Simona Jan, OŠ Vransko Tabor

In this school year our school has decided to organize a Science competition ‘Kresnička’. The competition is held by DMFA Slovenija. The essential part of this competition are experiments which can be carried out by pupils at home or at school. The information how to publish/post the experiments is available on the following webpage https://www.dmfa.si/NaOS/Razpis.html. Pupils who are interested in Science were informed about this competition at my extra-curriculum classes for talented children. Their first challenge was to get ready for the presentation/demonstration of the experiment at school. Three female pupils volunteered. We agreed to record the experiments with smart phones. The recordings of these experiments were presented/posted on our school webpage and helped other pupils. They compared the findings and wrote down their observations. The notes helped them to evaluate and improve the experiments with concrete ideas during my extra curriculum classes for talented children. They also reported about the difficulties and new findings. On the Internet they were looking for professional explanations of each experiment and therefore gained some additional/extra knowledge. The goal was achieved. The recordings help us to evaluate not only ourselves, but also other people. We also gain some new knowledge.

Mojca Hojski Tkavc, OŠ Blanca

For the right development of the society we need to focus on developing e-competences as well as cooperative learning and fostering positive interpersonal relations. To achieve this aim we have established a Google+ community, where the students inform each other what is for homework, they help each other by explaining the procedure of how to solve different tasks, so we could say they are doing e-tutoring thus learning from each other. At the same time we are strengthening our interpersonal relations as the students, even though this is a way of learning, do not perceive this as an obligation or school work, but as a relaxing debate in an environment close to them – the Internet. With the analysis of short movies posted on the internet site safe.si (ovce.sk) we have discussed another important theme in the development of our e-society and this is the threats and traps of the Internet. By exchanging opinions and writing about our experiences we have also learnt from each other. I have shared my views with them, we had a constructive debate, which enabled me the insight into their way of thinking and perceiving the world. The students familiarized me with new internet sites like Ask.fm, explained the marking +1 in our Google+ community and similar. We learn something new from each other daily and so continue enriching and building our modern society.

Anita Smole, Sonja Strgar, OŠ Vide Pregarc, Ljubljana

This paper presents a Web page ICT weekend made by teachers. First a frame structure was made and roles to edit were assigned. Then the custody of the website was taken by students -a team of journalists (5th grade students who previous school year prepared for the role of extracurricular activities creating ICT) and administrator (student of 8th grade, which gained necessary knowledge in the elective course Computer Networks ). Each student journalist had his camera and laptop. Each member of the team photographed and recorded events on the weekend. In this way the necessary material was prepared for the preparation of papers for publication on the website, making Prezi / PPT presentation for each activity and for making a movie in Windows Live Movie Maker. Using his laptop and his user account administrator was responsible for the publication on the Internet. Benchmarks have been designed from the start: transparency websites, news announcements, number of visits to the website during the weekend, the response of parents, pupils and staff, good relations between stakeholders, new knowledge. We found out that with the transaction set of activities with a variety of meaningful and useful interaction between participants we contributed to spontaneous learning. Due to the critical approach advantages have been exploited by the use of ICT Technologies.

Brigita Ornik, I. OŠ Celje

The awareness and development of 7th graders and English/Craft/Maths/Computing/Art teachers’ competences is more authentic by team work and collaborative learning. Chosen internet sources and applications offer a unique opportunity of individualisation, differentiation and personal growth. Different study techniques are used, adjusted and mixed in the learning process. It is highly motivating when schoolmates evaluate themselves and others with self-evaluation charts. They revise and upgrade their knowledge to develop the more complex goals using modern technology. They develop math competences (coordinate system to move the figure, parallel programming, planning, and orientation in 2d, timeline) and upgrading the communicative approach of describing the way in an imaginary town (Scratch). Their own aesthetic model cars develop skills (sawing, drilling, and sharpening) of mechanic (synthetic materials) and thermal treatment (thermoplastics). The model car riding on the students’ own town maps strengthens the awareness of protecting the environment, multiculturality, self-esteem, traffic safety and the orientation in school surrounding. The organisational and teaching content document is the opportunity to self-evaluate the team work and provoke the suggestions to the changes/upgrading the day. In future we can involve students to collect sources, record and evaluate with self-assessment charts. The students with special needs achieve the goals with their own pace easily.

Monika Kovačič,  I. OŠ Žalec

I have been noticing in class that it is getting harder and harder to motivate students to read with interest the classic Slovenian literary works, such as the short stories by Ivan Cankar, Ivan Tavčar and Prežihov Voranc. I started thinking of a way to make these works of fiction more interesting for students so that they would read them through and have a constructive and effective discussion about them. I decided on a book club in an online environment, because the students are familiar with modern technologies, they like to use them and because they find anything related to modern technologies very appealing. I set up an online classroom for the 9. grade students, containing links to free e-books (E-knjiga.si) which allowed students to access and read the selected works. Also the discussion took place in this online classroom, with somewhat less conventional tasks that had them exchange opinions before, during and after reading. The students had to prepare a common reading log, and also (e-)materials for the final discussion in school. In school we also checked the work they had done. Here the emphasis was not on the teachers feedback by checking what the students had read – but on the students feedback. Through cooperative studying in the online environment they were actively co-creating the study environment as well as the study material. It was a combination of cooperation and independent studying using the ICT.

Živa Škrinjar, OŠ Šmartno pod Šmarno Goro

Pupils of 4th grade in our school are included in the project E schoolbag. We have been testing the use of iPads and e text books in our curriculum. I will present the use of iPads in Music art. We named our project work With iPad in the Opera. The main goal of our project was that the pupils with the use of iPads got to know facts about Opera. For example what is Opera, which Opera was written in Slovenia, they also had to choose the suitable examples, recordings. It was very important that they were cautious about internet safety, that they were critical about found information, citing. They ended the project work with presentation in infront og their cass. The upgrade was the use of the piano aplication.hey tried to play a short part out of the Slovenian Opera Gorenjski slavček. The students taught me that searching for information is not so easy and that it is very important that you check whether the information is correct or not. The students have been learning very fast and they soon helped one another.

Božena Rudolf, Gimnazija Jurija Vege, Idrija

The aim of my presentation is to show how one can use Google Drive in school. I want to show some ways of its implementation. With Drive pupils can create exercises and task or solve different tasks. Drive enables pupils simultaneous creating of one document. When observing the work of others students are encourged and motivated for their own work and many ideas are born. When pupils create task they have to think about the subject matter so its perfect for evaluation of knowledge before tests. It enables sharing ideas simultaneously and offers the overview to the teacher. One can also carry out the evalvation with this function. Another way one can use it is: solving tasks in groups, so that everybody has the results of everbody. In both cases pupils learn from pupils and teachers from pupils.

Aljoša Kancler, Prva gimnazija Maribor

With the widespread use of tablet PCs more and more web applications are used in the teaching of physics. Students are proficient in search of new things, so the teacher can learn new width of use with their help. The applications for teaching physics in Slovenian language are scarce and what is more there are no e-books available for this subject in high-school, which makes modern teaching difficult. I search useful applications for teaching physics together with students. In doing so, we came to a discovery, in fact presented by students, which enables to use foreign web applications in Slovenian language. This allows students to facilitate understanding of simulated experiments. Of course, such a solution can also be used in a different way. Namely, more and more students from foreign countries (Russia, Belarus, Bosnia and Herzegovina, Italy) come to Prva gimnazija Maribor, whom the language barrier represents problems in understanding the curriculum. With this solution a foreign language speaking student can use the same e-materials in a language he or she understands best. I believe that the rest of the teachers are faced with similar problems mentioned above and can thus benefit from this presentation. They will have the opportunity to learn about it at the fair DajDam at SIRikt 2015 international conference.

Rosana Dular, OŠ Dolenjske Toplice

How to motivate students for learning and working at school is a more and more frequent question arising among us. These question led me to search for novelities and innovations for learning in the clasroom. So we palced an innovation for activity day, titled Cartoon. When we create cartoon or animation, work is in process across the curriculum. The subject connect different areas and allows holistic perception. We learn the proceeding from the idea to the product. The children have learned the proces of making cartoon movie, they colect ideas for their own animations, create framework scenario, create a scene and animation characters. We recorded animations and edited final product. The final product require the use of different tools, devices (application Stop Motion, Movie Maker, tablet PC, smarth phone) and materials. When we worked, the children were maximum active and motivated for learning. They showed creativity, accumulated a lot of new ideas and have participated in teamwork. We achieved a higher level of learning and encouraged creativity. The children find out, how can we use the multifunctional devices for learning needs. With ICT technologie we like to enhance the activity and the motivation of children in schools. With this innovation we managed to.

Klavdija Hrastovec, Vrtec Črnuče

More and more communication in everyday rapid pace of life is carried out through various telecommunication devices and connections. Modern technologies, which are becoming useful accessories for various activities, also intertwine with work at nursery school. Our group started using Internet phone network Skype, which is free of charge, and helps us communicate with our friend, who moved to London last summer. The children observed the entire procedure of preparing the room and equipment before the video call. When the connection was established and the children saw our friend on the screen they let out a big cheer. However, we saw a reserved little girl, who grew taller and turned 5 in the meantime. The conversation was relaxed and the children wanted to know, how she had celebrated her birthday, how she felt in London, how she communicated with other people and what the names of her friends from school were. She sang us a couple of songs in English and explained their meaning. We learned about her life in London and told her about our adventures. The children were full of various impressions after the conversation. We summed up the impressions of the video chat in one sentence: “London is so far away and yet we saw and heard our friend as if she were right next to us.”