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Uporaba informacijsko komunikacijske tehnologije (IKT) na delovnem mestu je v sodobnem času vseprisotna, v luči digitalizacije se pogostost, vrsta in obseg uporabe IKT za opravljanje dela še povečuje. Uporaba IKT pri delu zaposlenim predstavja specifične delovne zahteve, kot so pričakovanja po hitri odzivnosti ter stalni dostopnosti, učenje novih tehnologij, šumi v komunikaciji, računalniške nevšečnosti ter povečana delovna obremenitev. Organizacije lahko za zmanjševanje negativnih učinkov IKT zahtev zaposlenim nudijo podporo v obliki osebne podpore strokovnjakov ter ustreznih tehničnih nadgradenj. Takšne delovne zahteve in resursi lahko vplivajo na pozitivne in negativne izide pri zaposlenih, kot sta delovna zavzetost in izgorelost. Namen raziskave je bil, na slovenskem vzorcu ugotoviti vlogo IKT zahtev in IKT podpore v izgorelosti in delovni zavzetosti zaposlenih. V raziskavi je sodelovalo 316 zaposlenih (od tega 47 % moških), starih od 20 do 77 let, ki pri delu uporabljajo vsaj eno obliko IKT. Udeleženci so izpolnili baterijo vprašalnikov, in sicer: Lestvico IKT zahtev, Lestvico IKT podpore, Slovensko obliko vprašalnika za oceno izgorelosti – primarni simptomi (BAT) in Vprašalnik delovne zavzetosti – krajšo verzijo (UWES-9). Rezultati analize poti so pokazali, da so IKT zahteve pomembno pozitivno povezane z izgorelostjo in negativno povezane z delovno zavzetostjo, obratno je bila IKT podpora pomembno negativno povezana z izgorelostjo in pozitivno povezana z delovno zavzetostjo. Raziskava podpira umeščanje specifičnih IKT zahtev in podpore v model delovnih zahtev in resursov ter poudarja pomen hkratnega osredotočanja organizacij na lajšanje zahtev uporabe IKT in nudenja ustrezne podpore zaposlenim. The use of information and communications technology (ICT) in the workplace is ubiquitous in the modern time, with digitalization further increasing the frequency, types and scale of ICT use for work tasks. ICT use at work presents employees with specific job demands, such as expectations of response time and constant availability, learning new technologies, poor communication, ICT hassles and increased workload. Organizations can lessen the negative effects of ICT demands on employees by providing personal and technical support. Such job demands and resources can affect both positive and negative outcomes for employees, for example burnout and work engagement. The purpose of the study was to explore the role of ICT demands and ICT support in employee burnout and work engagement. 316 participants (47% of whom were men) aged 20 to 77, who used at least one type of technology at work participated in the study. Participants completed a battery of the following scales: ICT Demands Scale, ICT Supports Scale, Burnout Assessment Tool (BAT) and Work engagement questionnaire – short form (UWES-9). The results of the path analysis showed that ICT demands were positively associated with burnout and negatively associated with work engagement, while ICT support was negatively associated with burnout and positively associated with work engagement. The study supports the understanding of ICT demands and resources within the job demands and resources model and emphasizes the importance of organizations both alleviating ICT demands and providing appropriate ICT support to employees.

Many researchers have explored instructional use of information communication technology (ICT) in higher education and uncovered several factors that affect its application in teaching. The effect of age on university teachers’ ICT use, however, has attracted much less attention. This study uses quantitative data from a survey of 401 teachers from the University of Ljubljana in Slovenia to reveal any differences in instructional ICT use in terms of age. The results show that age is not a factor in instructional ICT use, although some age-related differences appear in teachers’ personal ICT uses. The findings may inform planning for teacher support along with training and quality assurance at the university’s centre for ICT-supported teaching. https://doi.org/10.34105/j.kmel.2021.13.010

V 21. stoletju se težko izognemo spremembam, ki jih je v naša življenja prinesel tehnološki napredek. Novosti srečujemo na vsakem koraku, tudi v poklicnem življenju in učitelji pri tem niso nobena izjema. Prej nasprotno. Učenci so doma in v šoli obkroženi s številnimi pripomočki, ki jim olajšajo proces učenja, učiteljem pa se širi nabor orodij, s katerimi lahko popestrijo svoje dela ali z njimi povečajo učinkovitost. Spremembe torej trkajo na vrata in kljub temu da učni načrti ne postajajo nič manj obširni, učenci nič bolj krotki, dan pa ima še vedno 24 ur, morajo učitelji pri svojem delu najti čas tudi za spoznavanje in načrtovanje vpeljave tehnoloških novosti v zbornice in razrede. V učenju in vpeljavi so različno uspešni. Na uspešnost vpliva mnogo dejavnikov, od notranjih, kot so učiteljeva prepričanja in odnos do tehnologije, do zunanjih, kot so pritiski ali spodbude. Z raziskavo smo ugotovili, da učiteljem motivacije zagotovo ne primanjkuje, potrebujejo pa več podpore in sodelovanja. V podporo jim je lahko tudi evropsko ogrodje digitalnih kompetenc učiteljev, ki je predstavljeno v magistrski nalogi, in za lažjo predstavo razdeli digitalne kompetence učiteljev na sklope. Ob tem pa učitelji lahko bolj sistematično pristopijo k novim izzivom. In the 21st century, it is difficult to avoid the changes brought about by technological advances in our lives. Novelties are encountered at every step we take, even in professional life, and teachers are no exception. On the contrary. At home and at school students are surrounded by many tools that make learning easier. A set of tools that can enhance teachers' work or increase efficiency is expanding. The changes are thus knocking on the door. And although the curriculum does not become less extensive, the students are no more meek, the day still lasts 24 hours, the teachers must find time to learn about and plan the introduction of technological innovations in classes. They are more or less successful in learning and implementation. Performance is affected by many factors, from internal ones, such as teacher's beliefs and attitudes to technology, to external factors such as pressures or incentives. The research found that teachers are not lacking in motivation, but they need more support and cooperation. The European framework for digital competencies for teachers, which is presented in the master's thesis, can also be used as support for them. To ease the presentation, framework divides the digital competencies of teachers into sets. It allows teachers to approach new challenges in a more systematical way.

Sodelovanje pedagoških delavcev s starši je temeljnega pomena za vzpostavitev dobrih medsebojnih odnosov. V spodnjem prispevku bomo prikazali, koliko in v kakšnih oblikah vzgojitelji v dijaških domovih komunicirajo s starši dijakov. Interpretirali bomo rezultate raziskave, ki smo jo izvedli v dijaških domovih. Raziskovali smo, koliko in kako vzgojitelji s straši sodelujejo v klasičnih oblikah in koliko pri tem uporabljajo IKT tehnologijo. Vzgojitelji v dijaških domovih uporabljajo različne načine sodelovanja s starši, bistvo njihovega sodelovanja pa temelji na informiranju. V svetu globalizacije in vse hitrejšega medkulturnega dialoga pridobiva IKT tudi v dijaških domovih vse večji pomen in vrednost. Klasične oblike sodelovanja med starši otrok in vzgojitelji v dijaških domovih se prepletajo s sodobnimi oblikami in metodami dela s starši.