Anamarija Jeler, Osnovna šola Griže

We are learning the whole life. In the past, learning in school meant copy from the school blackboard into notebook and study by heart. Nowadays, learning in school is changing. Using modern technologies is our need, because it is presented everywhere and is also very good technical accessory if is used correctly.

In this article I will describe and show an example how 14 years old students of primary school are able to learn independetly from Internet. I wanted to check, if they are able to find correct information and based on that to solve mathematical problem. I wrote them all aims from the math curriculum and questions that they needed to anwser.

With this kind of lesson, I determined that among every day use of modern technologies and Internet, students don’t know how to critically and effectivelly use the Internet and its informations for learning. I think that we can change that so the children will be able to use the Internet as an excellent source for discovering new knowledge and learning, therefore we need to make some changes in our school curruculum, school assesment and to improve teachers digital competences.

Anita Smole, Sonja Strgar, Osnovna šola Vide Pregarc

In this article we present case studies of activities in third grade that were adapted for children with reading and writing disorder. We executed these activities with pupils during regular and/or during supplementary lessons, however they’re also suitable as a preparation for regular lessons. While preparing different activities we used several computer programs such as StoryboardThat (to support text with images), XMind (to create mind patterns with key concepts and data), PowerPoint (to prepare exercises for revising reading techniques), Quia (to help edit sequences of events), and Google Drive (to guide pupils while reading). Although reading and writing were in focus of individual activities, pupils were highly motivated for work, while usually that’s a big obstacle if conventional teaching approach is applied. At the same time, we’ve also indirectly developed pupils’ other skills necessary for digital literacy.

Irena Gole, Osnovna šola Bršljin, Novo mesto

The tablet is a novelty that can be used in teaching. By using it the teaching process as well as the role of the teacher is changed. The teacher is not only the person giving information and the absolute source of knowledge; he/she is also the leader of activities and the one who offers technical support to students. Primary school Bršljin is a part of the pilot project called Induction and application of e-contents and e-services in the projects e-Schoolbag and E-textbooks with emphasis on natural science contents in primary school. This participation involved the introduction of the tablets in the teaching practice. We enabled our students to discover and explore different ways of gathering knowledge, without leaving the classroom by using applications and accessories that are possible because of the tablets. Examples of good practice point out that the tablets can be used with all school subjects and at all learning stages, regardless whether it is assimilation, follow up or testing the knowledge. Evaluation and analysis of school work is also easier, as the tablet enables a series of activities that prepare the students to think about their work.

Nataša Jeras, Osnovna šola Šmartno pod Šmarno goro

This school year we have started applying tablets in classroom use as a part of a nationalpilot project entitled Introducing e-learning contents and e-services. I was curious whether tablets can be a useful tool and can thus be effectively incorporated in classroom use or should  they be regarded as another novelty which will eventually turn out to be an obstacle in the teaching process rather than its advantage. I have to admit that my 4^th graders quickly got a grasp of basic tablet operations. We have set some clear rules regarding the way the tablets should be used since it is well-known that pupils tend to confuse ICT tools with gadgets which allow them to play games. I have usedtablets with different learning strategies such as taking photos, recording experiments and dialogues, solving quizzes (using aplication Brez knjige). I have also used them for checking the pupils’ progress during the lesson, making posters, solving worksheets (the students had to browse for specific information in e-student books), as a notepad (the students had to complete and compare notes with their classmates) or for regular progress checks using application Kliker. The pupils were also able to evaluate each other’s assignments on Internet forum in my interactive classroom. Using tablets in the classroom makes it much easier to differentiate the teaching process so that it suits the needs of individual pupils. I have discovered that tablets are not an obstacle in any way but are rather a very helpful tool for promoting different learning strategies. However, at this stage of the project, it is premature to make assumptions that tablets generally raise the pupils level of knowledge.

Urška Bučar, Osnovna šola Dolenjske Toplice

Opinions on the use of social networks among people differ. However, if you take up the use of Facebook in the second and third grade of elementary school, as in our case, it is even more so. The cause lies primarily in the security of personal data and the publicity of the photos and reviews. How we faced the age and the security problem when using Facebook in our case, will be shown through our own example of good practice. Facebook was used in the classroom in the form of a closed group, in which only students, parents, teachers and the local representatives were involved. Students work through the Facebook accounts of their parents. All data presented is limited to only names and in the photos, however, face protection is provided with appropriate programs. Pupils express their opinions, post photos of their products and work in the school garden. In the group we publish guidance for the work, we share practical experiences, ask, answer, collaborate with experts and organize events. The group has been active for two years now.

Boštjan Resinovič, Šolski center Celje, Srednja šola za kemijo, elektrotehniko in računalništvo

Learning computer programming basics comprises learning a programming tool and learning computational thinking. They are both complex, the first because it requires a high level of abstract thinking and the second because the beginner has to learn numerous syntax rules of the chosen programming language. In addition, there’s a risk of the lack of motivation, since beginners write mostly useless and unattractive programs. Two ways to lessen the aforementioned problems are indicated: a programming language appropriate for the students’ age and a suitable pedagogical approach should be chosen. Since the paper focuses on high school students, teaching of the visual programming language App Inventor using principles of blended learning is proposed.

Margit Berlič Ferlinc in Maja Urlep, Srednja ekonomska šola Maribor

We will deal with flipped learning at team teaching, which develops economic terminology in foreign language. We implemented such teaching/learning in two classes of the 3^rd grade of high school of economics. Flipped learning and introducing of English in profession demand certain changes and adaptations of the teaching/learning process. We have prepared a conference recording about the new topic (inflation and deflation), a worksheet for notes when watching the recording, and a quiz in Moodle (with more possible solutions) for testing of knowledge and understanding. The students had been watching the recording at home, had been doing the worksheet at the same time and had been trying to do their best with the quiz in Moodle. Then they had two team teaching lessons and they upgraded the knowledge with English terminology. After watching a cartoon (the source: ECB) in English, they answered short questions, they checked their understanding with if-clauses exercises, and they wrote a reconstruction of the cartoon about inflation in English for their homework. We practised the topic at the next lesson with the game “Inflation Island” (the source: ECB) and we watched a video about Japanese deflation (listening comprehension with true/false statements). The students did a web questionnaire for evaluation where they graded flipped learning and team lessons (Economy and English). Most of the students were positive about the novelty. However, such way of learning is a challenge for the students with problems with either Economy or English (or both).

Monika Kovačič, I. osnovna šola Žalec

The classroom is a place where information flows between the teacher and the student. Modern classroom with modern technology enables the teacher and the student a teaching – learning process despite actual physical separation. In this article some alternatives of using ICT technology in distance teaching are presented. Modern technology actually enables unlimited possibilities of its usage in the distance learning. However in practice we come across some limits. Different teaching approaches with some examples of distance learning are presented. Those approaches are required by student’s age and physical separation between the learner and the teacher. On-line Slovenian language class is designed for Slovene students who are living abroad and would like to continue the heritage of Slovenian culture and language.

Špela Bagon, Osnovna šola Vič

I teach at a distance since 2012. Students from the United States are learning Slovenian language for the first time, therefore we have lessons in English. We meet once a week over Skype, the rest of the work is carried out separately. It turns out that learning language at a distance presents a double challenge: the students and the teacher have a limited number of meetings and the student is faced with learning language for the first time. Our learning has improved considerably when I realized that we need to pay more attention to students’ independent learning at home, because meeting once a week is not enough. In addition, the time we spend together over Skype does not differ much from the traditional teaching in the classroom. The teacher can use worksheets, electronic slides, crossword etc., which are adjusted to work with ICT. It is important to dedicate the independent student learning at home, so that’s why I made various interactive materials, such as video conversation in Slovenian language, sound recording Slovenian songs, interactive quizzes, Slovenian music, Slovenian photos on social network etc. Students using this material alone at home learn Slovene and about Slovenian culture. The added value of distance learning is this student selfadjusted multisensory learning.

Klemen Urankar, Gimnazija Franceta Prešerna Kranj

Ever more schools are implementing ICT solutions in all fields of work, from administration to daily teacher-student-parent interaction. However, the soft factors of ICT implementation are often forgotten. ICT in itself is not a magic cure, automatically solving all the challenges.

The key to successful ICT implementation are especially its users – teachers. Therefore it is vital that we offer them high quality, professional and personal support with the use of a new technology, especially early on, when there are a lot of technical and other issues.

Based on our extensive experience with ICT implementation in the school process we have identified the following important steps:

1. Establishment of a small team that will begin implementing and using ICT;
2. Limited use (for example in one class) and discovery of potential problems;
3. Sharing knowledge and experience with a wider team and continuous gathering of information about potential problems;
4. Regular meetings and constant support to the wider team with their technical, didactical and psychological challenges;
5. Gradual expansion and constant sharing of knowledge and experience with everyone included.

In my presentation I will explain in detail, how to get teachers to adopt ICT for more interesting and engaging class time.