Izobraževalna tehnologija in izgradnja avtentičnega učnega okolja

ICT Usage for Cross-Curricular Connections in Music and Visual Arts during Emergency Remote Teaching in Slovenia

“…All of this is possible with desktop and laptop computers, tablets, smartphones, and a plethora of applications. In the field of education, ICT can be used either in the formation of the teaching-learning process or as technical aid to deliver the content [2]. The application largely depends on the technological equipment of the environment where classes take place and the ICT competences of teachers, parents, and pupils.…”

“…The application largely depends on the technological equipment of the environment where classes take place and the ICT competences of teachers, parents, and pupils. ICT competences determine an individual's skills regarding the use of computers and associated software, communication tools, and the internet, involving skills for incorporating technology into everyday processes, designing information, and information retrieval and evaluation [2,3,5].…”

“…All primary school teachers and pupils in Slovenia have access to Arnes http://www.arnes.si/zavod-arnes/ (accessed on 17 November 2021) (Slovene Academic Research Network) and eAsistent https://www.easistent.com/ (accessed on 17 November 2021) services. Arnes provides the video conferencing systems Zoom https://zoom.us/ (accessed on 17 November 2021) and MS Teams https://www.microsoft.com/sl-si/microsoft-365/microsoft-teams/groupchat-software (accessed on 17 November 2021) for remote teaching as well as the Moodle Learning Management System https://moodle.org/ (accessed on 17 November 2021) (often referred to as an e-classroom) for designing and uploading teaching materials, quizzes, crosswords, and essay questions [2,13].…”

“…When planning and implementing a remote teaching and/or distance learning process, teachers must think of an efficient application of modern ICT to support various creative activities and assess what additional value ICT can provide to music and visual art subjects. For example, through creative activities, ICT can support integrated understanding of artistic content and optimal knowledge transfer involving various senses [2]. In addition, Toselli [6] argues that teachers in remote teaching have never been closer to their pupils, because they can reach each pupil via headphones or speakers, meaning that pupils have a sense of being directly addressed.…”

“…As these findings are from 2011, and focused on year five teachers as well as on visual arts only, we wanted to expand the study by including all teachers from the first and second period of education and then to investigate whether remote teaching and increased use of ICT led to any changes in this respect. This is particularly important, as the use of modern ICT can contribute to the sustainable development of pupils' individual and technological literacy [2][3][4]. To this end, we conducted a study with 24 teachers who teach both music and visual arts courses to pupils in key stage 1 and 2 in order to investigate cross-curricular connections in music and visual arts content with the support of ICT during the period of emergency remote teaching.…”