Page 245 - Ana Mlekuž in Igor Ž. Žagar, ur. • Raziskovanje v vzgoji in izobraževanju: Digitalizacija vzgoje in izobraževanja – priložnosti in pasti. Ljubljana: Pedagoški inštitut, 2023. Digitalna knjižnica, Dissertationes 46
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povzetki ■ summaries
The importance of consolidating basic computer
knowledge in children with mild intellectual disabilities
Nataša Planko
Formative monitoring enables pupils to co-create the learning process, be
active, evaluate their work on an ongoing basis and receive quality feedback
from both the teacher and classmates. That way, the pupils are in the cen-
tre of the learning process and take responsibility for their learning. This
way of teaching and learning puts emphasis on individual progress of every
student, who actively learns new strategies and ways to achieve a certain
goal. The teacher’s main task is to support and guide students in the learn-
ing process with quality feedback. The process of formative monitoring in-
cludes diagnostics of prior knowledge, setting goals and planning paths to
them, active learning by gathering evidence of knowledge and developing
criteria, and evaluating achievements. In the 5th grade of primary school
with a customized program with a lower educational standard, we inten-
sively dealt with formative monitoring and evaluation in Slovene. A new
challenge presented itself to us during distance learning, when we use ICT
technology. The devices served for evaluation. But we must preserve the
knowledge.
Key words: formative monitoring and evaluation, IKT technology, children
with special needs, computer literacy
Uresničevanje ciljev književne didaktike z izpolnjevanjem
profila književne osebe na družbenem omrežju Facebook
Maja Kerneža
Družbena omrežja danes predstavljajo velik in pomemben del naših živ-
ljenj. Tako ali drugače, hote ali nehote, se pojavljajo tudi v šolskem okolju;
pogosto v svoji neformalni obliki, hkrati pa so lahko tudi del učno-vzgojne-
ga procesa. Ker se učno okolje spreminja in vpliva na oblike pouka tudi pri
pouku književnosti, nas je zanimalo, ali bi lahko družbeno omrežje Face-
book uporabili za uresničevanje ciljev književne didaktike. Zanimalo nas
je, ali lahko v sklopu omenjenega digitalnega okolja uresničujemo cilje, ki
se navezujejo na recepcijsko zmožnost, razvijanje zmožnosti zaznavanja,
doživljanja, razumevanja in vrednotenja književnih oseb. V neslučajnostni
priročni vzorec smo izbrali 27 študentov študijskega programa Razredni
pouk. Študenti so v sklopu dela v skupinah po ogledu adaptacije pravlji-
ce v filmski/animirani obliki, na družbenem omrežju Facebook oblikovali
245
The importance of consolidating basic computer
knowledge in children with mild intellectual disabilities
Nataša Planko
Formative monitoring enables pupils to co-create the learning process, be
active, evaluate their work on an ongoing basis and receive quality feedback
from both the teacher and classmates. That way, the pupils are in the cen-
tre of the learning process and take responsibility for their learning. This
way of teaching and learning puts emphasis on individual progress of every
student, who actively learns new strategies and ways to achieve a certain
goal. The teacher’s main task is to support and guide students in the learn-
ing process with quality feedback. The process of formative monitoring in-
cludes diagnostics of prior knowledge, setting goals and planning paths to
them, active learning by gathering evidence of knowledge and developing
criteria, and evaluating achievements. In the 5th grade of primary school
with a customized program with a lower educational standard, we inten-
sively dealt with formative monitoring and evaluation in Slovene. A new
challenge presented itself to us during distance learning, when we use ICT
technology. The devices served for evaluation. But we must preserve the
knowledge.
Key words: formative monitoring and evaluation, IKT technology, children
with special needs, computer literacy
Uresničevanje ciljev književne didaktike z izpolnjevanjem
profila književne osebe na družbenem omrežju Facebook
Maja Kerneža
Družbena omrežja danes predstavljajo velik in pomemben del naših živ-
ljenj. Tako ali drugače, hote ali nehote, se pojavljajo tudi v šolskem okolju;
pogosto v svoji neformalni obliki, hkrati pa so lahko tudi del učno-vzgojne-
ga procesa. Ker se učno okolje spreminja in vpliva na oblike pouka tudi pri
pouku književnosti, nas je zanimalo, ali bi lahko družbeno omrežje Face-
book uporabili za uresničevanje ciljev književne didaktike. Zanimalo nas
je, ali lahko v sklopu omenjenega digitalnega okolja uresničujemo cilje, ki
se navezujejo na recepcijsko zmožnost, razvijanje zmožnosti zaznavanja,
doživljanja, razumevanja in vrednotenja književnih oseb. V neslučajnostni
priročni vzorec smo izbrali 27 študentov študijskega programa Razredni
pouk. Študenti so v sklopu dela v skupinah po ogledu adaptacije pravlji-
ce v filmski/animirani obliki, na družbenem omrežju Facebook oblikovali
245
