Tanja Rupnik Vec, head of the Center for Quality and Research at the National Education Institute of Slovenia
Amela Sambolić Beganović, teacher of Mathematics and Physics
Nataša Potočnik, head of regional office at National Education Institute
Radovan Kranjc, Senior Consultant at National Education Institute of Slovenia
Tanja Rupnik Vec, PhD psychologist, supervisor and coach is the head of the Center for Quality and Research at the National Education Institute of Slovenia. She provides group supervision and a variety of training and counselling for schools on various psychological topics. She is the author or co-author of several scientific and professional monographs and articles in the field of critical thinking, teaching of psychology, implementing changes in schools, learning motivation, supervision and professional development, socio-emotional learning and empathy. In the last few years she coordinated Slovenian activities in the two ICT international projects (EU folio and ATS2020) and has in co-authorship just finished a research report about the quality of distance learning during
covid-19 in Slovenia.
Amela Sambolić Beganović is a teacher of Mathematics and Physics and has worked in education since 1996. She is the Senior Consultant for Mathematics in the Department for Secondary School Education at The National Institute of Education.
As a consultant for mathematics at National Institute of Education she worked with teachers who teach mathematics at primary, secondary and high school. She educates, helps and supports teachers in different school fields. Her favourite challenge is working with a group of mathematics teachers that develops didactic approaches of using ICT in schools and implementation on learning and teaching mathematics. At National Institute of Education, she also worked on different international and international projects. She has been involved in a number of different national or international project such as: e-Education; EU CLassroom ePortfolio, E-school bag, E-book for science and mathematics; MENTEP, ATS 2020 etc. She also authored and co-authored several seminars and counselling which develop teachers e-competences. She executes most of them, so she is actively involved in training of teachers and principals in Slovenia.
Nataša Potočnik, PhD., is the Head of regional office at National Education Institute, where she is mostly responsible for supporting principals of kindergartens, basic and secondary schools in the area of instructional leadership.
She’s worked as a teacher in primary school and as an Assistant on The Faculty of Education. Her areas of expertize are connected to literacy – early reading and writing, reading strategies, writing process – and has a large bibliography on those subjects. She is a co-author of National standardized reading tests and numerous textbooks for Slovenian language in primary school. Currently she is a member in strategic team in ESF-project Reading Literacy and Development of Slovenian as a First and Second Language.
Radovan Krajnc is a Senior Consultant at National Education Institute of Slovenia in the field of computer science and informatics. He has been working in education since 1998. He is the author or co-author of several webinars for teachers. The field of his research work is effective methods of teaching computer science in primary and secondary schools and the efficient and meaningful use of ICT in teaching. At National Institute for Education he also worked on different projects where the main focus was use of ICT.
Digital Literacy in Slovenia
Tanja Rupnik Vec, head of the Center for Quality and Research at the National Education Institute of Slovenia
Amela Sambolić Beganović, teacher of Mathematics and Physics
Nataša Potočnik, head of regional office at National Education Institute
Radovan Kranjc, Senior Consultant at National Education Institute of Slovenia
Tanja Rupnik Vec, PhD psychologist, supervisor and coach is the head of the Center for Quality and Research at the National Education Institute of Slovenia. She provides group supervision and a variety of training and counselling for schools on various psychological topics. She is the author or co-author of several scientific and professional monographs and articles in the field of critical thinking, teaching of psychology, implementing changes in schools, learning motivation, supervision and professional development, socio-emotional learning and empathy. In the last few years she coordinated Slovenian activities in the two ICT international projects (EU folio and ATS2020) and has in co-authorship just finished a research report about the quality of distance learning during covid-19 in Slovenia.
Amela Sambolić Beganović is a teacher of Mathematics and Physics and has worked in education since 1996. She is the Senior Consultant for Mathematics in the Department for Secondary School Education at The National Institute of Education.
As a consultant for mathematics at National Institute of Education she worked with teachers who teach mathematics at primary, secondary and high school. She educates, helps and supports teachers in different school fields. Her favourite challenge is working with a group of mathematics teachers that develops didactic approaches of using ICT in schools and implementation on learning and teaching mathematics. At National Institute of Education, she also worked on different international and international projects. She has been involved in a number of different national or international project such as: e-Education; EU CLassroom ePortfolio, E-school bag, E-book for science and mathematics; MENTEP, ATS 2020 etc.
She also authored and co-authored several seminars and counselling which develop teachers e-competences. She executes most of them, so she is actively involved in training of teachers and principals in Slovenia.
Nataša Potočnik, PhD., is the Head of regional office at National Education Institute, where she is mostly responsible for supporting principals of kindergartens, basic and secondary schools in the area of instructional leadership.
She’s worked as a teacher in primary school and as an Assistant on The Faculty of Education. Her areas of expertize are connected to literacy – early reading and writing, reading strategies, writing process – and has a large bibliography on those subjects. She is a co-author of National standardized reading tests and numerous textbooks for Slovenian language in primary school. Currently she is a member in strategic team in ESF-project Reading Literacy and Development of Slovenian as a First and Second Language.
Radovan Krajnc is a Senior Consultant at National Education Institute of Slovenia in the field of computer science and informatics. He has been working in education since 1998. He is the author or co-author of several webinars for teachers. The field of his research work is effective methods of teaching computer science in primary and secondary schools and the efficient and meaningful use of ICT in teaching.
At National Institute for Education he also worked on different projects where the main focus was use of ICT.
Recent activities in the field of the usage of digital tools/technologies for the purposes of learning and teaching have a considerable tradition in the Slovenian school environment. We started to introduce technology into education with the national project e-Education (2008-2013). It involved almost all Slovenian schools, and it pursued several goals: equipping schools with digital technology, raising digital competencies of teachers and raising the quality of knowledge and the development of skills and competencies of students. This project was followed by a number of others, both national and international, which involved a smaller number of schools and which to some extent addressed the issue of meaningful use of digital technologies for the purpose of achieving higher quality learning and teaching.
In the last five years, we have implemented several such projects with schools, which differed in some of the goals, but were similar in aiming at the use of digital tools to promote changes in teaching with a focus on developing students’ transversal skills (critical thinking, collaboration and communication, creativity, self-regulation and others).
In this article, we will briefly present four such projects, which excelled both in terms of the quality of encouraging schools to realize the project objectives, and in terms of the results / achievements of teachers who participated in these projects. Each project is presented through goals, theoretical background, strategy for achieving goals and examples of project outcomes. In the article, the latter are merely indicated since more demanding readers are appointed to online resources where teachers’ achievements are presented. In this article, we will focus on strategies of institutional support to teachers in implementing changes in their practice and suggest possible solutions for achieving the sustainability of project objectives.
FIGURE 12 OVERVIEW OF THE EDUCATIONAL SYSTEM IN SLOVENIA
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