How do we place our school in the forefront of the ICT technology and ensure an ongoing dialogue around this?
|Which aspects does the ICT steering group focus on?||Our school and community are in a big change. We have been choosen as one out of seven schools to try out ipad in education. This meens both pupils and teachers have to find out how to use this new ICT tool.||We focus on encouraging teachers to use more ICT during the lesson process. We also have in mind enhansing students' ICT abilities.||Improving digital competences and motivation for learning.||Last year, we bought windows tablets for one class and now we focus on working with them and with the corresponding applications.||Right now and for the past year our steering group has had its focus on the use of Chromebooks and the associated apps.|
|Which aspects have proved to be the most important to focus on in the first year of our cooperation||We have been focusing on the aspects of using our new Ipad and how this can be used in the most efficient. Since the project is covering all economic aspects we are able to offer each pupil and teacher each a ipad.||Enhansing students' abilities to use digital technology during lessons as well as in everyday life.||Making students and teachers to be self confident in using digital tehnology. Motivation and building a sence of purpose.||Pupils in the first five grades (age6-10) have been familiar with basic ICT tools and their use. We used tablets, computers, interactive boards. Our overall goal was to see how much the pupils already know, to test their abilities, to give them possibilities to try out and get to know different/new programmes.||The most important ICT aspects we have focused on at our school have been the use of Chromebooks. All students in the 4th, 5th and 6th grade have been given a Chromebook, and for the best possible result, our primary focus has been this aspect in the past year.|
|Which types of software have you tested the past year?||Micro bit, Kahoot, Picsart, Book creator, Intowords, Classroom, O365, Smartbok , Salaby, Kikora, Campus increment.||Padlet, plickers, QR codes, Kahoot! Pilxr, Audacity, Wordart, Genial.ly, Scratch, Google apps, MSOffice||We have tested the opportunities of Microsoft software (teachers have free licences). Also, we tested the Google solutions. Digital platforms, mind maps, comic/storyboard creator, quises, video apps, presentation tools, digital time lines, interactive maps, graphic design softwares…||We started with the basics. We focused on WORD, PPT, PiXLR, Moviemaker, interactive materials such as ibooks that we use duing the lessons: Lilibi.si, Radovednih.pet, Oblak 356, devetletka.net, Arnes- interactive exercises, as well as Google drive, Google docs, Google +, Kahoot, online dictionaries (like Pons, 6.000 words), Online classroom (Moodle), Padlet, Geogebra, Arduino and Tinkercad.||We have tested diffent apps in relation to the new Chromebooks: We have tested extensions like Screencastify, calculator, Google tone, IntoWords, Pixlr, Geogebra and Audiorecorder. We are also getting better using online apps like WeVideo, Paslet and ofcourse the entire Google online software.|
|Which software would you like to recommend as particularly good (mention minumum 2 or more)?||We would like to mention the app classrom as especially good. This is a app that`s make you as a teacher to have controll over your class in the use of ipad. The Classroom app turns your iPad into a powerful teaching assistant. Guide learning, share work, and manage student devices — all from the same app. Facilitate individual, group, and whole-class activities with just a few taps.|
Padlet, plickers, Kahoot!, Pilxr, Wordart, Genial.ly
|We use Geogebra (for us, with constant interruptions in Wi-Fi, the option of off-line work is great), but we will continue to use a Sketchpad, too. We would also like ro recommend Edmodo.||We consider the most useful programs for the first five grades to be WORD, PPT (for stand-alone use) and all interactive materials that are an indispensable part of the learning process. For higher grades we use various MS programmes, Google, Kahoot, online dictionaries (like Pons, 6.000 words), Online classroom (Moodle), Padlet and Geogebra.||The software Geogebra open up numerous possibilities within mathematics world. Similarly, there are countless opportunities to work with many mathematical aspects with Google Sheets.
Teh screen recorder Screencastify opens up exciting opportunities in relation to evaluation and production of tutorials. Image processing program Pixlr allows both simple and almost professional image processing.
|In how big af percentage of total ICT education did you use writing software, WIKI portals, online dictionaries, etc.?||Let`s say it is around 40%||10%||10%||Our teaching material (books) is designed with interactive material, which we use daily (100%). Also, the repetition and consolidation of the lessons is more interesting for pupils to do it using ICT technology as they are more motivated in doing different exercises. So, we could say that passively the percentage is 100% and approximately 20% would be actively.||Our guess would be in around 20 percent.|
|In how big af percentage of total ICT education did you use software which could be measured from BDT (Pixlr, spreadsheet, timelines/mindmap, programming, audio recording/editing, video processing, digital books, etc.)?||I think we can say it will be around 80%||75%||70%||For the monthly tasks of the FAST project, we have verified the acquired knowledge and the use of ICT technology according to BDT. It is our belief that everything could be measured – from the beginning levels on.||Our guess would be in around 80 percent.|
|Have you discussed professional areas, didactics or software that you think we should focus more on?||We have discussed the professional areas, didactics or software where we have found it interesting. This project has created a new curiosity among the teachers who has been involved.||We've disussed and tried to use software recommended by our partners or those we found out about during different courses and conferences.||Yes, we discussed about softwares used by our partners.||With the lower grade pupils (age 6-10), we agreed to continue teaching the way we do (submission of materials, self-learning, recruiting and deepening ...) with the programs that we listed under questions 3 and 4. We like programmes which were presented to us like Padlet, Pixlr etc. and suggest we stay with the programmes which are free and widely available (online).||We think that through our exciting FAST projects we have focused on many important ICT aspects. At the same time, the project has opened up for a local freedom to test new programs / software that has been most relevant to us. The exciting experiences and initiatives our partners in Norway, Slovenia, Croatia and Poland have described have also been a great inspiration for us.|
|Do you have special aspects about your ICT work at school, which you have particularly good experiences with and which you can recommend to others?||As mentioned earlier, we are in an exciting time where we pilot the ipad at school. This means we are trying out ipad and what this product can offer us with opportunities within apps and other digital solutions.||Working on short etwinning projects within our group that would encourage more teachers from our schools (espacially younger children's teachers or Art teachers) so that the scope of FAST project impact woud be bigger.||We would like to recommend our partners to be actively involved in our eTwinning project.||The pupils like attractive interactive games supported by sound and image effects as well as instant feedback. They also like writing about things important to them like free time, they like making, as well as searching for, pictures on the internet, they like playing as well as creating games (especially in Kahoot), using educational games for learning like the free programme 6.000 words…||Overall, we have been pleased with the oppertunities within the use of ICT we have worked with at our school and we have continuously learned in new areas. Therefore we have no special recommendations.|