Janko Harej, Arnes, Amela Sambolić Beganović, Zavod RS za šolstvo

The presentation focuses on modern support for teachers who participate in the pilot project Implementation of e-content and e-services. They are being developed in two projects: e-Student books for natural and social science in primary schools and e-Schoolbag. The goal is to demonstrate two areas of support, which are designed to suit the needs and requirements in the use of ICT in classes. The first area of support includes didactic-technical consultations, and the second covers the provision of quality and up-to-date information on the SIO portal, drawing on examples of good practice. The complexity of both areas (basic infrastructure ICT provision, the development of e-content and e-services, the use in practice) is covered by two institutions: the National Education Institute and ARNES.

Simona Slavič Kumer, Zavod RS za šolstvo

The 21^st century competencies are crucial for the development and success of individuals in the modern society. 21^st century competencies can be divided into five categories: analytical skills, interpersonal skills, ability to execute, information processing and capacity for change/learning. This paper shows which and how 21^st century competencies are developed by students who as a part of the project called “Introduction and Use of e-Materials and e-Services” use tablet computers during their lessons. The presentation is based on the analysis of the feedback given by teachers and the NEIS advisors. Teachers gave their feedback after four months of work in the project and they reported what changes in the students’ skills they had noticed. The analysis shows that students have improved their competencies in all five categories; specifically they have improved the digital competence. The same results can be obtained from the analysis of NEIS advisers’ feedback, which they wrote after attending the lectures in the second period of the project. We can conclude that students develop 21^st century competencies by using tablet PCs and that it is possible to additionally improve their skills, knowledge and attitude by means of systematic integration of those competencies into lesson planning and teaching.

Barbara Neža Brečko, EC JRC IPTS

Digital competence is an universal and basic need for all citizens to work, live and learn in a knowledge society. In many European countries the digital competence is recognized as strategically important for both the public and private lives of citizens. Digital competence can improve many aspects of our lives for example social, health, economic, civic, cultural, etc. In 2006, the European Parliament and the Council of Europe have set out eight key competences to achieve the objectives in the field of education and among them is also the digital competence. The concept of digital literacy and competence has a strong presence and prominence in many European policy documents, actions and initiatives (e.g. the Digital Agenda, Communication on rethinking education, Opening up education, Grand coalition for digital jobs).

The concept of digital competence is quite wide – both in academic and political field there are different definitions and description of the same concepts. Thus, some authors talk about the digital competence, some about digital literacy and others about digital skills. To build a consensus on the elements of digital competence and to contribute to a better understanding of digital competence at European level in 2013 the framework for digital competence for citizens was published. The framework defines five areas of digital competence with 21 competencies which are described and defined in terms of different proficiency levels (DIGCOMP: A Framework for Developing and Understanding Digital Competence and Europe, EC JRC IPTS).

The document already has some implementations – it is confirmed as a guideline for the development of school curricula and curricula for teacher education by the European Thematic Working Group on ICT and Education (Directorate for Education and Culture), consisting of representatives of the European ministries of education. It has also been adopted as a contribution to the Action 62 of the Digital Agenda and adopted as a framework for collecting data on e-skills in the Eurostat survey on ICT use by households. Based on the existing document new projects are being prepared: (1) a framework of digital competence for teachers, (2) development of indicators for measuring digital competence and other projects.

Andrej Oberwalder Zupanc, Srednja šola Domžale

In the course Spatial modelling in the mechanical technician programme students design products in 3D according to the instructions given by the teacher and relevant literature. Each teacher shows the process so that students can follow. The problem arises for students who were absent for various reasons. A student who is not present in the classroom, cannot see these procedures at home, and it is also a problem for them to use the literature appropriately – they spend significantly more time, so I prepared screenshots for these students. Software solutions for this task have existed for a long time, but it was only in this school year that it came to my mind that they could be very useful. There is also a variety of presentations on the Internet, but the students find it difficult to precisely find what they need. In order to facilitate access to such content I used Google Drive. Students are granted the right to access the archive, so they can watch the presentations at home. This way they can carry out the task, which they couldn’t before, and then continue to work with other students in the following lessons. The way of work described improve the effectiveness of teaching and learning, because I do not need to explain certain procedures to students who were absent.

Gregor Mohorčič, Andreja Čuk, Andreja Bačnik, Anita Poberžnik, Tanja Rupnik Vec, Zavod RS za šolstvo, Tomi Dolenc, ARNES

The path to the e- competent school is a jigsaw puzzle consisting of an array of particles, none of which can be left out in the whole image. In this paper we want to shed light on some of these particles – projects to tell you how they all work together through different efforts and how they are assembled into a whole. In doing so, we build on the heritage of a whole series of projects already undertaken, for example the E- education project etc.

Now it’s for real. We will attend the e- school with the e- schoolbag to e- learn. It’s time to try out their wireless networks, numerous e- tools, gain knowledge and provide support for us, so that the class technology will not hinder us but rather help. Safety is becoming more important than ever.

In this paper we present selected aspects of E-student books, E-schoolbag pilot project, Innovative Pedagogy 1:1 in the light of 21st century competencies – implementing the curriculum, Creative Class ( CCL), EUfolio, while also emphasizing the importance of appropriate e-infrastructure and safe use of technology.

In the E-student books project with an emphasis on science content i-student books for science subjects and mathematics across the vertical are being designed. The added value of e-student books is mostly in topics that are upgraded with dynamic interactive structures, simulations, audio-visual elements. The portal for publishing e- books to pupils, teachers, parents and other interested parties provides free access to certified e-student books on all operating systems, mobile and stationary devices. With this we have established a foundation for further development of e-student books in the Slovenian territory.

The E-schoolbag project proceeds with the establishment of an infrastructure for the development of e-student books in social science subjects and languages ​​in the eighth and ninth grade of primary school and the first year of high school, and e-services developed by a consortium partner of the project, Arnes. The pilot project Implementation and use of e-content and e-services projects in e-schoolbag and e-student books developed didactic approaches tested in the schools involved in the pilot. In the future, their use will be enabled all schools in Slovenia.

Implementing the curriculum in the project Innovative Pedagogy 1:1 in the light of 21st century competencies is based on the analysis of existing curricula in terms of the integration of ICT, digital and other core competencies. For all the subjects we have prepared guidelines for the use of ICT ( e-content and e-services ), which are a live document to be updated and modernized. They are an essential part of the additional teaching guidelines for the use of ICT in subjects to review and select (possible) activities that give meaning to use of ICT, illustrative examples and tested list of existing e-content and e-services for each item.

In vew of the goal – preparing lesson plans for subjects, we are looking for and develop innovative approaches to teaching and learning with ICT, individualization and personalization, formative assessment (e-Portfolio ) etc.  The emphasis is on sound, functional, innovative ICT activities of pupils / students to improve the quality of knowledge .

In the Creative Classroom Lab ( CCL) project we develop, test and evaluate innovative learning scenarios for the use of modern technology in pedagogy 1:1. The main purpose is to develop activities for classes that allow individualization, collaboration, interactivity, innovative use of ICT, open time and place of learning, etc. In the first phase we developed learning scenarios for collaborative project work, flipped learning, and individualisation of content creation. In Slovenia, we develop learning scenarios for collaborative project work. Particular attention is paid to the systematic reflection of pupils and teachers about the activity performed, and we will focus on developing assessment of collaborative work. The result of the project will learning scenarios that will be made ​​available for teachers of different subjects and countries, they will testthem in classes and at the same time give feedback, comments and proposals for achieving the objectives of the learning process .

Within the framework of the European ePortfolio Classrooms (EUfolio ) we encourage the implementation of formative assessment of students’ knowledge and skills through e-Portfolio (Mahara, www.listovnik.sio.si ). The main research question of participating teachers is: “How to encourage students to plan, monitor and evaluate the progress in various dimensions of learning by using the e-Portfolio, for example critical thinking, collaboration and communication, working with resources and creativity as well as knowledge and understanding of the learning content? E-portfolios are used as a tool for self-regulation of learning and as an environment for collaborative learning. In the first year of the project we have created a rich collection of homework assignments for classes (learning designs) and useful learning materials (worksheets, tools for formative assessment, etc. ), which are available on the pilot project website (eufolio.si ). In the coming year we will focus on the use of Mahara as a learning environment for collaborative learning. We have prepared examples of websites (in Maharam) with specific instructions for pupils’ independent research and learning.

Everything that constitutes our lives and work is gradually gaining the prefix “e- “. The pressure of e-lectrification is large, home and European political agenda (Opening Up Education) at the same time reminds us of unfulfilled desires despite our efforts and at the same time promising new fuel. Is the goal also the way? Which pieces of the puzzle have to be in the right places, that the picture “stands”?

Samo Božič, Zavod RS za šolstvo, OE Nova Gorica

In this presentation we aim to show how often teachers decided to use the e-textbook, learning management system, social networks, assessment of knowledge with ICT etc. The National Education Institute carries out monitoring of schools involved in the project Introduction and use of e-content and e-services. In the second period of monitoring instruction, from December 2013 till January 2014, we tried to determine, among other things, how teachers use ICT devices and how learners use tablets. We determined different ways of using ICT technology based on two data bases, that is observers’ records and teachers’ lesson plans. The ways teachers use ICT are represented in 14 categories while the students’ use is represented in 16 categories. For the analysis a slightly modified classification which was first used in a document Additional guidelines and didactic guidelines for a meaningful integration of ICT in teaching physics was used.

Ksenija Bračič Bračko, Prva gimnazija Maribor

Among learning strategies we also include an organization or arrangement of subject matter in a logical structure which makes it more transparent and understandable for a student. This cluster also includes taking notes in class and this is where I noticed that students have a lot of problems with this part of learning organization:

1. they do not take notes because
2. they are not able to/do not know how;
3. it is easier to copy;
4. and during this they do not follow the lecture:
5. they get bored;
6. their attention starts declining;
7. they disturb their classmates.

That is why I wanted to try out some new strategies and, alongside slides and lectures, offer the students something that will grab their attention. During the work process, I used the avaliable ICT (standard computers and tablets) and offered the students a chance to create e-notes.

Moreover, I used ready-made slides and an on-line tool 1KA with which I created a quiz for acquisition of a new subject matter. To answer the questions and make a coherent whole, the students were required to follow the slides and my lecture. Furthermore, the slides and the quiz were not identical so the students had to carefully listen to the lecture, follow the blackboard drawings and answer the questions. The latter were of various types and taxonomic levels. I also included visual material and links to web resources.

At the end, I exported individual quizes to Word documents and forwarded them to the students. The form of document allowed the students to edit and supplement the notes according to their wishes.

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.

Milenko Stiplovšek, Samo Božič, David Kimovec, Zavod RS za šolstvo

All Slovenian grammar schools and many upper and lower secondary schools are equipped by Vernier in order to perform computer assisted measurements. The current situation allows demonstrating experiments as well as a frontal display of the processing of measured values and group work. Schools usually have four to eight working units where students are able to perform measurements and the processing of measurement results in class. If we expect students to process the measurement data on their own, we frequently send them the measurement data (via e-mail, virtual classroom etc.) and then students use their own computers at home to process the data. Using mobile devices in class (laptops, tablets, »smartphones« etc.) enables students to process the data gathered by the experiments immediately after the experiment was carried out. We are going to present the possibilities offered by Vernier and LoggerPro programme. First the presentation will focus on different options which allow the connection between mobile devices and the measurement system bearing in mind the security risks. Then the participants will connect their mobile devices with the measurement system. They will receive the demonstration measurements results to their mobile device and will use them.

Bojana Breznikar, Osnovna šola 8 talcev Logatec

Program guidelines for the work of advisory services in the elementary school set a standard that advisory service takes at least two hours of lectures on the topic of career guidance in the final two classes. Quality decision-making process for the profession is based on two pillars: on one hand, the collection of information on the system of education and the professions, and on the other hand, a self knowledge – their interests, abilities, personality traits, and learning habits. In particular, a good understanding of yourself requires a lot more than two hours. How to solve this time disharmony? In this article I introduce possible way how to include hours of career guidance into eighth and ninth class through the use of e-portfolio. Further, sets out the advantages and challenges of the use of e-portfolio. The advantages of this tool, in my opinion, are: the possibility of planning, monitoring and self-assessment of pupils in the process of self-discovery, the increased probability of feedback from the school counselor, accessibility, how to use Europass. The challenge: how to transfer didactic view of content in e-environment, with limitations in the degree of ICT competences of school counselor.