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Proces informatizacije posamezne šole je v zadnjih letih ponovno eden pomembnejših področij šolstva, ki se razvija v sinergiji z ostalimi širšimi ali ožjimi dejavnostmi: vodenje šole, samoevalvacija, učinki izobraževanja itd. V ta namen šole potrebujejo nove konkretne pristope in orodja, ki jim bodo v pomoč pri načrtovanju, izvajanju in evalvaciji teh dejavnosti. V raziskovalni nalogi smo razvili model samoocenjevanja stopnje informatizacije šole, ki zajema neprekinjeno zanko: reševanje samoevalvacijskega vprašalnika, refleksijo dobljenih rezultatov z namenom poenotenja pogleda različnih deležnikov izobraževanja na obstoječe stanje in razumevanje celovitosti informatizacije šole ter na podlagi tega spremembe pri nadaljnjem načrtovanju in posledično izvajanju dejavnosti na šoli. Na podlagi teoretičnih in praktičnih izhodišč ter lastnih izkušenj smo samoevalvacijski vprašalnik razvili in preizkusili v obliki večparametrskega hierarhičnega modela. Drevo kriterijev zajema tri glavna področja: »šola in okolje«, »učitelji in e-skupnosti« ter »učenci in polje bivanja«. Model smo preizkusili in testirali na šolah. Rezultati so pokazali, da uporabnikom omogoča celovit in poenoten pogled na informatizacijo posamezne šole, prav tako pa omogoča vključitev vseh deležnikov: ravnatelja oz. vodstvo šole, učitelje in druge strokovne delavce šole ter učence in starše. Vključene šole in strokovnjaki so razviti model ocenili kot učinkovito orodje za oceno trenutnega stanja, ki lahko pripomore h kakovostnejšemu nadaljnjemu načrtovanju in izvajanju procesa informatizacije. V raziskovalnem projektu smo povezali teorijo in prakso procesa samoevalvacije in njenega vpliva na nadaljnje načrtovanje s teorijo odločitvenih znanj, uporabili kvalitativna hierarhična večparametrska programska orodja odločanja in tako prispevali k nadaljnjemu raziskovanju in nadgradnji informatizacije šolstva. The process of school informatisation in the last years represents one of the important areas of education, which is being developed in synergy with other broad or narrow activities: school leadership, self-evaluation, effects of education etc. Schools need new approaches and practical tools to support planning, implementation and evaluation of these activities. We developed a model for self-assessment of level of school informatisation. It includes a continuous loop: solving the self-evaluation questionnaire, reflecting the results obtained to unify the view of different stakeholders on the current situation and comprehensive understanding of the school informatisation and on the basis of this change with further planning and implementation the activities at the school. Based on the theoretical and practical background and our own experience we developed a multi-attribute hierarchical model of school informatisation. A tree of criteria covers three main areas: “the school and environment”, “teachers and online communities”, and “students and environment”. The model was piloted and tested in schools. The results showed that enables users a comprehensive and unified view of the computerization of the individual schools, but also allows the inclusion of all stakeholders: principal or school management, teachers and other professional school staff and students and parents. Piloted schools and experts evaluated the model as an excellent tool for assessing the current situation which may lead to a higher level of further planning and implementation of the school informatisation. The development project linked the theory and practice of self-evaluation process, the impact on future planning and implementation with the theory of decision-making process. We used a qualitative hierarchical multi-attribute decision-making tools and thereby contributed to further development and improvement of the school informatisation.

Reševanje konfiktov na miren in konstruktiven način je ena temeljnih vrlin, ki pripomore k boljši komunikaciji, prav tako pa jo posameznik potrebuje za kakovostno in produktivnejšo življeneje v tako raznoliki družbi. Že od nekdaj je odraščanje povezano s konflikti, proces odraščanja pa poteka tudi v šoli. Šola je kraj, kjer v veliki meri prihaja do sporov med učenci, saj šolo obiskujejo učenci, ki izhajajo iz družin, ki so različnega verskega in kulturnega prepričanja, prav tako nekateri otroci izhajajo iz družin, ki niso socialno ogrožene in iz družin, ki so socialno ogrožene. Tako imajo otroci različne poglede na komuniciranje, mišljenje in reševanje nastalega konflikta. Šola lahko uporabi za reševanje konfliktov vrstniško mediacijo, ki je neformalen način reševanja konfliktov, je vzgojna dejavnost, ki se uporabi za reševanje konfliktov med učenci. Vrstniška mediacija je oblika reševanja sporov, ki temelji na osnovnih načelih mediacije in povezujočega pogajanja, in se izvaja med vrstniki na osnovnih in srednjih šolah. Vrstniki v sporu se pogovarjajo z namenom, da bi našli rešitev, ki bi zadovoljila obe strani, pri tem pa jim pomaga tretja nevtralna oseba – mediator. Vrstniška mediacija vstopa v izobraževalni sistem skozi najrazličnejše konflikte, v katerega je vpleteno več raznolikih oseb, kot so učenci, učitelji, starši, vodstvo šole. Vrstniška mediacija vnaša v šole prostor za komunikacijo, razmišljanje in ovrednotenje konfkiktnih situacij. Pripomore k temu, da se otroci naučijo spretnosti reševanja konfliktov, spodbuja aktivno poslušanje in komunikacijo ter uči sočutja do drugačnosti in kot najpomembnejše privzgaja otrokom občutek za pravičnost. Solving conflicts in a peaceful and constructive manner is one of the fundamental virtues that contribute to a better communication, but also the individual need for quality and productive life in such a diverse society. The growing up has always been associated with the conflicts and the process of growing up takes place in school. School is a place where many conflicts come between students as they attend school from families who have different religious and cultural beliefs, as well some of the children belong to families that are not socially disadvantaged and some of the children belong to families that are socially disadvantaged. Children have different views on communication, thinking and solving of conflicts. School can be used for conflict resolution Peer Mediation in an informal way of resolving conflicts, and it is educational activity that is used to resolve conflicts between students. Peer mediation is a form of dispute resolution, which is based on the basic principles of mediation and negotiation and is carried out among their peers in elementary and secondary schools. Peers discuss the dispute in order to find a solution that would satisfy both sides, while being helped by a third neutral party third party - the mediator. Peer mediation is entering into the education system through the various conflicts. It involves many diverse persons such as students, teachers, parents and school board members. Peer mediation is introduced into the school liberty for communication, reflection and evaluation conflicts situations. It helps children learn the skills of conflict resolution, encourage active listening and communication and teaches compassion to diversity and most importantly it educate children a sense of fairness.