Izvleček
Digitalne veščine bi pri učencih morali začeti razvijati, preden nas je 16. 3. 2020 presenetil izziv poučevanja na daljavo. Učitelji smo namreč hitro morali najti načine za premagovanje izzivov, katerih težavnost je bila odvisna od lastne usposobljenosti za uporabo različnih digitalnih orodij in zmožnosti realne ocene ravni digitalne pismenosti učencev. Pred vpeljavo digitalnih orodij vedno razmišljam o stopnji didaktičnosti in smiselnosti uporabe informacijske tehnologije v učnem procesu glede na štiri stopnje SAMR-modela. Orodje naj ne bo samo zamenjava za papir in svinčnik, temveč naj v učni proces prinaša dodano vrednost. Učenci so morali, če so želeli sodelovati v načrtovanih dejavnostih pouka slovenščine, samostojno iskati, vrednotiti, strniti in uporabiti podatke; napisati vljudno elektronsko sporočilo in mu dodati priponko; se samostojno vključevati v spletne klepetalnice in se udeleževati videokonferenc; dostopati do map z nalogami in snovjo ter obvladati deljenje ustvarjenih dokumentov. Opisane veščine po DigCompu sodijo v preživetveno raven. Vztrajala sem, da skupaj, in sicer v interaktivnih digitalnih okoljih, kar najbolj učinkovito »preživimo« pouk na daljavo.
Abstract
Using Online Tools for Formative Assessment of Student Progress in Distance Learning Slovenian Language Class
On 16 March 2020, we were presented with a challenge – distance teaching and learning – which revealed that students should have started developing their digital skills earlier. Namely, teachers had no choice but to quickly find ways to overcome challenges, with a level of difficulty depending on their own competences in using different digital tools and ability to realistically assess the level of students’ digital literacy. Before implementing digital tools, I always think about the didactic purpose and appropriateness of using information technologies in the learning process based on the four levels of the SAMR model. The tool should not be used only as replacement for pen and paper, but should also add value to the learning process. In order to participate in the planned activities of the Slovenian language class, students were required to independently search, evaluate, summarize and use data; write polite email messages with attachments; independently join online chat rooms and video conferences; access folders with tasks and learning content, and learn to share the created documents. According to DigComp, these skills belong to the intermediate level. My focus was to manage the distance teaching and learning process in interactive digital environments together with my students.