A headmaster in infomatized school
Vanda Rebolj, Kamnik
Povzetek
Pri informatizaciji šole je v ospredju njen vzgojno-izobraževalni proces. Ravnatelj s sodelavci načrtuje, skrbi za izvajanje in evalvacijo procesa, klasičnega ali podprtega z IKT.
Praksa kaže, da ni dobro, če IKT uvajamo v šole ločeno od vsebine in uporabe. Ravnatelj mora biti vključen že v fazi načrtovanja.
Ni dovolj, da učenci občasno dobijo nalogo, ki jo opravijo s pomočjo interneta. Želimo bolj kakovostno znanje. Učenje načrtujemo, v samo načrtovanje pa mora biti vključen tudi ravnatelj. Ob učnem pa mora šola informatizirati podporo učenju ter administracijo in poslovno obveščanje, ki vključuje splet odnosov, v katere so vpeti učenci, učitelji in ravnatelj. Pravo informacijo naj ima na voljo vsakdo izmed njih ves čas, da jo lahko obdela in interpretira.
Ravnatelj ima pomembno vlogo pri ustvarjanju okoliščin za zdrav osebnostni razvoj učencev. Omogočati mora tudi karierni razvoj učiteljev, odgovoren je za organizacijo dela in optimizacijo potencialov šole, še posebej pa je pomembna njegova vloga v šolski komunikaciji.
Ravnatelj mora biti sposoben za izvajanje procesne in zaključne evalvacije ter potrebuje ustrezna orodja. Podatki o šoli naj se stekajo v bazo, pri tem pa jih je potrebno tudi obdelovati. Ravnatelj mora skrbeti za lasten strokovni razvoj in kariero, za kar ima v dobro zasnovani informatizirani šoli večje možnosti.
Abstract
The educational process is put forward when informatizing schools. Headmasters and co-workers have a significant role in developing school strategies in planning, organizing and evaluating the school process with or without ICT. The experience shows that ICT should be introduced together with the content and usage. The headmasters have to be actively involved in this activity from the planning stage.
The potential of ICT has not been fully realized at all schools yet. We need better knowledge. We can reach these goals in many ways and headmasters have to take an active part in it. ICT must be introduced not only in educational process but also in administration, communication and business co-operation. Co-operation demands headmasters’ relationships with students and teachers.
Headmasters need an opportunity to create virtual environment for healthy personal growth of the students. He has to support the growth of teachers’ career. Communication is important for better co-operation at schools.
Headmasters need to be qualified to carry out effective process of evaluation and the final evaluation and for this they need adequate tools. All data should be collected in a special database which needs to be processed properly. Headmasters have to take care of their personal professional and career growth which can be realised better in the informatized schools.
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