Robert Murko, Osnovna šola Videm pri Ptuju

There are many teachers who face oral presentations by their students and other various presentations in the classroom. Students must make a poster for his or her presentation. There are still a lot of »paper posters« in use but they are available to students only in particular classrooms and for a specific time. By using Glogster (http://www.glogster.com/) we allow student to produce electronic posters in an environment that is easy to use, free for educational purposes, and of course, accessible to all students, anytime and anywhere. The paper presents an example of the use of Glogster at Science. Students made posters on different topics by using Glogster.

Students work in small groups (in threes). They divide work according to their strengths, so that one takes field photographing, the other prepares background music and the third designs the whole image. Before starting they determine the basic concept of the poster together. Following the guidelines that they have set together they prepare their parts. The emphasis is on cooperation, coordination and the development of strong personal skills in the context of the total product. The product is made on-line so students can see it at any time as a whole and make changes and improvements. The final product is available to all students and can be used as a high-quality multimedia learning tool.

Tina Žagar Pernar, Tatjana Lotrič Komac, Osnovna šola Naklo

The shown example, which includes cooperative learning, the principles of the so called fit pedagogy and ICT (e-portfolio, tablet, questionnaire), stimulates development of lateral or critical thinking and thus makes students aware of the fact that the process of learning is a lengthy procedure which they can have influence on and must take responsibility for, not to mention critical distance.

EUfolio project and trial version of using tablets in 8^th class, made the authors realise that a systematic approach to critical thinking is a long process and it has to be implemented as early as possible in the development of a child. Consequently it seemed appropriate to use this new teaching approach in 6^th class during lessons of Slovene. After discussing different literary genres, students had to create a story with the help of a shared folder. They chose one of the genres (detective, adventure, fantasy, sci-fi story) and wrote the beginning. Then they changed their position, did a short physical activity and continued with the story. They had to read the beginning and write a logical follow-up. After they finished the stories, they assessed the content and grammar and gave feedback to the writers. Apart from that, they had to reflect on the work in the form of an online questionnaire.

It turned out that this kind of work is demanding for students because they are not used to it, however, it benefits the weaker students whose progress improves because they are responsible to their group and have to participate.

mag. Vera Stoilov Spasova, Osnovna šola Naklo

A tablet computer, a wireless Internet connection and on-line interactive exercises have made studying English much more interesting and teaching has become easier because the students are more motivated. In my lessons I use a website for creating interactive on-line exercises. The website is free and you only need to create an account. The mentioned site enables the user to create various types of exercises where you can insert texts, images, audios and videos. You can create different games, quizzes, crosswords, mind maps, cloze tests, number lines, etc. There is also a template with the possibility to enrich an audio or video recording with additional information banners. A tablet computer is also very useful for the application called Kliker (classroom response system) which motivates students to actively engage in studying and the teacher gets immediate feedback about the students’ understanding.

Mojca Janžekovič, Osnovna šola Toma Brejca Kamnik

The teacher’s role in the classroom is to teach pupils to use a particular piece of information in everyday life, to think critically and to find meaningful answers in everyday situations. In order to assess knowledge, the pupil has to put the teaching contents into different situations, solve problems, compare, conclude and explain while maintaining a critical opinion as well as creativity (Rutar Ilc, 2003). Pupils may achieve all of the above-mentioned learning goals by participating in a bulletin board. Furthermore, they also deepen their skills of using a computer, Internet communication and argumentation. In the e-classroom, two bulletin boards are published. One of them is a platform for debates on a subject matter, expressing opinions and moderating. The other one serves as an answer-forum for the teacher’s questions. The pupils have to participate actively, search for solutions and give opinions and answers to their schoolmates’ questions. Attached to their posts are pictures or/and quotes of experts and reliable book or Internet sources. The goals of this activity include life learning, use of various skills, and development of critical thinking, argumentation and creativity. The activity immerses the pupils into the process of re-evaluating the usefulness of the World Wide Web. Pupils become actively involved on many levels and gain a lifelong knowledge. Due to its diversity and casualness, this method of teaching and assessing is very popular with the pupils.

Mirijam Pirc, Šolski center nova Gorica

I introduced cooperative learning in my physics lessons in 2006. Since then I have been using two different methods of cooperative learning: the original group compound and cooperative cards. When students use the method of original group compound, every member of the group does his exercise and then he presents it to other members of the group. Students exchange roles, so that they play a role of a student and a teacher alternatively, when they use the method of cooperation cards.

In the last year I upgraded the cooperative learning with the use of tablets. Cooperative cards were made on www.cram.com, where students can check their knowledge by answering the question which is on the front side of the card. Meanwhile the other student sees the answer on the back side of the card and checks and writes down notes on the performance of his colleague. When students use the method of original group compound I use interactive exercises where the data changes. Each student must solve correctly his exercise in the first lesson, then take a photo of it and send it to other members of the group. In the next lesson students explain their exercise to the rest of the group.

The use of tablets brings a change to our lessons. Students prefer learning with tablets to learning on paper. The learning material is always at hand and it is cannot be lost. That is a big advantage. The interactive exercises have two priorities. Students cannot copy exercises from their schoolmates and they can repeat the exercise several times because the solutions will always be different.

Jezerka Beškovnik, Maja Gržina Cergolj, Osnovna šola Lucija

In the 21st century distance is no longer an obstacle, and the advantages of information technology are gradually changing the way of teaching. The contribution describes modern teaching methods which enable individual work to everyone, including unprivileged groups, such as students with special needs and foreigners. The idea of the website presented is to show the options for learning which are independent from school in terms of space, yet authentic and up-to-date. It enables students to incorporate all necessary adjustments into the learning process, such as space, time, way of learning, etc. In this way pupils are highly motivated to do individual work with information technology (original texts, recordings, music etc.), whereas regarding teachers, it enables flexible work, integration and continuing evaluation. The combination of flipped long-distance learning and online learning paths is an advantage, as the student gets acquainted with the topic beforehand, whereas theoretical processing, revision and evaluation are done later. We have established that it is much more motivational for students to originate from authentic virtual content as it simultaneously leads to the quality of deep learning.

Real-time learning and the use of ICT are the advantages of information technology and the source of a positive attitude towards learning. The pupils are not scared any more, their attention is increased, meaning that the information is stored deeper in their memory. The feeling of happiness and satisfaction while doing research create favourable conditions for an easier transfer of knowledge. The presented website is virtual practice combining pre-preparation, creativity and self-evaluation.

Dejan Paska, Srednja šola za oblikovanje Maribor

The aim of this paper is to present an alternative way of creating a CV in the form of video promotion as a priority component of e-portfolio in finding an employment or a job. E-portfolio, as a modern form of the common portfolio, among collecting personal achievements also allowing alternative ways of personal presentation with the goal of seeking employment in the common European labour market.

In today’s image based world the conventional ways of finding an employment or a job are not sufficiently effective, so it is necessary to use alternative approaches, which are adjusted to our modern times. Video presentation, as a form of multimedia presentation, contains powerful rhetorical potential. The details, which are used in the video (color, image, movement, voice, music, design, tempo etc.) can convince the viewer by logic, emotion or ethic, which was realized by companies and used as far as possible in the promotion of products and services.

The purpose of this paper is not to equate the promotion of a product or a service with that of a person, but only to use some knowledge and solutions from this field. Even experts in the field of human resource management uses the phrase personal brand. Theoretical basis in the article will be substantiated by comparing the implementations of two video presentations. One is for Smiljan Škarica, a former SŠOM student and internationally renowned hairdresser, and the other is for Andreja Šiler, hairdresser student of the final year.

Maja Kosmač Zamuda, Šolski center Ljubljana, Gimnazija Antona Aškerca

This paper deals with the presentation of the use of Kliker and Socrative voting clouds on smart phones. By using Kliker and Socrative during lessons the students are imposed the role of active learning since they work out independently the exercises the teacher has prepared in advance. They send their answers to the teacher via their smart phones and get feedback information instantly. The central part features a practical case of learning and competence testing by using the Kliker voting cloud during lessons of Slovenian language. In the final part of the paper, I have evaluated it by comparing with to the Socrative voting cloud, i.e. I have given the advantages and disadvantages of either voting cloud from the point of view of learning/teaching literature during lessons of Slovenian language.

Roman Živič, Šolski center Slovenj Gradec

In the school year 2013/2014 our school has participated in a six-month project Collaborative projects at a distance using the methodology of learning circles together with information and communication technologies – ICTs. The purpose of the project is to disseminate meaningful use of collaborative projects at a distance using the methodology of learning circles and ICT, and to raise the quality of use of project-based approach and the integration of it into a regular school work. This paper analyzes the role and usefulness of individual components of the ICT project.
E-mail enabled us to quickly and easily inform all participants of updates, changes and arrangements. Via Facebook, we informed the public about the project, we set up a Facebook group. The Internet is a source of information. Wiki working environment made it possible that we had a constant access to project’s progress. Via videoconference VOX we agreed on the final meeting. With the help of computer programs, we created a number of products.
Based on all participants’ responses I find that participation in the project brings advances in the use of ICT to all those participating. The results of the project were also presented to other students in our school and the wider public through the website and Facebook, so we feel that by carrying out the project we proved the necessity of the use of ICT and its benefits.

Boštjan Kernc, Nina Arlič, Miha Kavšek

The aim of the animated presentation of France in 1789 and the events, which symbolically and concretely illustrate the genesis of the modern world, is to encourage the users to familiarize themselves in an interest-catching and quality manner with the complicated and multilayered period of history and to become personally engaged in it. The picturesque depictions and educational game inserts target predominantly the young generation, accustomed to moving images.

Through portrayal of the social condition, the main characters and the ideas prevailing at the end of the 18th century, the independent learning material first embarks the users on a journey from the beginning till the end of the revolution and engages them in active participation in the ideological and political background of the turbulent period by classifying, selecting and completing texts, tables and visual materials. Besides familiarizing the users with historical facts and making them identify themselves with individual personalities of the time, the animation also draws their attention to other general social issues, such as the questions of freedom, equality, democracy, media, violence, presentation of history etc.

In my teaching practice, I have found that, despite the interest of pupils in electronic materials, the latter are rather rare and that, in order to make pupils more familiar with the subject matter taught, classical materials are frequently converted into electronic form. I deem the existing classical materials should be adequately adaptedto new forms of media since they offer numerous possibilities. I hope this presentation to be an exemplary solution.