Internet i multimedija kao sredstva u nastavi književnosti

Abstract

Based on a wider concept of the informational development of education, the doctoral dissertation The Internet and Multimedia as Educational Aids in Literature Teaching explores the specific use of new media in literature teaching at the elementary and secondary school levels. The initial supposition of the theoretical empirical research was the view that the informational development inevitably, and in various manners, affected literature teaching, however, that influence was not sufficiently explored from the methodological standpoint. Thus, a thorough research task was formed: description and reflection on the present day practice, analysis of the position and prediction of the possibilities of literature teaching in the informational development. The subject matter was explored at three levels – through the examination of the teaching practice, professional literature and Internet resources. A relevant sample of Serbian language and literature teachers was examined, empirically, by means of survey, to determine their views and experience in regard to using contemporary technology as educational. The results of the research were statistically processed and analysed by using the descriptive method, and they constitute one of four units within the inner structure of the dissertation. In the theoretical segment, we explicated, on the one hand, the theories of learning and the pedagogical models of teaching, as the basis and scientific justification for the use of Internet and multimedia in literature teaching, and on the other hand, the hypertext theory, as the focal point among the literary criticism theory, the technology of new media, literature and teaching methodology. That is the interdisciplinary framework for the second unit of the dissertation, which represents the results of an extensive research of web resources, conducted with a purpose of presenting the most complete overview of their possible applications in literature teaching, based on a choice of web 2.0 tools according to their methodological adequacy. Accordingly, we particularly examined blogs, wiki tools, websites, social networks, particular tools for communication, creation and sharing of audio and video contents, editing, publishing and sharing photographs and pictures, creation of digital stories, learning and cooperation, assessment. This part of the dissertation also contains examples of methodological applications for particular teaching units from literature, as well as a webliography, a list of web addresses potentially useful in literature teaching.