Dragica B. Banović, mag. Valentina Mavrič Klenovšek, ŠC Novo mesto, Srednja elektro šola in tehniška gimnazija

In the previous school year the Secondary school of electronics and technical gymnasium of the School Centre Novo mesto took part in the project of the National Education Institute of the Republic of Slovenia Introducing and using e-contents and services. We started a path together with fourteen pilot schools (secondary schools as well as gymnasiums) from all parts of Slovenia, which received tablet computers as their primary tools that were used in each school in a pilot class.
At present we have been testing the existing e-student books from the field of science (chemistry and mathematics) as well as other e-materials that are being produced. We are regularly researching the library of different programmes and applets in order to find those that would operate as a motivational means on one hand, but on the other hand they would enable the development of critical thinking among students as well as the achievement of higher taxonomic levels of their knowledge.
The main achievement in the project were not not tablet computers nor e-materials. Looking back on it, on realised learning situations, it shows team work of teachers and collaborative learning of students. The teachers’ team work was reflected in exchanging ideas and experiences. Collaborative learning of students was helpful for everyone when working with modern ICT. Students and teachers worked together without any restraint, which proved to be successful and beneficial for both sides. That is the main achievement on our path to introducing and using e-contents and services- knowing how to work in a team.

Mirijam Pirc, ŠC Nova Gorica

Teachers and students at the School Centre Nova Gorica were involved in the project “e-šolska torba”. The subjects included in the project were Slovenian, Mathematics, Chemistry, Biology and Physics. The teachers gained valuable experience in using e-books and e-services in the classroom. Slovene is one of the subjects of the humanities and keeps pace using modern technology in class. Alongside new didactical approaches, which not only cover lesson organisation, but cooperation between teachers as well, we try to incorporate the digital media into the teaching of Slovene at our high schools. First and foremost, this is suggested in the curriculum accepted in 2008 for high school Slovene, which had already anticipated a change of teaching methods in this regard. The pursuit of modern methods has been encouraged by official institutions as well (ZRSŠ), which have provided the tools we can use during lessons, and a digital workbook. At Mathematics, the quality of e-learning material is very high and e-textbox represents an important contribution to the enrichment of methods and strategies in teaching and learning. The tasks check students’ understanding in many different ways. Consequently, the teacher should consider very carefully which parts of the material to use to achieve specific learning targets and not to make the students “lose” themselves in the e-textbook. E-learning at Chemistry can be used to check the students’ primary school knowledge, to learn new facts and to consolidate the established knowledge. In order to achieve the desired goals, the teacher must choose the strategies and methods very carefully. Students can be “supersaturated” with the abundance of new concepts and e-learning methods. At Science subjects like Biology and Physics teachers use a variety of  tools which are available on the World Wide Web: Socrative program, collaborative cards Cram.com, application Exe, Google’s drive and Vernier sensors.

Špela Knez, OŠ Naklo

Many times a picture or even better a film can tell us more than a thousand words. The latter has proved to be the most thankful part of using a tablet computer in a physics classroom. The existing course books are not compatible with the new curriculum and even less with a modern way of teaching. Tablet computers with the applications adapted for teaching physics have proved to be an excellent addition to the existing ways and methods of teaching. An actual example is astronomy. A vivid demonstration of our solar system, the movement of the planets, the Earth, the Moon and the stars has not only impressed the students but also served as an excellent basis for ordinary lectures because the students knew what the teacher was talking about and what they would learn in that lesson. While revising and repeating subject matters a tablet computer represented diversification and breaking the monotony of regular testing of acquired knowledge. Its use was best proved while doing group experiments. It was interesting to observe how the students used tablet computers in their groups for different purposes. Some used it merely as a video camera, others as a stopwatch and some as a means of getting information. Not only has the use of a tablet computer proved to be an interesting teaching accessory for giving lectures but it has also proved to be a source for students own initiative and a stimulator of their own ideas.

Frančiška Hvalc, Suzana Plemenitaš, Lea Senica, OŠ Dobje

Teachers and students gain a lot by being part of the project Introduction of E-Content and E-Materials into the Classroom. Our final goal was not to use tablets but to improve lessons while we were using them. After two years, we can say that we have succeeded. Students, due to new methods and forms of work assume an active role in learning; they are more responsible and more independent. Teacher appears in the role of a facilitator in the classroom. Cooperative learning dominates traditional, frontal teaching. Because each student has his own tablet, checking the knowledge by different tools (Socrative, Google Drive, Mahara), fast feedback and insight into students’ prior or achieved knowledge is possible for the teacher and the student. Students use tablets and seek information and materials on the Web. They work as fast as they want, videos and animations can be seen again or split; they take photos and make films… We can differentiate lessons easier and offer students an open way of teaching. E-textbooks that are available and that we have tested have many animations, good illustrative photos, interactive exercises for assimilating knowledge and practising. Tablet itself is already an additional motivation for the students. However, a lesson must be well planned and controlled; the teacher needs to know why the tablet in the classroom and pupils should know the rules of work.

Nataša Jeras, Živa Škrinjar, OŠ Šmartno pod Šmarno goro

In the school year 2013/2014 we became involved in the project entitled Introducing e-contents and e-services with emphasis on natural sciences. Each 4th grade pupil was given its own tablet, since our main assignment was testing the usage of tablets at different school subjects while at the same time evaluating whether using the tablet is indeed worthwhile at a particular school lesson or topic. Tablets were used by all teachers of the 4th grade which was chosen for the project, but only after carefully reflecting whether using the tablet will actually benefit the lesson. They were used at different school subjects and at different stages of the learning process. We also occasionaly lent the tablets to other teachers and pupils. Fourth graders were happy to assist younger pupils and help them gettin acquainted with the new technology. The pupils were of course included in exploring different possible ways and strategies of using the tablets. A new 4th grade is involved in the project this year and they have also managed to grasp the new teaching aid very quickly. With their teacher they have been successfully exploring different ways of using the tablets at school work. We all share the opinion that lessons with a careful and meaningful use of tablets are indeed better and more interesting and that the use of tablets also allows new modern approaches toward teaching.