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 Traditional textbooks and blackboards have been replaced by e-, i- or d-textbooks for use on mobile devices and interactive whiteboards.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.

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”?