Frontális 2.0 – Digitális módszerek elterjedtsége és tanulói preferenciák vizsgálata középiskolában

Abstract

The use of digital devices in high school classrooms is now widesp­read, but it matters what pedagogical purpose they serve and to what extent they meet students’ needs. This study examines which digital methods are most common in the classroom and how they align with students’ preferences. The research is based on an online, anonymous, voluntary questionnaire (N=160) conducted after regulations restricting the use of mobile phones in schools took effect. According to the results, digitalization in the classroom most frequently sup­ports teacher explanations and demonstrations: the use of PowerPoint presentations, videos, and digital textbooks is exceptionally common. Students’ preference data align with this practice in several respects, as they too primarily prefer these so­lutions. At the same time, interactive and creative tools appear to a lesser extent, meaning that digital presence often does not go hand in hand with a meaningful increase in student activity. From a pedagogical perspective, the text emphasizes that illustrative digital practice can be valuable in and of itself if it consciously and diver­sely aids understanding and sustains attention. The realistic path to improvement is gradualism: it is worthwhile to regularly pair proven tools with smaller interactive elements and tasks that require student output.