p\u00ebr ta zbatuar n\u00eb m\u00ebnyr\u00eb sa m\u00eb produktive, n\u00eb pun\u00ebn e p\u00ebrgjithshme dhe t\u00eb p\u00ebrditshme, si nj\u00ebr\u00ebn nga instrumentet e r\u00ebnd\u00ebsishme t\u00eb m\u00ebsimdh\u00ebnies dhe t\u00eb nx\u00ebnit. Duke e njohur dhe e ditur teknologjin\u00eb e informacionit, m\u00ebsimdh\u00ebn\u00ebsit ndihmojn\u00eb n\u00eb arritjen e q\u00ebllimeve. K\u00ebto njohuri u ndihmojn\u00eb m\u00ebsimdh\u00ebn\u00ebsve t\u00eb p\u00ebrshtaten dhe t\u2019i p\u00ebrcjellin vazhdimisht ndryshimet e teknologjis\u00eb s\u00eb informacionit, n\u00eb interes t\u00eb cil\u00ebsis\u00eb s\u00eb m\u00ebsimdh\u00ebnies dhe krijimit t\u00eb ambientit t\u00eb t\u00eb nx\u00ebnit miq\u00ebsor dhe n\u00eb harmoni me k\u00ebrkesat e nx\u00ebn\u00ebsve.<\/p>\n

Njohja e P\u00ebrmbajtjes (NJP)<\/strong>\u00a0p\u00ebr realizimin e p\u00ebrmbajtjeve shkencore, k\u00ebrkohet p\u00ebrgatitje akademike dhe profesionale e m\u00ebsimdh\u00ebn\u00ebsve. Ata, duhet t\u2019i zbatojn\u00eb njohurit\u00eb e tyre p\u00ebr t\u2019i realizuar kurrikulat. Sistemet arsimore n\u00eb bot\u00eb, por edhe ato t\u00eb Bashkimit Evropian, hartojn\u00eb standarde t\u00eb arritjes, kurrikula, t\u00eb cilat \u00e7do dit\u00eb e m\u00eb shum\u00eb jan\u00eb t\u00eb integruara dhe kan\u00eb pak kufi gjeografik e politik. Edhe Kosova si shtet i ri, pas shum\u00eb p\u00ebrpjekjeve ka miratuar baz\u00ebn ligjore t\u00eb standardeve t\u00eb arritjes dhe kurrikul\u00ebn e re. M\u00ebsimdh\u00ebn\u00ebsit i zbatojn\u00eb njohurit\u00eb shkencore t\u00eb p\u00ebrmbajtjes p\u00ebr l\u00ebnd\u00ebn q\u00eb duhet t\u00eb shpjegohet e t\u00eb zhvillohet. P\u00ebrmbajtja q\u00eb do t\u00eb p\u00ebrfshihet n\u00eb shkenc\u00ebn dallon nga niveli n\u00eb nivel, nga klasa n\u00eb klas\u00eb, nga l\u00ebnda n\u00eb l\u00ebnd\u00eb. K\u00ebto njohuri do t\u00eb p\u00ebrfshijn\u00eb njohuri t\u00eb koncepteve, teorive, ide, korniza organizative, njohuri p\u00ebr provat [2]\u00a0si dhe praktika t\u00eb mira p\u00ebr zhvillimin e njohurive t\u00eb reja.\u00a0[3]<\/p>\n

Njohja e Pedagogjis\u00eb (NJPed)<\/strong>\u00a0e m\u00ebsimdh\u00ebn\u00ebsve duhet t\u00eb jet\u00eb e thell\u00eb p\u00ebr proceset, praktikat dhe metodat e m\u00ebsimdh\u00ebnies dhe t\u00eb nx\u00ebnit. M\u00ebsimdh\u00ebn\u00ebsit duhet t\u2019i njohin q\u00ebllimet e p\u00ebrgjithshme arsimore, vlerat dhe objektivat. Njohja pedagogjike vlen p\u00ebr t\u00eb kuptuar sesi m\u00ebsojn\u00eb nx\u00ebn\u00ebsit, aft\u00ebsi t\u00eb p\u00ebrgjithshme t\u00eb menaxhimit t\u00eb klas\u00ebs, planifikimin e m\u00ebsimit dhe vler\u00ebsimin e student\u00ebve. Marrja e njohurive pedagogjike dhe aft\u00ebsimi i m\u00ebsimdh\u00ebn\u00ebsve \u00ebsht\u00eb i rregulluar me baz\u00eb ligjore, sikurse p\u00ebr student\u00ebt q\u00eb jan\u00eb para sh\u00ebrbimit po ashtu edhe p\u00ebr m\u00ebsimdh\u00ebn\u00ebsit gjat\u00eb sh\u00ebrbimit. Ato k\u00ebrkojn\u00eb zbatim me p\u00ebrgjegj\u00ebsi institucionale n\u00eb t\u00eb gjitha nivelet.<\/p>\n

Njohja e Teknologjis\u00eb p\u00ebr P\u00ebrmbajtjen (NJTP)<\/strong>\u00a0shpjegon t\u00eb kuptuarit sesi teknologjia dhe p\u00ebrmbajtja ndikojn\u00eb n\u00eb nj\u00ebra tjetr\u00ebn, por edhe e kufizojn\u00eb nj\u00ebra tjetr\u00ebn. M\u00ebsimdh\u00ebn\u00ebsit duhet ta zot\u00ebrojn\u00eb shum\u00eb teknologjin\u00eb si dhe duhet ta m\u00ebsojn\u00eb sesi me aplikimin e teknologjive t\u00eb reja l\u00ebnda mund t\u00eb ndryshoj\u00eb. Ata duhet t\u00eb m\u00ebsojn\u00eb dy aspekte t\u00eb ndikimit t\u00eb teknologjis\u00eb:<\/p>\n

a) Cilat teknologji specifike jan\u00eb t\u00eb p\u00ebrshtatshme p\u00ebr shpjegimin e l\u00ebnd\u00ebs dhe t\u00eb p\u00ebrmbajtjes?<\/p>\n

b) Si p\u00ebrmbajtja dhe l\u00ebnda e caktuar ndikojn\u00eb, madje edhe e ndryshojn\u00eb, teknologjin\u00eb dhe anasjelltas?<\/p>\n

Njohja e Pedagogjis\u00eb p\u00ebr P\u00ebrmbajtjen (NJPedP)<\/strong>\u00a0shpjegon iden\u00eb e Shulman p\u00ebr zbatimin e p\u00ebrmbajtjeve specifike t\u00eb l\u00ebnd\u00ebve t\u00eb ndryshme dhe se njohurit\u00eb pedagogjike kan\u00eb r\u00ebnd\u00ebsi t\u00eb ve\u00e7ant\u00eb. P\u00ebr realizimin e k\u00ebtij koncepti, rol kryesor ka transformimi dhe nd\u00ebrlidhja e l\u00ebnd\u00ebs me p\u00ebrmbajtjen p\u00ebr realizimin sa m\u00eb t\u00eb kuptuesh\u00ebm t\u00eb m\u00ebsimdh\u00ebnies. M\u00ebsimdh\u00ebn\u00ebsit duke e shpjeguar l\u00ebnd\u00ebn, respektivisht p\u00ebrmbajtjen e caktuar, gjejn\u00eb m\u00ebnyra dhe materiale t\u00eb shumta t\u00eb cilat u p\u00ebrshtaten njohurive paraprake t\u00eb nx\u00ebn\u00ebsve. Njohja pedagogjike e p\u00ebrmbajtjes (NJPedP) mbulon aktivitetet kryesore t\u00eb m\u00ebsimdh\u00ebnies dhe t\u00eb nx\u00ebnit, kurrikul\u00ebs dhe vler\u00ebsimit. Kjo njohje dhe aft\u00ebsi e m\u00ebsimdh\u00ebn\u00ebsve promovon lidhjen n\u00eb mes m\u00ebsimdh\u00ebnies, kurrikul\u00ebs ose p\u00ebrmbajtjes, vler\u00ebsimit dhe pedagogjis\u00eb.<\/p>\n

Njohja Pedagogjike e Teknologjis\u00eb (NJPedT)<\/strong>\u00a0p\u00ebrfshin njohjen e mund\u00ebsive pedagogjike por edhe t\u00eb kufizimeve pedagogjike e t\u00eb mjeteve teknologjike. K\u00ebto mjete teknologjike duhet t\u00eb lidhen me strategjit\u00eb e duhura pedagogjike p\u00ebr realizimin e l\u00ebnd\u00ebs dhe t\u00eb p\u00ebrmbajtjes shkencore. Ky aspekt njoh\u00ebs i pedagogjise teknologjike, shpjegon dhe ndihmon m\u00ebsimdh\u00ebn\u00ebsit sesi t\u00eb kuptojn\u00eb, sesi m\u00ebsimdh\u00ebnia dhe t\u00eb nx\u00ebnit ndryshojn\u00eb me p\u00ebrdorimin e teknologjive t\u00eb ndryshme dhe t\u00eb ve\u00e7anta p\u00ebr m\u00ebnyra t\u00eb ve\u00e7anta t\u00eb shpjegimit.<\/p>\n

Njohja e Teknologjis\u00eb p\u00ebr P\u00ebrmbajtjen dhe Pedagogjin\u00eb (NJTPPed)<\/strong><\/p>\n

T\u00eb kuptuarit e thell\u00eb dhe t\u00eb shkath\u00ebt t\u00eb realizimit t\u00eb m\u00ebsimdh\u00ebnies me teknologji, ndryshon nga tri elementet kryesore (teknologjia, p\u00ebrmbajtja\u00a0<\/em>dhe\u00a0pedagogjia<\/em>). Qendra e prerjes s\u00eb tri bashk\u00ebsive \u00ebsht\u00eb baza e m\u00ebsimdh\u00ebnies efektive me teknologji dhe k\u00ebrkon t\u00eb kuptuarit e p\u00ebrdorimit t\u00eb teknologjis\u00eb. Kjo njohje k\u00ebrkon teknika e strategji pedagogjike t\u00eb cilat e p\u00ebrdorin teknologjin\u00eb n\u00eb m\u00ebnyr\u00eb konstruktive p\u00ebr t\u00eb reaalizaur p\u00ebrmbajtjen. Kjo leht\u00ebson q\u00eb konceptet e v\u00ebshtira t\u00eb m\u00ebsohen m\u00eb leht\u00eb. Taknologjia ndihmon n\u00eb korrigjimin e problemeve me t\u00eb cilat ballafaqohen student\u00ebt. Gjithashtu teknologjia e b\u00ebn sistemimin e njohurive paraprake t\u00eb student\u00ebve si dhe mb\u00ebshtet njohurit\u00eb ekzistuese, mbi t\u00eb cilat zhvillohen njohurit\u00eb e reaj n\u00eb baz\u00eb epistemologjike.<\/p>\n

Nga aspekti konstruktivist njohja e teknologjive t\u00eb reja, \u00ebsht\u00eb veg\u00ebl e t\u00eb m\u00ebsuarit me teknologji dhe jo prej saj. Nx\u00ebn\u00ebsit jan\u00eb aktiv\u00eb, konstruktiv\u00eb, m\u00ebsojn\u00eb me q\u00ebllimin p\u00ebr t\u00eb m\u00ebsuar, jan\u00eb sa autentik\u00eb po aq edhe bashk\u00ebpunues. Teknologjia nuk \u00ebsht\u00eb thjesht mjet transportues i p\u00ebrmbajtjeve, p\u00ebrkundrazi p\u00ebrdoret si leht\u00ebsues i t\u00eb menduarit dhe i nd\u00ebrtimit t\u00eb njohurive.<\/p>\n

Me fat praktikat e t\u00eb m\u00ebsuarit elektronik!<\/p>\n

—–<\/p>\n

[1] Gjokutaj, M.; Hoti, I.; Kadriu, D., Fjalor termash n\u00eb edukim, Sht\u00ebpia Botuese \u201cDukagjini\u201d, Prishtin\u00eb, 2016.<\/p>\n

[2] Mishra, P. & Koehler, M.J. (2006). Technological Pedagogical Content Knowledge: A Framework for Teacher Knowledge.<\/p>\n

[3] Shulman, L.S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4-14.<\/p>\n<\/div>\n<\/div>","protected":false},"excerpt":{"rendered":"

Q\u00eb\u00a0n\u00eb\u00a0fillim duhet th\u00ebn\u00eb se \u00ebsht\u00eb\u00a0p\u00ebr tu vler\u00ebsuar angazhimi i ministr\u00ebs Hykmete Bajrami p\u00ebr t\u00eb\u00a0praktikura m\u00ebsimi elektronik, duke ndjekur k\u00ebshtu, shembullin e shum\u00eb\u00a0vend\u00ebve t\u00eb\u00a0bot\u00ebs n\u00eb\u00a0rrethanat e pandemis\u00eb.\u00a0Pas pandemis\u00eb, ky angazhim dhe kjo qasje do t\u00eb krijoj\u00eb leht\u00ebsira, q\u00eb vet\u00eb Ministria t\u00eb prij\u00eb me k\u00ebt\u00eb politik\u00eb, e cila si iniciativ\u00eb ka ekzistuar p\u00ebr nj\u00eb koh\u00eb t\u00eb gjat\u00eb […]<\/p>","protected":false},"author":264,"featured_media":8303,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[13],"tags":[646,1186,1145],"ppma_author":[943],"class_list":["post-6010","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-analize","tag-covid-19","tag-pandemia","tag-sistemi-arsimor"],"authors":[{"term_id":943,"user_id":264,"is_guest":0,"slug":"drita-kadriu","display_name":"Drita Kadriu","avatar_url":{"url":"https:\/\/sbunker.org\/wp-content\/uploads\/2024\/02\/Drita-Sbunker-1.jpg","url2x":"https:\/\/sbunker.org\/wp-content\/uploads\/2024\/02\/Drita-Sbunker-1.jpg"},"user_url":"","last_name":"Kadriu","first_name":"Drita","description":"Znj. Drita Kadriu, e lindur n\u00eb qytetin e Mitrovic\u00ebs, dhe nga vitti 2022 e mban\u00eb detyr\u00ebn e Drejtorit Komunal t\u00eb Arsimit, duke menagjuar 30 shkolla me 1200 m\u00ebsimdh\u00ebn\u00ebs dhe rreth 14.500 mij\u00eb nx\u00ebn\u00ebs. Ajo ka sjellur frym\u00eb t\u00eb re n\u00eb udh\u00ebheqjen e arsimit duke u fokusuar ne zhvillimin e mekanizmave t\u00eb cil\u00ebsis\u00eb, dhe n\u00eb bashk\u00ebpunim me m\u00ebsimdh\u00ebn\u00ebs po realizon projekte q\u00eb drejt p\u00ebr drejt\u00eb ndikojn\u00eb n\u00eb zhvillimin e kompetencave t\u00eb nx\u00ebn\u00ebsve p\u00ebr mendim kritik, zgjedhje t\u00eb problemeve si dhe pune me projekte.\r\n\r\n\u00cbsht\u00eb Profesor Asistente, n\u00eb Universitetin e Gjakov\u00ebs \u201cFehmi Agani\u201d ku ka udh\u00ebhequr me sukses Qendr\u00ebn Didaktike p\u00ebr P\u00ebrsosm\u00ebrin\u00eb e M\u00ebsimdh\u00ebnies (DCTE) q\u00eb nga tetori 2020. N\u00eb k\u00ebt\u00eb kapacitet ajo ishte p\u00ebrgjegj\u00ebse p\u00ebr zhvillimin e p\u00ebrgjithsh\u00ebm profesional t\u00eb stafit akademik p\u00ebrmes menaxhimit te proceseve t\u00eb bazuara n\u00eb nevojat e stafit. Drita Kadriu me mentoren e doktorrat\u00ebs, znj. Mimoza Gjokutaj dhe kolegen Irida Hoti, kan\u00eb botuar fjalorin \u201cTermat e Fjalorit n\u00eb Arsim: Nj\u00eb Fjalor Shpjegues dhe Krahasues\u201d, i cili p\u00ebrfshin 5.000 terma me 11.000 shpjegime, nga t\u00eb cilat 1000 jan\u00eb krijuar nga autor\u00ebt."}],"_links":{"self":[{"href":"https:\/\/sbunker.org\/sr\/wp-json\/wp\/v2\/posts\/6010","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/sbunker.org\/sr\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/sbunker.org\/sr\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/sbunker.org\/sr\/wp-json\/wp\/v2\/users\/264"}],"replies":[{"embeddable":true,"href":"https:\/\/sbunker.org\/sr\/wp-json\/wp\/v2\/comments?post=6010"}],"version-history":[{"count":3,"href":"https:\/\/sbunker.org\/sr\/wp-json\/wp\/v2\/posts\/6010\/revisions"}],"predecessor-version":[{"id":8304,"href":"https:\/\/sbunker.org\/sr\/wp-json\/wp\/v2\/posts\/6010\/revisions\/8304"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/sbunker.org\/sr\/wp-json\/wp\/v2\/media\/8303"}],"wp:attachment":[{"href":"https:\/\/sbunker.org\/sr\/wp-json\/wp\/v2\/media?parent=6010"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/sbunker.org\/sr\/wp-json\/wp\/v2\/categories?post=6010"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/sbunker.org\/sr\/wp-json\/wp\/v2\/tags?post=6010"},{"taxonomy":"author","embeddable":true,"href":"https:\/\/sbunker.org\/sr\/wp-json\/wp\/v2\/ppma_author?post=6010"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}