Page 380 - Štemberger Tina, Čotar Konrad Sonja, Rutar Sonja, Žakelj Amalija. Ur. 2022. Oblikovanje inovativnih učnih okolij. Koper: Založba Univerze na Primorskem
P. 380
a Hofman
Holcar Brunauer, Ada, Cvetka Bizjak, Marjeta Borstner, Janja Cotič Pajntar, Vi-
neta Eržen, Mihaela Kerin, Natalija Komljanc, Saša Kregar, Urška Margan,
Leonida Novak, Zora Rutar Ilc, Sonja Zajc in Nives Zore. 2016. Formativno
spremljanje v podporo učenju: priročnik za učitelje in strokovne delavce. Ljub-
ljana: Zavod Republike Slovenije za šolstvo.
Ključne kompetence vseživljenjskega učenja v programu Mladi v akciji. 2009. Ljub-
ljana: Movit NA mladina.
Kreuh, Nives. 2008. »Digitalna zmožnost oz. kompetenca – kaj je zdaj spet to?«
Vzgoja in izobraževanje 39 (5): 4–5.
Ministrstvo za izobraževanje, znanost in šport. 2016. »Strateške usmeritve na-
daljnjega uvajanja IKT v slovenske VIZ do leta 2020.« Ministrstvo za izobra-
ževanje, znanost in šport, Ljubljana.
Ministrstvo za šolstvo in šport. 2011. Program osnovna šola: angleščina; učni na-
črt. Ljubljana: Ministrstvo za šolstvo in šport in Zavod Republike Slovenije
za šolstvo.
Smith, Heather. 2001. »Smart Board Evaluation: Final Report.« http://www
.kented.org.uk/ngfl/ict/IWB/whiteboards/report.html
Štimec, Ida. 2017. »Spletna gradiva in aplikacije pri poučevanju in učenju an-
gleščine v petem razredu osnovne šole.« Magistrsko delo, Univerza v Ljub-
ljani.
Zavašnik, Mihaela. 2008. »IKT in bodoči učitelji tujih jezikov.« V Vzgoja in izobra-
ževanje 39 (5): 11–15.
An Example for Good Practice in Productive Foreign Language Skills
Using ICT
ICT offers many possibilities for learning and teaching, but it has to be used
critically to achieve the aims of the subject. The pupils using ICT are more mo-
tivated and take responsibility for their own learning and knowledge. Two ex-
amples of good practice using ICT at improving productive skills (speaking and
writing) in English are presented. In both examples the pupils develop digital
literacy, the ability for self-assessment and peer assessment. In the first exam-
ple a pupil can watch a video of his speech, assesses it according to given cri-
teria, recognizes his mistakes and has an option to correct them. In the second
example pupils assess texts written by their peers on the photographs on the
interactive whiteboard. They correct different steps in process writing – a draft,
the first text. A peer-assessment is followed by a fair copy.
Keywords: English, ICT, speaking, writing, self-assessment
380
Holcar Brunauer, Ada, Cvetka Bizjak, Marjeta Borstner, Janja Cotič Pajntar, Vi-
neta Eržen, Mihaela Kerin, Natalija Komljanc, Saša Kregar, Urška Margan,
Leonida Novak, Zora Rutar Ilc, Sonja Zajc in Nives Zore. 2016. Formativno
spremljanje v podporo učenju: priročnik za učitelje in strokovne delavce. Ljub-
ljana: Zavod Republike Slovenije za šolstvo.
Ključne kompetence vseživljenjskega učenja v programu Mladi v akciji. 2009. Ljub-
ljana: Movit NA mladina.
Kreuh, Nives. 2008. »Digitalna zmožnost oz. kompetenca – kaj je zdaj spet to?«
Vzgoja in izobraževanje 39 (5): 4–5.
Ministrstvo za izobraževanje, znanost in šport. 2016. »Strateške usmeritve na-
daljnjega uvajanja IKT v slovenske VIZ do leta 2020.« Ministrstvo za izobra-
ževanje, znanost in šport, Ljubljana.
Ministrstvo za šolstvo in šport. 2011. Program osnovna šola: angleščina; učni na-
črt. Ljubljana: Ministrstvo za šolstvo in šport in Zavod Republike Slovenije
za šolstvo.
Smith, Heather. 2001. »Smart Board Evaluation: Final Report.« http://www
.kented.org.uk/ngfl/ict/IWB/whiteboards/report.html
Štimec, Ida. 2017. »Spletna gradiva in aplikacije pri poučevanju in učenju an-
gleščine v petem razredu osnovne šole.« Magistrsko delo, Univerza v Ljub-
ljani.
Zavašnik, Mihaela. 2008. »IKT in bodoči učitelji tujih jezikov.« V Vzgoja in izobra-
ževanje 39 (5): 11–15.
An Example for Good Practice in Productive Foreign Language Skills
Using ICT
ICT offers many possibilities for learning and teaching, but it has to be used
critically to achieve the aims of the subject. The pupils using ICT are more mo-
tivated and take responsibility for their own learning and knowledge. Two ex-
amples of good practice using ICT at improving productive skills (speaking and
writing) in English are presented. In both examples the pupils develop digital
literacy, the ability for self-assessment and peer assessment. In the first exam-
ple a pupil can watch a video of his speech, assesses it according to given cri-
teria, recognizes his mistakes and has an option to correct them. In the second
example pupils assess texts written by their peers on the photographs on the
interactive whiteboard. They correct different steps in process writing – a draft,
the first text. A peer-assessment is followed by a fair copy.
Keywords: English, ICT, speaking, writing, self-assessment
380
