Gregor Skumavc, OŠ Poldeta Stražišarja Jesenice

We are witnessing a steady increase of pupils with reading and writing difficulties in the past years. Dyslexia is one of most commonly referred problems regarding reading and writing in the primary school as well as adult population. Taking notes and learning by reading are still main processes in education, although there are many options one can obtain information (e-books, multi-media etc.). Using a computer is normal in school nowadays and pupils with reading problems are able to use a simple tool to simplify their reading from the computer screen. We will introduce T-bar, a color “reading ruler” for the screen in the form of an application. It can be used to minimize the contrast between letters and the background and to simplify the visual tracking of letters and words. In the second part, we will introduce didactic opportunities for using the smartpen. It can be used to organize and digitize notes, to produce pencasts, a form of document through which teachers can effectively prepare and deliver complex explanations of various topics. With prior agreement from their teachers, students can record sounds during lessons, leaving nothing behind. The recording can then be played back infinitely.

Ines Celin, OŠ Antona Žnideršiča Ilirska Bistrica

The purpose of this article is to present through a case study the possibilities of using photographs and video recordings of classes in order to encourage the mutual learning of both pupil and teacher. By introducing photography and video recording as ways of monitoring the pupil’s progress I learned the value of technology as a means which provides insight to both pupils and teachers. During the learning progress, it is difficult for teachers to focus their attention to everything that is happening and they are often oblivious of their communication and reactions to pupil’s behaviours. It is necessary to first establish a good and trusting relationship with the pupil in order to achieve positive effects. It is essential to use technology in a positive way, to only analyse positive attempts at first and focus on what the pupil did well. Using this approach, we can observe quick progress in the child’s motivation (they try harder, they themselves propose recording). On the other hand, the recordings led me to valuable discoveries about my work and helped me make progress with students by changing my approach. For me, this experience was a test of maturity (to accept myself and my weaknesses) and it also made me aware of the meaning of ethical handling of material, which can either strengthen or, if used wrongly, aggravate the relationship between the teacher, pupils and parents.

Andrej Koložvari, OŠ Franceta Prešerna Kranj

Children in primary school are faced with spatial modeling at several different school subjects when they transfer an idea into a three-dimensional image. With that they develop spatial intelligence. Different software tools are used to create a digital model. At technical educations class it is often the case that when pupils print their drawing of a 3D model all further processes are stopped. Ideas, sketches, technical drawings and BOM are not followed by any manufactured product or prototype. The pupil can only produce an incomplete mindmap. Technical Drawing is not an end in itself. Using a 3D-printer is perhaps one of the solutions. RepRap technology also allow the massive use of 3D-printers. Useful items can be printed at home. The time from idea to prototype has been shortened. Digital technology is changing manufacturing, educational and social processes. Giving birth to a new profession 3d printer. The school follows the achievements of science and technology. 3D printer is becoming an important teaching aid for teaching technical education, fine arts, robotics, drawing in geometry and engineering, physics and other subjects. New technology brings changes in teaching methods, devices and materials. RepRap 3D printers offer an open field solutions in education and elsewhere in society.

Martina Kolar, OŠ Poldeta Stražišarja Jesenice

Corinth Classroom je aplikacija, ki jo je razvil Corinth. Vsebuje lepe in zelo jasne trodimenzionalne interaktivne modele z različnih področij: biologija človeka, biologija živali, biologija rastlin ter geologija. Na osnovni šoli, kjer sem zaposlena, sodelujemo v projetku uvajanja aplikacije v šolah (Classroom Pilot). Učenci si lahko s pomočjo uporabe računalnika ali interaktivne table ogledujejo trodimenzionalne modele človeškega telesa, npr. srca, pljuč, … Modele lahko povečujejo in jih obračajo, ter si jih tako ogledajo z različnih perspektiv. Aplikacija omogoča tudi, da trodimenzionalno sliko, npr. srca projecirajo na svoje telo. Sama sem aplikacijo uporabila pri poučevanju naravoslovja v 4. razredu posebnega programa z nižjim izobrazbenim standardom, pri enoti Človeško telo . Učenci z lažjo motnjo v duševnem razvoju si s pomočjo konkretizacije npr. notranjih organov le te veliko lažje predstavljajo ter si jih zato bolje zapomnijo. Učenje poteka skozi igro, medsebojno komunikacijo in preko različnih senzornih poti.