Hajdicsn Varga Katalin Ph D Szcs Eszter Cecilia

Hajdicsné Varga Katalin Ph. D Szücs Eszter Cecilia 1

48 th INTERSTENO Congress 9 -16 July 2011, Paris FRANCE Modernization of business administration trainings in the 21 th century - Best practice at Kaposvár University Hajdicsné Varga Katalin Ph. D Szücs Eszter Cecilia 2

Content points • Business administration teacher training in traditional training system • Contemporary Hungarian BA training on business administration specialization • Teaching in the IT society • Best practice at Kaposvár University • Summary Hajdicsné Varga Katalin Ph. D Szücs Eszter Cecilia 3

History of business administration teacher trainings in Hungary • from 1974 Shorthand typing teacher academic specialization – College of Nyíregyháza – with other professions: • Hungarian grammar and literature teacher • English, German, French, Russian teacher • History, computer technology, library and information technology etc. teacher Hajdicsné Varga Katalin Ph. D Szücs Eszter Cecilia 4

Contemporary Hungarian BA training on business admnistration specialization The memorandum of foundation the aim of the training: – to train professionals who will be able to work independently in the management workflow in various professionals – further aim is to make the students be able to organize and handle the management workflow of various organizations; harmonize their activity, furthermore be able to take part in decision-preparing and making processions actively and creatively – The students who get degree, will be able to join any of the tertiary institutes on accredited Hungarian MA training (Hungarian language and literature/business administration teacher) – University minor course in business administration is also avaliable Hajdicsné Varga Katalin Ph. D Szücs Eszter Cecilia 5

Teaching in the IT society • Teachers of the 21 century should discontinue the habit of simple knowledge-transferring and must know and use the modern leaning equipments. • The most important targets of teaching are: - the forming of skills, competencies, proficiencies and attitudes, - the developing of the ability and possibility of lifelong learning, - the integration of different pieces of knowledge and learning in heterogeneous groups • Teacher: facilitator, tutor, moderator, coach • Internet = digital library: hyperlinks make the availability of teaching material easier and much quicker Hajdicsné Varga Katalin Ph. D Szücs Eszter Cecilia 6

Research I. • • ‘Interactive mother tongue lessons’ in 2005 and ‘Reading on the Internet’ in 2007 to study ICT as linguist The survey showed that in Hungary e-learning method and equipments are mainly used by the teachers of IT and sciences. Hungarian language teachers are the least interested in digital curriculum design. Based on own teaching experience we can assert that also Hungarian language teachers can use the Internet in the whole process of preparation, teaching and evaluation Hajdicsné Varga Katalin Ph. D Szücs Eszter Cecilia 7

How can Teachers of Hungarian literature and language use ICT tools? • Get information from different sources (thematic webpage systems etc. ) • Get experience and advice of other institutes, teachers (panel discussions, e-mailing systems) • Select from online professional literature (libraries, journals, cyclopaedia, conferences etc. ) or • Download teaching materials (tests, softwares etc. ) This way we can eliminate mistakes and develop students’ creativity because programmes made together are meant to be their success as well. Hajdicsné Varga Katalin Ph. D Szücs Eszter Cecilia 8

Research II. • • Examined the computer use habits of 1 st and 2 nd grade Teacher BA students at the University of Kaposvár, Faculty of Pedagogy, focusing on reading. The most popular web activity is e-mailing followed by searching for information (searching for studies only 5, 3%) Their main purposes for using the computer are typing and word processing. Using the Internet as base of information is just the 4 th in line. 5 th is reading in connection with art and culture while the least used activities are reading compulsory or suggested professional literature. Book based reading is more common than reading on the Internet. 95% of the students prefer it as free voluntary reading and 77% prefer it as the base for compulsory professional literature. They read them on the Internet only if they cannot find them in library or teachers tell them to do so. Mostly young Hungarian authors are read on the Internet. Hajdicsné Varga Katalin Ph. D Szücs Eszter Cecilia 9

Best practice at Kaposvár University There has been a curriculum development within the framework of a blog, run by BA students in Hungarian Literature and Language with Business Administration Specialization irmagy. blogspot. com http: //irmagy. blogspot. com Hajdicsné Varga Katalin Ph. D Szücs Eszter Cecilia 10

• Students have uploaded contents in German, English and French for processing. • Students have also participated in an interactive learning process developed by the postgraduate teachers’ training platform, Tenegen. • http: //netgen. prompt. hu is the link via which my course, “Ügyvitel” (Business Administration) can be entered with a password. Here students have been performing various chores during their training: - upload Power. Point presentations - upload self-designed brouschures (Paris 2011) - find relevant information on the Internet - search for literature Hajdicsné Varga Katalin Ph. D Szücs Eszter Cecilia 11

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New development • Teaching software for shorthand-writing has been developed by Katalin, Hajdicsné Varga Ph. D. recently. It is a great success that in the whole process our students took a major part. • It can be used in distant teaching that is a new target at Kaposvár University. • Let me show you a short introduction about it. (Video) Hajdicsné Varga Katalin Ph. D Szücs Eszter Cecilia 16

Summary • • • Web 2. 0 was a new development in 2004. First it was an umbrella term for the softwares that help content processing and connecting people but later it turned out that the spread of broadband Internet, readable Internet turning into writeable one, effects everyday communication and social life so much that it became a compound term. Web 2. 0 can be used not only in e-learning but in the whole teaching environment. The users of the opportunities (video broadcasters, file changing, online communication equipments, online games etc. ) are members of the net generation, who are still at school. They will not ask the opinion of the school whether they should or not join a virtual group. That is why teachers must learn about these equipments to motivate their students and learn through teaching. Hajdicsné Varga Katalin Ph. D Szücs Eszter Cecilia 17

References • • • • BESSENYEI, L. , TÓTH Zs. (2008): E-learning: a NETIS projektben szerzett tapasztalatok. www. ittk. hu/netis/doc/textbook/bessenyei_toth_elearning_hun. pdf HAJDICSNÉ VARGA, K. (2006): Interaktív anyanyelvi órák. A világ nyelvei és a nyelvek világa. A MANYE kongresszusok előadásai 2. Szerk. Klaudy Kinga és Dobos Csilla. MANYE – Miskolci Egyetem, Pécs – Miskolc 2006. 350– 354. Hajdicsné Varga Katalin–Szücs Eszter Cecilia (2007): Bologna-process for integrating administrative skills training into other curricula. http: //www. intersteno. it/materiale/Praga 2007/praga_conferences/Varga. Katalin. Prague 2007. htm HAJDICSNÉ VARGA, K. (2008): Olvasás az interneten. Kommunikáció az információs technológia korszakában. MANYE Vol. 4. MANYE – Kodolányi János Főiskola, Pécs – Székesfehérvár 2008. 59– 65. HAJDICSNÉ VARGA Katalin (2010): The Brief History of Shorthand Training. In Nagy Adrienn, Takács Zsuzsanna (eds. ): „Oktatás és Társadalom” Neveléstudományi Doktori Iskola Évkönyve Pécs. PTE BTK, Pécs. 174 -183. HAJDICSNÉ VARGA Katalin–SZÜCS Eszter Cecilia (2010): Possibilities of business administration teachers' training in the Bologna-system. In: Képzés és Gyakorlat / Training and Practice, 2010/3 -4. 219 -226. KULCSÁR, ZS. (é. n. ): Az integratív e-learning felé. http: //www. crescendo. hu/konyvek/ingegrativ-e-learning KULCSÁR, ZS. (2008): Digitális tanulás. http: //www. crescendo. hu/2008/06/10/digitalis-tanulas KULCSÁR László (2008): Olvasd, amit én hallok! – nagy értékű Pannon-adomány. http: //infovilag. hu/hir-13459 olvasd-amit-en-hallok-nagy-erteku. html LANDOW, G. P. (1992): Hypertext and Critical Theory, The Johns Hopkins University Press. PRENSKY, M. (2001): Digitális bennszülöttek, digitális bevándorlók. http: //www. tenegen. eu/tmoodle/file. php/13/digital_kids_HU. pdf TÓTHNÉ SCHLÉGER Mária (2006): A megújult OKJ és a modulrendszerű képzés bevezetése az iskolai rendszerű szakképzésbe. Módszertani kiadvány. Nemzeti Szakképzési Intézet, Budapest Supervisory Handbook for Vocational Examinations, Booklet 16 − concerning our field. Business Administration Academic Team. Nemzeti Szakképzési és Felnőttképzési Intézet, Budapest, 2011 Hajdicsné Varga Katalin Ph. D Szücs Eszter Cecilia 18

Thank you for your attention! varga. katalin@ke. hu szucs. eszter@ke. hu Hajdicsné Varga Katalin Ph. D Szücs Eszter Cecilia 19