Rannastu-Avalos, Meeli, juhendajaKõverik, RiinaTartu Ülikool. Humanitaarteaduste ja kunstide valdkondTartu Ülikool. Viljandi Kultuuriakadeemia. Kunstide ja tehnoloogia õpetaja2024-08-222024-08-222024https://hdl.handle.net/10062/102563The main goal of this theses is to determine which digital tools, web-based solutions and digital study materials teachers are using for teaching handicrafts, how they are integrating these tools while teaching, and to identify the main obstacles they are facing. In addition, the thesis analyzes the digital skills taught to and developed by students, based on the model of digital competence. The study was conducted mainly based on a quantitative model using data collected from a questionnaire, but also integrates some qualitative elements. It was discovered that handicraft teachers are mainly using traditional digital tools, and that mobile phones have become important tools to diversify educational activities. The chosen digital tools are typically based on personal experience to convey the content of the subject, using educational videos, images, and presentations. The most popular platforms are Pinterest and YouTube. A lack of time, availability of modernized digital materials, the teachers’ own attitude to digital tools, and the lack of technical specialists in schools were identified as impeding factors. Leveraging the digital copetency model, handicraft class teachers develop students’ skills most in searching, browsing and filtering data, information and digital content, followed by communicating using digital technology, and creating digital content. The least taught skill is programming.estAttribution-NonCommercial-NoDerivs 3.0 EstoniatööõpetuskäsitööõpetajaddigipädevusharidustehnoloogiamagistritöödThesis