Nataša Kralj, Prva gimnazija Maribor

The introduction of this article presents some starting points, which apply to the use of tablet computers (hereinafter referred to as tablets) in the classroom, which significantly influence the decision on when it is reasonable to incorporate them in foreign language lessons and when their use does not enhance the learning process, possibly due to the fact that tablets were not primarily created as a learning tool in a traditional sense.

Electronic media – the use of tablets included – needs to be incorporated in the learning process continually and only when it provides support in the learning process by enabling fast and easy access to current learning topics, which can be given more clearly, interactively and in a more up-to-date fashion. Didactically deliberate use of tablets facilitates autonomous learning, collaboration and teamwork, learning to learn, distance learning and development of digital competence of target groups.

On the basis of continuative work with tablets in German language class in the sports department, which uses tablets in most of other subjects as well, I realized that it is essential to ensure a reliable infrastructure and prepare the target groups well in order to use tablets in the classroom without distractions. When students are acquainted with the rules of tablets’ use in the classroom and they use them daily thus learning some of the benefits and downsides of tablets, a computer tablet becomes the learning tool, which provides additional motivation and makes learning easier for the target groups. I have also come to a conclusion that collaborative learning among students and teachers, or as the phrase ‘two heads are better than one’ suggests, plays a major role when introducing tablets in the learning process.