Dragica B. Banović, Šolski center Novo mesto, Srednja elektro šola in tehniška gimnazija

The development of modern information and communication technologies in the educational space introduced new methods of education as well as more modern methods of testing and assessment. Traditional textbooks and blackboards have been replaced by e-, i- or d-textbooks for use on mobile devices and interactive whiteboards. Students enthusiastically accepted the change. The only disadvantage of these tools is that students must have an appropriate mobile device.

With ICT teachers acquired means to motivate students, as well as a request to confront new challenges. Such a challenge is assessing knowledge with the help of mobile devices.

Last year I started using iPad in chemistry class. This enabled me to “overcome the gap between concrete and abstract chemical concepts and processes” (Vrtačnik, 1999). I introduced lessons with activities in which students use their own tablet computers or mobile phones. I included this in regular asessment, where I used quizzes in Moodle, which I supplemented with a variety of on-line surveys (mainly using the Google account). We learned about web application Socrative and used the Kliker voting system.

This school year we are involved in a pilot project Use of e-content and e-services, managed by the National Education Institute. A class of students of the second year was equipped with the Asus tablet computers, which provide individual work on their own devices, and which allows teachers more active forms of teaching as well as problem-based learning.

Matija Lokar, Fakulteta za matematiko in fiziko, Univerza v Ljubljani

In recent years most developed societies have realized that it is essential for all the students to acquire algorithmic way of thinking and knowledge of the basics of programming. By learning about computer concepts and developing procedural way of thinking students acquire knowledge and skills that are much more durable than the rapidly evolving technology.

However, it should be considered very carefully how to begin teaching programming – what first steps are appropriate. The paper will present a number of ways that can serve. In doing so, we are avoiding the standard approach – a problem, writing the code, compiling and executing on a computer. We will see teaching programming concepts without the use of a computer and via computer games such as Robozzle, LightBoot and the like. We will highlight what software concepts are learned this way. In addition, we will see how the fact that students are avid users of mobile devices can be made use of, and how they can be taught to write software for mobile phones in an environment similar to Scratch. We will present a set of materials that have been developed at the Faculty of Mathematics and Physics and have already been successfully used in seminars for teachers.

Franc Grobelšek, Osnovna šola Bistrica ob Sotli, Osnovna šola Kozje

The importance of computer in modern school fine arts lessons has been confirmed and it cannot be doubted. We use it as a teaching medium, a tool for artistic creation and as information and communication component. Tablet computers and similar devices, can therefore serve the same purpose perfectly. With its simplicity, specific physical characteristics and mobility they open up new possibilities that are worth being considered carefully and used reasonably. Involvement in the project Innovative Pedagogy 1 : 1, gave us further stimulation. Eight-grade students were equipped with tablet computers and together with them we explore different functions and possibilities. So we are thinking about the most appropriate artistic content or parts of the learning process, where the tablet could provide added value in terms of both knowledge as well as artistic creative work. We present an example of use of tablet computers in the learning context of the colour contrast. Tablets are mainly used as a tool for viewing and creating artwork. Through the play of light the tablet camera offers exciting new perspectives of art motifs, and the application for cutting out enables students to create interesting colour compositions. In the final stage of the lesson, we were able to carry out a qualitative evaluation and set up an internal web exhibition in a very short time via wireless network.

This year SIRikt presents a new form of presentation of scientific articles – the give-and-take fair – as a different format of an exchange of experience and knowledge of the conference’s participants.

The lot will select the participants – presenters to the clusters of three, where they will share their experiences between them. Each presenter at the give-and-take fair will attend three round tables, each time in a different composition. In this way he will have the oportunity to present his idea and experience three times and listen to six other presentations.

Each table in one composition will have 30 minutes for its presentation and discussion: 3 x 5 minutes for the presentation of scientific articles, and then another 15 minutes for a joint discussion between members of the table. They will be able to interact in discussion as observers or as listeners. After 30 minutes the presenters will replace places to create a new table. The key for changing their places will be obtained by moderators.

Observers or listeners will walk around round tables, listen to presentations and to the conversations between members of the table, and they will be also able to involve in them.

At one of the vacant tables will be given the oportunity for presenting the contents of those who didn’t pre-register their articles. There will also be a corner for the submission of the response of visitors after the end of round tables.

At the give-and-take fair we will follow the idea that each participant has the opportunity to contribute their experience and also learn from others.

The classical part of each conference is presentations. As the authors were very active this year, we had to shorten the presentations and so they are now called short presentations.

The essence of short presentations is (and it always will be) the presentation of innovations that have been used with students in classroom, in the nature … We expect from the authors a dynamic presentation that will be interesting for the audience and which will not repeat the information that conference participants can read in the abstracts. Short presentations will not be longer than ten minutes and will be moderated – not only in time but also in content.

Questions from the audience will provide extra diversity.