Polona Miklavc, OŠ Vransko Tabor

Modern times and technology allow us to make our educational work at school more interesting with the use of smart devices and therefore motivate pupils to learn and work. Together with pupils we decided to use ICT in the optional/elective subject Drama Club during this school year. The celebration of The Slovene Cultural Day – Prešeren’s Day was organized slightly differently, because our script included interactive elements. An interactive DVD-projection of images that illustrated France Prešeren’s life was used instead of a usual scene. At the event the acting of pupils was intertwined with interactive inserts; a reportage and two film scenes from Prešerens life filmed by the pupils attending Drama Club were added to the script. In the reportage pupils were asked questions about the poet. All the videos were filmed with smart phones, edited in iMovie program and inserted in the DVD-projection, which was created in iDVD program. Pupils who took part in the organization of this event had the roles of reporters, actors and editors. At the event itself they also played the role of a teacher, because they presented Prešerens life and work to other pupils in a very interesting way. The use of ICT elements has definitely achieved its aim, the event was enlivened and the pupils were motivated to work. ICT made it possible for pupils to share their knowledge both in the process of organization as well as at the event itself.

Nela Bejat Krajnc, OŠ Pod Goro, Sl. Konjice

The paper presents the Workshop module in Moodle as a tool for peer assessment of English writing skills in primary school. The primary objective of peer assessment was to develop the skills of evaluation of written compositions and to provide a feedback for the classmates. Along with that, the students have become aware of the importance of knowing the criteria for evaluating and were learning at higher taxonomic levels. Each student first submitted his/her composition and then assessed 2 compositions of their classmates. The assessment has been simplified with previously prepared criteria and descriptors. The students were actively involved in making assessment criteria for written compositions, which resulted in both better understanding and achievement of objectives for writing skills. Before the assessment, we made the pilot one in order to harmonize the criteria and to objectively and reliably assess the compositions. After the assessment was made, the comparison with the pilot assessment showed greater consistency of students assessment with teacher assessment. Due to the strict adherence to the criteria, the students own compositions have significantly improved considering original content, versatile vocabulary and grammatical correctness.

Boža Jazbinšek, OŠ Dobje

E-portfolio as the means of work-study student orientation in primary school Preparing students for further education and entry into the world of work is also one of the tasks of primary school teachers. All professionals at school, especially counseling service within the career guidance help them on their way. Here students learn to identify their personality traits, characteristics and values, to present and justify their points of view, and to give and receive criticism and most importantly – to take responsibility for their decisions. Given the fact that our school follows the trend of e-competent school, we started to use the web application Mahara in career guidance. Once a paper folder of the Employment Service has been replaced by e-Portfolio (e-environment) that enables students the way of communication they like. Mahara is a collection of achievements, products, reflections, their thinking and self-awareness accumulated during the time. Forums and views allow the individual to obtain information about how others (classmates, teachers, parents, who are involved in the process) see him. The student gets feedback from critical friends in different situations, which enables him to create a realistic picture of himself, find his strengths, improve them and make the decision about the job easier.

Petra Arnejčič Munda, Mojca Gornik Brodnjak, Srednja šola za oblikovanje Maribor

Within the project the students together with their teachers created educational video content on the topic of hair colouring. A second year hairdressing student prepared a model of colour emergence during the hair coloration process, thereby enabling other students to utilize Youtube for learning from their pears. The fact that the coloration process includes some rather complicated chemical and physical processes, the students are encouraged to create a model themselves, while utilizing a concrete example to explain it. Since there is currently very little existing material on the theme available on the web, the aforementioned student connected with her peers form the media technician programme to create an educational video and distribute it via Youtube. This is a nice practical demonstration of informal collaborative learning and inter-disciplinary teamwork for students, as well as for teachers, who now have the ability to see how students think and learn. We have concluded that the aforementioned video greatly enhanced the learning experience, while at the same time improving the knowledge of her second year peers.

Nataša Robič, Petra Lajlar, OŠ Dobje

The modern way of teaching tends to make diverse range of teaching methods and forms which are used for developing creative thinking by students and teachers, while gaining knowledge and skills at different levels of human thinking and action (emotional, intellectual, cultural, social level). Implementation of a vertically integrated cross-curricular lesson is certainly a great example of an integrated concept in modern teaching. When we combined innovativeness of 7th and 8th grade students in two Slovene and history lessons together and added the ICT – tablets, laptops and smart phones, our students planned their goals and actually planned the lesson in Mahara’s My learning tab (what do I already know, what do I want to know, what have I learnt). In Google Drive shared folder they summarized their thinking, based on the data from the table by using the KWL method. Individual parts of the subject matter were assembled into a unified whole. Students used the jigsaw method and the mind mapping tool XMind for creating one common mind map. Students presented the synthesis of the gained knowledge in the final part through debate with pro and con arguments. The described method of teaching is certainly a trend that due to all its dimensions should become the norm in the future.

Tatjana Lubej, OŠ Janka Glazerja, Ruše

Lesson My Idol in Mahara demanded from the pupils to achieve higher goals – in language and technology knowledge. The pupils achieved learning goals and they improved their knowledge in AFL and in communication and cooperation. EU-folio with Mahara was used for the introduction of the assignment that the pupils should make during the lesson. The learning goal was for the pupils to learn how to introduce an idol in an interesting way using communication technology. In the same time was the teacher’s source material a help for the work of pupils. Communication and cooperation between teacher and pupil was turn from the art were the teacher is the “maker” of the lesson to the art were the pupils create their own work and take responsibility for their progress. The teacher made the task bevor. So during the lesson he had time so watch the progress of each pupil and his or hers responsibility for making the task. Learning pupil from teacher and teacher from pupil was upgraded to cooperation with other teachers from the school and members of Education authority. The pupils and the teacher showed them their work with EU-folio and Mahara, which most of them met for the first time, and how good this is implemented in the work at German as the second foreign language.

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.