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The importance of emotional competence for the professional performance of preschool teachers
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Lifelong Learning in the Digital Age
No full textSvet je v obdobju hitrega razvoja novih tehnologij, ki spreminjajo večino vidikov naših življenj, tudi izobraževanja. Kljub mnogim raziskavam ostajajo nekateri ključni pojmi, denimo informacijsko-komunikacijska tehnologija, digitalna tehnologija, digitalizacija, digitalne kompetence, računalniško mišljenje in umetna inteligenca, pogosto neenotno definirani. Namen prispevka je s sistematičnim pregledom znanstvene literature analizirati, kako so opredeljeni konceptualni okviri omenjenih pojmov ter kakšna je njihova vloga v izobraževanju. Na podlagi analize oblikujemo jasnejše terminološke razmejitve, kar prispeva k boljši razumljivosti področja vključevanja računalniških tehnologij v izobraževanje. Pridobljeni rezultati so lahko izhodišče nadaljnjim raziskavam in razvoju strategij učinkovite implementacije sodobnih tehnologij v pedagoško prakso. Enotne definicije omogočajo, da iste termine vsi deležniki razumejo in uporabljajo na enak način, kar učencem olajša učenje računalniških konceptov, učiteljem povezavo med teoretičnim znanjem in praktičnimi aplikacijami, strokovnjakom pa lažje sodelovanje. Računalniška revolucija prinaša vedno nove ideje in odkritja, v luči vseživljenjskega učenja pa je nujno, da tudi v šolstvu pogumno stopimo v korak z napredkom.The world is in a phase of rapid development of new technologies that are changing most aspects of our lives, including education. Despite numerous research, some of the key terms such as information and communication technology, digital technology, digitalisation, digital competence, computational thinking and artificial intelligence often remain poorly defined. The aim of this article is to analyse the conceptual framework of these terms and their role in education by conducting a systematic literature review. Through the analysis we create clearer terminological boundaries and thus contribute to a better understanding of computer technologies in education. The results can support further research and the development of strategies for the efficient implementation of modern technologies in educational practice. Standardised definitions enable a better understanding and common use of terminology, facilitating student learning, helping teachers to link theory and practise, and facilitating expert collaboration. The computer revolution brings new ideas and discoveries, so it is essential to keep up with advances to enable lifelong learning
Optimizing Product Catalogue Design
No full textThis study examines the replacement of traditional studio photography with a 3D modelling and rendering workflow in product catalogue production. Using the case of Urnes, a manufacturer of wooden urns, we compared the two approaches in terms of time, cost, and visual fidelity. The 3D pipeline, combining Blender, Substance 3D Painter, and InDesign, reduced preparation time per variation from 179 minutes to 36 minutes—a 4.9-fold improvement. After an initial 50-hour setup, subsequent catalogue updates achieved time savings of 97.6%. An informal interview with 38 professional users confirmed that 3D renderings matched or exceeded photographs in colour and texture accuracy. Results demonstrate that 3D workflows significantly lower production costs, accelerate updates, and support product personalisation, positioning them as a sustainable alternative to photography in catalogue design
