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.

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.