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.”

Emica Škrinjar, OŠ Selnica ob Dravi

Our school has been in an e-project about using iPads for 2 years. We can say that history repeats itself. About 150 years ago an article by F. Stergar was published. It was about tablets for schools and their purpose, usage, materials and prices. By taking part in this project we got a chance to use modern tablets during school lessons. Pupils compared 150 years old tablets to modern ones. Especially we were interested in their usage at history classes for making mind maps and at geography classes for using the geography maps and photographies. We were using our virtual classroom. At history lessons we were creating ming maps by using both: old tablets and modern ones. We were searching for differences, then we analysed them. Students should be able to present mind maps to their school mates, teachers and lesson observes. This is the way they learn how to talk in public. At geography lessons we used pictures, photographies and geography maps during all the lessons stages. The presentation is based on the concrete lessons. Our work was monitored and we checked and analysed teaching goals as well as digital literacy. The lessons were analysed and we came to different conclusions. Our 7th grade students were asked to do a questionnaire where they wrote their opinion about modern tablets usage. The capacity of the old and modern tablets depends on skills and abilities of their users.

Sabina Grabar, OŠ Martina Konšaka, Maribor

Cooperative learning, web page browsing, use of electronic dictionaries, critical thinking, reading learning strategies, web classroom – the forms of work I have included, when I discussed Prešeren’s poem Apel in čevljar with my eighth-grade students. The students worked in pairs and they received the instructions for work in the web classroom. First they went online (they were given links) to read about Jernej Kopitar and familiarize with the story behind the poem. By applying a comparative matrix they compared Prešeren’s and Kopitar’s views of language and literature. By using electronic dictionaries they explained unknown words they came across in the poem. After second reading they analysed the poem, whereby one half of the class analysed the poem in terms of its content, and the other half explored the language and the construction of the poem. After that, a student from the first group worked with a student from the second group. They showed their findings to each other and learned about all elements of interpretation. This was followed by critical thinking. On the forum the students discussed the contemporary character of the poem’s message. At the end they engaged in some creative work. They used the reversed dictionary in an electronic form to find rhymes and write poems about Prešeren. Reflexion has shown that students as active participants of class realized the planned objectives through their cooperative work and by modern technology.

Karmen Posedel Golob, II. OŠ Žalec

I am a special education teacher, who works with students dealing with moderate and severe mental disabilities and disorders. As their teacher, I am aware of the fact that my primary mission is to prepare my students for an independent future and a selfhood. The quality of their future endeavors depends on it to a great extent. Utilizing ICT, I aspire to demonstrate learning process and ensure that students benefit from each others learning experience. Individuals who have moderate to severe mental disabilities and disorders benefit from a non-abstract, repetitive, and overly explicit verbal instructions. Students perform better in training skills if they have illustrative demonstrations and are able to do multiple repetitions. With this conclusion I came up with the idea that the more able pupils would make videos of their regular activities with a mobile phone, which could then be shared / posted on the school website. Recordings could then be used repeatedly and play and when they learned, practiced less able pupils. Mobile phones are used as recording devices, a video-cast is made available via video.arnes.si, schools web portal and personal computers. Since students lack ability to read, video demostrations of fellow students who successfully accomplished specific tasks is very likely to benefit the remaining audience and ensure their consequent success. With a surveying of their parents I did measure the influence of these recordings to independence in their home.