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.

Polonca Vodičar, Tadeja Zupanc, Osnovna šola Vransko-Tabor

We live in times of “smart” devices that accompany us everywhere. If you want to keep in a “smart” step with the pupils, you must also use “smart” technology during the lessons. We are a specialist subject teacher and a single class teacher.

We carried out a minor class project with the third grade pupils and the eighth and ninth grade pupils who attend the geographical extra-curricular activity. The eighth and ninth grade pupils learned more about the cartography and domestic landscapes. They also hid some treasures on historically and geographically important points in Vransko and the third grade pupils had to find them. They published the treasures’ locations on the Web site http://www.geocaching.com/  where they presented the points and entered the coordinates. The pupils of the geographical extra-curricular activity helped themselves with the Internet where they were looking for, checking and evaluating the information. The third grade pupils learned more about their hometown, its institutions and heritage, and about a map and the directions in the sky, they learned how to use maps and sketches. They were looking for treasures around the school by using sketches. They have used different e-learning materials. At the end of the project they started their treasure hunt with mobile phones in their hands. All pupils have gained valuable knowledge they will use in their further lives. They used mobile phones for a completely new purpose as they used to.

Manja Kokalj, Uroš Ozmec, Franc Jakoš, Osnovna šola Selnica ob Dravi, Osnovna šola Janka Glazerja Ruše 

Within the project Implementation and use of e-contents and e-services, the students of 7. A at our school use tablet computers in five subjects. In science we introduced the e-textbook based contents and tasks and evaluated their advantages and disadvantages when used in class. Our work resulted in some appropriate solutions (knowledge assessment tools) designed in Moodle virtual classroom environment. The questions which have been set contain many design elements and vary according to the type and Bloom’s taxonomy. The approach we use is differentiated; the immediate feedback represents the added value. The virtual classroom contents can be used by other teachers, if interested. We monitored students’ achievements and assessed how they reached the set objectives and how they upgraded their ICT skills. At the same time we evaluated how the use of e-contents and e-services affected the level of understanding and knowledge with students. Our trial class (7. A) was compared with our 7. B class and with the same age group of students from the neighbouring school who didn’t use ICT when learning the same topic. The results show that students who use tablet computers have higher motivation for learning and that they have improved their ICT literacy. At the same time we were able to differentiate the tasks, use the individualised approach and encourage students to use higher order thinking skills. It should be mentioned that one can expect greater differences in students’ knowledge after a longer period of time.

Nada Rajtman, Vrtec Ljutomer

This contribution in the form of a digital story presents the wider cooperation of our nursery with the Ljutomer municipality and other institutions. The idea for such events and cooperation came from the Ljutomer municipality and we responded with great joy. I thought about how to summarize and graphically present the events in the nursery, the municipality, the city of Ljutomer and among the employees. The purpose of this mobility project was to raise public awareness of the current situation. It is the adults’ task to be an example and pass on to the youngest generations even in the nursery that movement is the driving force of our life. Movement is health and movement is joy. In the story I had presented a few video clips showing how enthusiastically the employees walked to work and how joyfully the children cooperated when music and movement was joined on the town square. I believe the video testifies to the sovereignty of events. The events are presented in chronological order. Photographs are complemented with descriptions and explanations. I have incorporated music in the background of the video to add dynamics. For this I have chosen the fit anthem of our nursery, as we have been involved in the national fit program for many years. Other added music is well known and was chosen by instinct. This contribution can be used in different settings, such as presentations of our work to the parents, chronological presentations, general presentations and promotion of the municipality. I obtained the material for the video with a camera and video camera edited it with Movie Maker.

A TeachMeet is an organized but informal meeting of teachers who wish to share examples of good practices, practical innovations and personal insights in teaching with ICT. Participation is entirely voluntary. A range of new ideas, materials and programmes presented at the event offer a welcome opportunity for participants to exchange information on useful and successful classroom practices.

The main purpose of TeachMeet, which was first conceived in 2005 in Scotland, is to provide a relaxed atmosphere in which innovative teachers can share their stories, spread their enthusiasm about innovations and also reflect on their less successful practices. The informal nature of the event guarantees a lot of fun and laughter, which inspires creativity and curiosity. The only rule the participants have to follow is that their presentations do not exceed the time limit of five minutes.

Verica Šenica Pavletič, Osnovna šola Savsko naselje, Suzana Antič, Vrtec Trnovo, Mihajela Črnko, Institut Jožef Stefan, Marjeta Pučko, Šolski center Kranj

The Opening up Slovenia – Odprimo Slovenijo z izobraževanjem« initiative is based on Communication of European Commission entitled »Opening up Education« and encompasses activities in four distinct areas: open learning environments, open education resources, connectivity and innovation, and seizing the opportunities of the digital revolution. This Communication agrees with the observations from pedagogical practice which show that new generations require a change in values in the field of education because of their different way of thinking and new trends, which in turn create new needs and new challenges. The need to free our education system from the rigid pedagogical process that is tightly tied by the curriculum has therefore resulted in the establishment of a development and demonstration centre at the Savsko naselje primary school and a Global Cross-curricular Centre for developing Open Minded Learning Approach at the Trnovo kindergarten.

The activities within the framework of the Opening up Education initiative have already started at the primary school and the kindergarten. On the basis of information and communication technologies and open education resources, there are currently projects under way which allow for a productive environment for childcare workers, teachers, pupils, students, researchers and other stakeholders, and also secure an environment that is conducive to creating quality content and finding and developing new paradigms of teaching and learning. Through innovative projects and sharing of good practice in primary schools and kindergartens innovation is encouraged and the development of open education is enabled.