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.

Vlasta Lah, Tina Črnič, Osnovna Šola Milke Šobar – Nataše Črnomelj

Primary School Milke Šobar – Nataše Črnomeljin the framework of the project The development of the mobile Communicator for ease of communication, supported by the Ministry of Education, Science and Sport and the European Union – the European Regional Development Fund, created a modern electronic device for communication, which is based on everyday communication.

The mobile application MojKomunikator allows and aids communication for people who, for various reasons, are unable to speak. It can also be used as a tool for learning words in Slovenian language. Users require no prior knowledge as the application is simple and easy to use.

It contains basic words and communication patterns (in image, text and audio form) that are necessary for everyday communication.The user chooses among individual pictures and arranges them into sentences, played by the application. Compound sentences can be stored in a special folder.

A Web portal has been developed in the framework of the project, which allows the users operating the application on the stationary PC with personalized options of  adding their own images and sounds. It is also possible to download the personalized application from the Web portal to a mobile device.

The application works on a variety of platforms. It is available in Web stores and as a Web application on the Web site https://www.mojkomunikator.si/.

In this contribution, we present more detail regarding the application MojKomunikator: in terms of content, design, features, and customization options.

Andrej Kociper, Osnovna šola Cerkvenjak – Vitomarci

The autor presents a qualitative aspects of the national competition of knowledge of computer technology, the so called Festival of Computer Science – Multimedia Ecoposter.

The competition, which promotes creative and cooperative work of students using Web 2.0 tools, links ICT technologies with content that would attract and encourage students to explore and to become more ecologically aware. At the end, the products and the achieved digital competences are assessed, which is a special challenge for every learning environment. Through the competition, with the use of digital devices, e-content and e-services, the quality of assessment si upgraded to higher taxonomic levels and highligts the need to prepare students for group work. High correlation of various academic fields in competition suggests that competition is interdisciplinary and project-oriented. At the end the autor presents web platform Glogster applicabe for such competitions.

Franc Jakoš, Osnovna šola Janka Glazerja Ruše, Osnovna šola Selnica ob Dravi, Mirko Đukić, Zavod Antona Martina Slomška, Škofijska Gimnazija Antona Martina Slomška, Dr. Domen Verber, FERI – Fakulteta za elektrotehniko, računalništvo in informatiko

Teaching programming to beginners represents a challenge for teachers.Students soon lose the will to make progress and solve difficult problems. Collaborative learning has been recognized as a method that can help to achieve better results if the collaboration is administered at the right time, that’s whenthe problem istackled.

This paper describes and analyzes the initial meetings of pupils with virtual multiuser environments that support collaborative learning. This encounter was enabled  through educational game ” Aladdin and his flying carpet “, which was modelled after the Lightbot 2.0 which also enables learning about programming concepts without prior knowledge of syntactic rules. Our aim was to combine attractiveness and motivational power of simulated virtual environments and educational power of learning through the game.

We have prepared a software distribution Aladin_Opensimulator_0.7.6.1, which contains the game and all the necessary pre-configured tools that allow teachers to easily start and use simulation in the classroom. We have also prepared a website, where instructions on how to operate the simulation are accessible, explanation of educational game operations and activities for teaching programming.

All participants accepted educational game very well. They are willing to tackle tasks if the game is fair and works relatively satisfactory. They quickly understand “in world” building and assembling programs with Scratch4Opensim and transfer of generated code in a virtual environment. Solving life’s problems further motivates them to learn.

Tine Pajk, Osnovna šola Muta

This paper represents observation on digital competences with primary school teachers from the year 2012 to 2014. Observations made are based on a two part on-line questionnaire in which primary school teachers are the focus group. The first part consists of demographics (gender, age and seniority, level of education, title, educating region and population). The second part includes digital competences of primary school teachers. We researched which hardware and software equipment is being used in classes (Slovene, Math and Environmental Sciences), the virtual tools used for establishing communications and co-operating with broader audiences and the amount of hours spent per week on the web for educational purposes in their classes. We were interested in the amount of hours per week in which Information and communications technology (later referred to as ICT) is used for consolidation of knowledge, repetition and gathering learning materials. We also collected information regarding possible hazards such as child or youth abuse when using on-line and mobile technologies, production and update of on-line learning material and the reason for use of ICT by the teachers. The gathered data was analysed and compared according to age.

Leonida Novak, Ada Holcar Brunauer, Zavod RS za šolstvo

The purpose of this paper is to present the possibilities of integrating e-portfolio in everyday classroom practice. This is a dynamic and challenging process for the learner because it puts him/her into an active role. It is supported by the monitoring of learner’s progress, where teacher’s feedback plays the key role in the learning process.

This paper presents an e-portfolio in the light of two school systems: the Slovenian and the Scottish. In the first one the developmental e-portfolio has been implemented into school practice, and in the second one there is a greater emphasis on student’s profile. The connecting elements of both systems are the elements of formative assessment, which have lately been implemented in Slovenian schools, while on the other hand they present the fundamental doctrine of teaching and learning in Scotland. The key focus of this paper is to address the need of giving greater importance to the e-portfolio in pupils’ education, which has, besides an evaluative, also a relational function, being beneficial for the teacher.

The basic elements, which will be presented at the conference, are the following: e-portfolio as a documented process of learning, teaching and pupils’ achievements, such as e-portfolio of a learner in Slovenian and Scottish primary school, further possibilities of the development of the e-portfolio enhancing its value in the school system, and enabling teachers for autonomous decision making when introducing the e-portfolio in their classrooms.