mag. Irena Gole, Osnvna šola Bršljin, Novo mesto

E-learning and learning with e-textbooks represent a »window to the world« for students because they can quickly access rich sources of knowledge. Teaching one-on-one with the tablet demands flexibility and ability to overcome the traditional teaching by using modern technology. The teacher must, therefore, know their students and the advantages of this kind of learning and teaching very well as well as its challenges, which he/she must be aware of while using the tablet in the classroom. The tablets are interesting for teachers and students. They help the teacher bringing more creativity and inquiry-based learning into teaching. The students can monitor their learning, adjust it according to their own abilities and make their learning process more interesting. Using the tablet in the classroom has its advantages (the information is easily accessible), but there are also disadvantages (the teacher only leads the activities and offers support, and has no control over the activities of the students), so modern technology must be introduced with consideration. Using the tablet helps in easier adoption of learning contents, but we need to realize that this is only support and cannot substitute actual activities.

Dagmar Logar, Prva gimnazija Maribor

The key task of the IT teacher is to guide the students towards active and creative problem learning, and prepare them for the competences of the 21^st century. The flipped learning method is very convenient to encourage a dynamic and interactive learning environment. Participation in the e-Šolska torba project allowed us to implement the method, as students have tablets which provide the same conditions for learning at home and at school. The method was tested for introducing graphic design in Sketchbook Express, a free application that is available for iOS and Android.

Students had been required to install the application before the lesson and to examine the video guides, published in the e-learning environment. During the lesson, students were first divided into groups and began to solve the tasks on the worksheet provided in the e-learning environment. They helped each other. If they had problems, I helped them with guided questions. If the same problem occurred in several groups, I demonstrated the solution by projecting iPad’s screen image. In the second phase, students independently solved an authentic practical example and uploaded their solutions in the e-learning environment. The results were analyzed and evaluated, and we also demonstrated the process of making the best one. The flipped learning method enables more creativity and autonomy for students, and more time for the teacher to work actively and individually with students.

Elizabeta Žabkar, Osnovna šola 8 talcev Logatec

We decided to perform formative assessment in math class in 8th grade; the topic was ”A circle and a circumference”. While learning about multinominals in school classes, the students’ home work was to repeat what they had learnt about a circle and a circumference. Their task was to explore new facts on the topic under the supervision of the teacher. I introduced e-folio into this project. The students used it for writting down their findings, the goals and the ways to achieve them. The students were encouraged to implemente critical friendship with their classmates. At the end of the project we analysed the self-reviews of the students. The project was driven by our creativity – the students created amazing presentations of their work using Power point or Prezi. They scanned pictures they produced and stored them in e-folio. The students have learnt a great deal yet they had a lot of fun while learning. The creativity, the research and the use of computers highly motivated them. We exceeded the goals and consider the project very successful.

Mojca Dolinar, Zavod RS za šolstvo, Marija Pisk

As a part of work in our elementary education e-development group we’ve payed a lot of attention to different possibilities of evaluation and assessment via quiz in Moodle (Modular Object Oriented Dynamic Learning Environment). The technological development enables us to assess and evaluate with the help of ICT. As the best option we have chosen the open source freeware program with safe online learning environment. Written form of knowledge assessment was used as a base for making the application Quiz. Advantages and disadvantages were thoroughly analyzed and the recommendations for the composition of a valid test were taken into account. We took different cases of tests and adjusted them for use in the Quiz aplication. Quiz helps teacher with the preparation of an online exam, it can also help determine the time and number of attempts given to students in the virtual online classroom. Supported types of questions are: true-false, marking single and multiple correct answers, short written answers to essay type questions. Feedback depends on the type of question, simple ones are provided automatically, the essay type answers must be checked and graded  manually. Teacher has the option to store data in a collection and to use them in all kind of combinations. Results can be displayed in two different ways, individually or for the whole class together.

Andreja Žavbi Kren, Osnovna šola Toma Brejca Kamnik

Modern society is surrounded by information and communications technology (ICT) and so is learning and teaching in Slovenian schools. Digital competence is developed not only in class but also during other activities carried out by educational institutions. Once passing the theoretical exam and practical cyclist’s licence qualifications, 5^th grade students are faced with real life traffic (Road Traffic Safety Act, 2004). It is recommended students revise the rules of the road and get acquainted with the test route before they can get actively and independently involved in traffic. All this can be done by means of ICT equipment with the 1:1 innovative pedagogy method. A video that had previously been recorded with one of the students was viewed by other students individually in the computing room. The student in the video had not been previously prepared for the cycling, since the aim was for others to see, analyse and substantiate the mistakes made by the student in the video. After establishing and finding the mistakes in the video individually, a common evaluation of the cycling was done and students tried to set forth better solutions to the problems featured in the traffic situations in the video. The approach showed that although the work was carried out individually, cooperative learning helped students grow more independent in their work. The advantages of the described approach to student testing are higher motivation and development of digital competence. Watching the video and analysing it enabled students develop higher taxonomic levels, which contribute to long-term knowledge.

Polona Drenik Trop, Petra Čalić, SŠFKZ

The paper is a clear presentation describing the many usesof e–portfolios in the clasroom by our students at Secondary school of Pharmacy, Cosmetics and Health Care in Ljubljana. Six teachers and two departments of students were involved in our project team.

This paper is introducing the use of e-portfolio within a subject Entrepreneurship. The students have undergone four cycles while using e-portfolio in the classroom, by starting with concepts of business ideas, to creation of virtualenterprise, which is integrated into e-portfolio as a business plan and introduction of a new enterprise. Exchange of experiences and opinions made some productive (so called “critical”) friendships among students.

Availability of Entrepreneurship teacher and technical help, along with introducing of Mahara’s apps by teacher of Computer Science, was continuously there for all the students involved.

The survey sheet done by our students, after the finishing fourth cycle of the process, has clearly shown the following: e-portfolio was used for school work only, linkage with Facebook was found, it is useful to use since all the data are systematical to be found somewhere in the web sites, knowing of term critical friendship and how to become one, difficulties they dealt with were mostly ones of technical nature, like how to add a file or editing of the view.

The use of e-portfolio has demonstrated as advisable and useful tool by providing a systematical saving of worksheets, single tasks, researchapproaches and tasks, interpretation of results, graphic displays, photo displays and implementation of views that can be defined independently by students.

Iztok Škof, Osnovna šola Toma Brejca

Our priority is to encourage students to develop critical and creative thinking and problem-solving abilities and decision-making. We help them to build up competencies of 21^st century and to acquire skills for life.

To individualize instructions and learning for each student and his learning abilities was our primary goal. We would like to transform the curriculum so that it will be closer to the pupil and his curiosity. We wanted to teach students how to think, to look for answers to the questions, to ask the right questions and get the answers.

Curricular connections, as identified by various authors (Škerjanc, Rutar IIc) allows integration through content, activities, teaching methods and procedures (eg, active learning, project-based approach), the use of learning tools (eg. ICT, thinking processes, skills and habits (eg. developing critical thinking, creative thinking, problem solving abilities and decision-making, the so-called skills for the 21^st century).

So we connected with the geography course, in which the students discussed the South and Southwest Asia. Each student got his teaching unit and guidelines for the work from the curriculum. First, they made a draft of a final product, and then the presentation for interactive whiteboard. Presentation to the classmates was performed in the end. Each student needed to prepare activities for classmates and thus checked whether classmates understood the presentation.

Mateja Tovornik, Osnovna šola Dobje

Tablets and smartphones offer a wide range of uses of different applications and tools. One of such tools is program Socrative (Socrative – Student Response System). Socrative is an online tool using laptop, tablet or smartphone to carry out quick, anonymous or by-name examination using predefined quiz. Using by-name examination allows us to monitor an individual and his progress more easily. Fast graphical and numerical feedback information about student’s pre-knowledge allows us to rank students in appropriate groups for work in main class stream. Online tool Socrative is easy to use. Students enter with room number, which eliminates any problems with forgotten passwords. To work with, we only need network access and appropriate device.

Nevenka Mandelj, Osnovna šola Litija, Urša Bajda, Osnovna šola Tončke Čeč Trbovlje in Javni zavod Osnovna šola Marjana Nemca Radeče

In tendency to digital literacy we cannot ignore the media literacy of an active learner. With the power of ICT and modern mobile devices, learners can enter into the school library from their home beds, on holidays, anywhere through its blog – an online diary. With a properly planned school library blog, teaching can be carried out outside school walls and library shelves. Media literacy competency, like all competencies, adopts gradually, until a learner develops an ability of critical evaluation of various media contents. With the assistance of school library blog, we can approach learners the ICT as a learning environment, that exceeds the space of games and peer conversations (mostly monosyllable words).

In contribution the authors represent two different school library blogs, which each on their own way, deepen students’ ICT skills, and enable media literacy a supportive environment.

Litija elementary school library blog fully introduces an extracurricular activity of young librarians, who actively engage in various national and international projects. Among other things, they created an innovative book trailer, abroad recognized as The Book Trailer.

In Radeče elementary school pupils are, among other things, joined in a debate club. Since pupils attend several debate tournaments a year, they prepare to them by exploring a wide variety of informational sources – the media. Through their school library blog, pupils also inform a wider community about their interests, achievements and dilemmas.

With this contribution the authors want to emphasize the importance of school libraries in the digital era, and draw attention to a long ago exceeded physical space of the school library, which could become a successful virtual learning environment – respectively a teaching tool.

Mojca Filipčič, Osnovna šola Vincenzo e Diego de Castro Piran

The paper examines the use of blended learning in English teaching blog in the ninth grade of elementary school in connection to cross-curricular links. Through the analysis of various activities on the blog the paper gives a hands-on approach when dealing with cross-curricular content in authentic English texts and avdio-visual content.