Nejc Grošelj, Gimnazija Jurija Vege, Idrija

Nowadays life without the use of smart mobile devices cannot be imagined anymore. Students were therefore excited when they got the chance to create their first android apps along with educational materials for them. Because they had no prior knowledge of programming, I decided to use a simple online tool Appinventor. We have set ourselves the task to present our school in an original and entreating way within the Erasmus+ project AIRNET at the initial exchange in Malaga (from 6th until the 11th of March 2015). In ICT lessons, students created android quizzes in both Spanish and English language. Then they uploaded the apps to Google play store. At our initial exchange presentation we wanted to check with those apps, how much the participants remembered our presentation. After that our students introduced Appinventor and explained step by step how to make the quiz. Students were then divided into heterogeneous groups and produced short educational quizzes on the topic of air. I found out that the program may be used as an excellent teaching tool for the initial phase of learning how to program. At the same time, you can expand the knowledge from different school subjects with made apps. In the 10-minute workshop, you will learn the advantages and disadvantages of Appinventor and learn how to make a simple android application in the form of an educational quiz. Students of our school will share their experience with making and teaching on how to make android apps.

Simon Dražič, OŠ Šmarje pri Kopru, Maja Vičič Krabonja, Srednja ekonomska šola Maribor

Flipped learning is a modern method that combines f2f and long-distance learning. Teacher prepares a short video with the interpretation of the learning content and share it with students, who watch it before lesson school. The video should last no more than 7 minutes, allowing the concentration of students. Students are planning themselves when and how often they will see a video, they prepare questions and summaries, discuss it with peers, solving tasks practical problems, which would otherwise have to be done as homework. Emphasis in the flipped learning is on the active role of the student throughout the whole learning process. The teacher becomes a mentor. It helps students, participates in solving tasks and problems, monitors understanding, encourages cooperative work and peer-to-peer assistance… We will present the website TED-Ed, which allows not only sharing the video, but also adding the interactivity (with questions, additional instructions for further research and discussion) and focus students attention. Ted-Ed allows teachers monitoring of students work. Access to the site is free, and its use is simple. The added value is the learning community where teachers exchange experiences and use and adapt material created by others. Lessons can also be prepared by the pupils themselves and thus achieve higher taxonomic levels – creating.

Andrej Oberwalder Zupanc, Srednja šola Domžale

The article presents the usefulness of 3D printing technology to develop the creativity of pupils and students in the design of various products. Taking the example of the use of the educational program mechanical technician. The described technology can also be used in other secondary education programs, but certainly also in primary schools in teaching techniques and technology. The article describes the various options for making 3D models: the creation of own in various software packages and use pre-made database of 3D models. Describes the preparation of a 3D model in the appropriate file, prepare the appropriate program code for 3D printing (G-code) and describes the program to manage 3D printer. Describes the specific 3D printer which is suitable for use in schools. Present a positive experience with the motivation of students for creative work in designing products. When there was no possibility of producing the product, the enthusiasm of students is less. Very increased responsibility for their own work, as in the finished product can be seen what they are done. If the product is left on the screen, such an effect is not observed. Described way of working encourages the exchange of ideas and learning between students, learning between teachers and students and to develop a sense of team work. In the process of creating a new product that effectively uses the available hardware and software which is in function of creativity.

Primož Umek, Simona Ostović, OŠ Orehek Kranj

This festival offers talented students an opportunity to discover topics that are not prescribed by the curriculum, while the activities enable students divergent, critical and logical thinking, empathy, expression through art, encourage curiosity, imagination and creativity. Talented pupils want to be engaged into activities that have been designed for them only, and believe such activities are not organised frequently for them by schools. Hence, our Festival is a welcome event in the field of working with talented students. Workshops offer a challenge to teachers, as the activities must be cross-curricular and a result of team work. We prepared materials for the workshop “Lets’ make a computer game” individually, however, we later on harmonised our ideas and searched for the most optimum tasks for pupils. Introduction features a few computer-free tasks, while later on students used Scratch – one of the latest programming languages. It is simple, code does not have to be written manually, and pieces of code are put together like blocks. Students can focus on problem solving, without having to linger on complex syntax. The initial computer exercises were intended for reading the programme (tracking the code and predicting the results), while later the students in pairs corrected the mistakes in the programme (the sequence of orders, correct order). Further, the students learnt the basic concepts in programming the variable, loops and conditional clauses. The second part required the students to design their own computer game in groups.

Metka Kostanjevec, Prva gimnazija Maribor

Teaching high-school students how to choose appropriate information sources for the defined need is one of the basic goals of the library and information knowledge (KIZ) in high-school. Thus it is essential for the students to be familiar with the system of the library material layout in the school library, in our case that means the UDC system or the system of the Universal Decimal Classification. Namely, it is not enough that students are able to find the material they want in the library catalogue but it is imperative that they know how to find this material on the bookshelves by themselves. In their search the modern computer and communication technology can be of great help since when used properly it makes the search easier and significantly shortens the time needed to satisfy the information needs. On our journey towards reaching the above-mention goals we have, at the high-school Prva gimnazija Maribor, carried out classes of library and information knowledge where first year students were learning about the layout of the material in the school library with the help of iPads and QR-codes. At the end of our classes everybody was satisfied: the students, the great majority of whom successfully found the material required in their tasks, and the professors, who strengthened the belief that team work really does offer a chance to learn a lot from one another.

Mateja Chvatal, OŠ Domžale

Third year pupils have been increasingly reluctant to write in their notebooks. This year, I have therefore decided to start introducing them to IT in order to increase their motivation for all forms of writing. In my own experience as a teacher, pupils of this age are old enough to start getting acquainted with computers and IT as a learning aid and to start learning from one another. Story Jumper is a very colourful and attractive programme that provides almost limitless possibilities for verbal and visual expression. Pupils can choose among several image, scene and character templates, or create their own scenes from drawings, photographs and scanned images imported into the programme. A key benefit of using Story Jumper is that it allows linking various subjects (Slovene, Art, English) while at the same time promoting cooperation between pupils, daycare teacher and class teacher. In this sense, it is an extension of learning into the pupils’ after school, free time activities. The creative work and verbal expression was a source of joy and relaxation for the pupils, who designed interesting cartoons, illustrations of school activities, descriptions of their weekly schedules, concepts of books etc. These successes inspired the pupils with confidence.

Danuška Škapin, Jelka Čop, Anica Justinek, CPI

How can we enable all the students in a school to develop their potentials? Application MAP (hands-on methods and practice-based principles for promoting individualized learning in VET) which was developed at the Institute for Vocational Education and Training within the LLL project MAPPING, is a result of mutual learning and sharing good practices among partners from Denmark, Finland, Wales, the Netherlands and Slovenia. It is intended for vocational and technical schools wishing to develop didactic models which take into account the individual characteristics of each student and thus enable them to learn in their optimal way. The basis for the application is the quality grid of individualized learning that has been developed in the project MAPPING as well. For each of the criteria from the grid, the application offers basic methodological principles, questions for self-evaluation, additional documents and AV material with examples of good practice and suggestions for further reading. Each school selects criteria in accordance with their needs and objectives. For all the criteria we were especially attentive to meaningful use of ICT. As a tool for teacher training, MOOC has been created according to the Finnish model of Dialogical Authentic Learning on the Net which systematically promotes dialogue among the participants of the study groups on the course and leads on the basis of authentic situations to the improvement of their own practice of individualized learning.

Sanja Pavlinić Vidic, OŠ Belokranjskega odreda, Semič

This paper presents a system for introducing English as the first foreign language in the 2nd grade of primary school. Based on the known facts that students in 2nd grade are curious, have a desire to learn and a need to communicate in different ways, I use ICT in the process of learning English to achieve aims more easily and efficiently. Tux paint program enables effective and successful implementation of activities, increases fine motor skills, imagination, cooperation and interaction of pupils and provides a fun way of learning English. Pupils with the use of the program repeat the vocabulary and learn without any visible effort. As they learn I take notes and evaluate the progress of each person individually. I also prepare a picture dictation, vocabulary or a simple story, which they draw using program. Using differentiation I divide the pupils into pairs or groups according to their abilities. Then they independently prepare instructions for the dictation that is foretold to another pair or group. The positive impact of the application program is reflected in the motivation and collaboration between students, in the spontaneous learning from each other and in the gaining of English as well as gaining computer skills.

Lidija Jug, OŠ Sladki vrh

Nowadays, the development and progress of the ICT has a massive influence not only on our way of life but on the teaching methods as well. Students are becoming more active part oin the educational process and the didactic choice of ICT is a guarantee for a better knowledge in maths. What is more, we enable a student to reveal on his own new discoveries and facts and by the same time he can choose his own style and pace of learning. Students develop mind and learning strategies for solving the problems while the visualization and demonstration of the results also enable better recollection and finally it could be a motivational tool as well. Teacher has an important role to critically evaluate ICT and reasonably include it into the teaching process. Prior knowledge of using ICT is among the students and teachers on a different level. Therefore the application of e-contents and services in a pilot project e-schoolbag enables the ones who are taking part in it to upgrade their knowledge in using ICT and to learn from each other. In my article I point out the reasonable use of ICT while teaching maths as an example of good experience. Tablet, with numerous applications like Geogebra, Prezi, Excel, online classroom, Cloud, e-portfolio, is slowly becoming an indispensable didactic accessory in maths classes.

Jasmina Velikanje, Gimnazija Jurija Vege, Idrija

The presentation shows three examples of good practice, where ICT skills are used in order to support formative assessment for learning (AfL) in secondary school. AfL is based on an active role of learners in terms of planning the learning process. Students should be encouraged to set their own learning goals and should be able to monitor and evaluate their achievements. One of basic principles is feedback on learning, which enables students to get a critical insight into their knowledge and thus stimulates the development of self-regulated learning and improvement. The examples show the use of ICT in learning and teaching a secondary foreign language (German) in grammar school and first foreign language (English) in technical secondary school. Divided into small groups or pairs, students do most of the tasks at the multimedia classroom at school. These forms of work enable cooperative learning, mutual supporting, peer teaching and encourage teacher and peer dialogue about learning. When trying to do the assignments, students use digital competence. Some have gained the ICT skills independently, others in Information Technology lessons as a part of the curriculum. Students no only assess their ability to use different e-learning tools, but at the same time they refresh, assess and upgrade their knowledge of a foreign language. The teacher is at the same time a learner, because students often possess more ICT skills than the teacher. All achievements and possible results of the assignments are published in e-learning Moodle platform which makes them accessible to all students. Students can cooperate at a distance, publish their work as well as exchange their ideas, opinions and experience. This is an opportunity for students to learn from each other and for the teacher to learn from them.