Starting from the questions to what extent children use digital games and for whatpurposes as well as whether teachers play a role in the creation and presentation of different teaching content by using digital games, a survey was conducted with pupils of the third and fourth grades of primary school in the Republic of Serbia. The research involved three hundred and eight students from two private and four state primary schools. The results show that 100% of the respondents confirm that they play digital games, mostly for the purpose of entertainment and recreation, but also for understanding and observing a new educational content. The results of the survey also showed that there is a significant difference in the level of using digital games in public and private schools. Examining students' attitudes towards the use of digital games in teaching indicates that children are highly motivated to master educational content through digital games.
Learning Management System (LMS) is a type of an e-learning system is one of the main infrastructural requirements that improves access to higher education for persons with disabilities.
The primary aim of the research study[1] was to explore perceptions of students with disabilities regarding the use and accessibility of learning management systems and benefits and/or barriers in e-learning.
Students mainly have negative experiences while attempting to enter university web-sites/libraries/LMSs because of the inadequate adaptation to the specific needs of students with disabilities. In countries that do not have a developed LMS, the prevalent mean of communication with professors is via e-mail, in those where there is a LMS, there is not a fully accessibility of entire content and services for students with special needs.
This research defined the need for creation of an accessible LMS or adjusted already existing LMS with accessibility solutions such as: a text-to-speech engine for blind students, a mode with sign language support for deaf students and a mode which supports dyslexic.
The paper presents empirical research, aiming to present the extent to which the application of the concrete mathematical and musical play contributes to the child’s social and emotional development. The research was conducted in two international schools in Belgrade, using the play titled ‘Musical Monkeys’ and in collaboration with the Music-Math team from Mexico who are the creators of the mentioned game. The results have shown that this kind of approach in working with children encourages activity and engagement, self-confidence, empathy, team work, integrity, tolerance and enthusiasm, while requiring and encouraging collaboration and constructive communication, cooperation and respect among students in the process of solving a set of mathematical and/ or musical tasks. The obtained results confirm that the children established connection between the mathematical and musical segments involving a high level of emotional and social skills – collaboration, communication, empathy, enthusiasm, commitment, curiosity for the game and felt benefits of team work, tolerance and respect while solving the given educational tasks.
The realistic state of the education of the Roma community illustrates the need for serious investments in resources of a human and material kind. Although the recent decade proved to be a decade of educational needs of the Roma, analyses still show the necessity for sustaining the continuity in advancing the developments of everything connected to early childhood development, as a basic sub-system in education. The research that was done had the aim of exploring the needs for strengthening the competencies and the sensibilities of work in environments with social, language and cultural specificities. The research was conducted in several stages, with focus groups as well: a questionnaire for kindergarten educators was conducted; research with a focus group of kindergarten educators was conducted; research with a focus group of parents whose children attend the kindergarten was conducted; research with a focus group of NGO representatives was conducted. The methods and techniques applied are the method of analysis, the inductive, descriptive and the method of generalization, as well as techniques of analysis of pedagogical documentation, observation,and surveying. It can be concluded that: kindergarten educators show a need towards professional development and training related to early childhood development and learning; kindergarten educators show a need towards cooperation with the community; parents showed their dissatisfaction withthe difficult adaptation of children in the kindergarten; NGO representatives stated the need for infrastructural investments, as well as investments in joint project activities between the children, educators,and parents.
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