Search

Computer science is becoming an important subject in schools. The paradigm of learning and teaching is changing, and now the student becomes the centre of the teaching process. For teaching to be as successful as possible, it is important that students are motivated. Therefore, this paper shows the importance of motivation in teaching with a focus on computer science teaching. The goal of this research was to establish which factors are important for a student who considers himself a motivated student, but also which factors affect a student who is not considered motivated for computer science classes, and what are their views on the same issues. The research examines whether motivated students expect higher grades than unmotivated ones, as well as how much students independently research material from computer science and whether they want to deal with the learned content in their professional life. It is also investigated which motivational activities and techniques teachers most often use in computer science classes. Also, the goal of the research was to find out what are students' motivations for working hard in computer science classes and how often they participate in the same classes, as well as how they feel when they get high grades, how they feel when they get low grades, and how they feel when a competitive atmosphere reigns in the class. The research was conducted by a survey created as a Google form. Students from three high schools participated in the research. All secondary schools are from Šibenik, namely the Medical School, the Šibenik School of Economics and the Antun Vrančić Gymnasium. Main goal of this research was to explore what students think has the most influence on their motivation for computer science classes. Results were interpreted by comparative analysis of the answers of students who think they are motivated for computer science classes and those who think they are not motivated. Before starting the research, four hypotheses were set: 1. students motivated for the computer science feel positive emotions during computer science classes ; 2. unmotivated students are less clear about the concrete application of the content of the computer science course than motivated students ; 3. students like using different teaching strategies in computer science classes, such as solving more difficult tasks, receiving appropriate feedback and collaborative learning, and 4. extrinsic reward is the greatest motivation for students in computer science classes. A detailed interpretation of the results confirmed all the hypotheses, and based on the entire research, it can be concluded that teachers use numerous ways to motivate students in the class, thereby encouraging their intrinsic and extrinsic motivation. Nevertheless, for students, the grade as a reward is still the biggest motivation for learning computer science at school. It has been proven that for the majority of students, the teacher's effort pays off, and accordingly, the students believe that the teacher's teaching style is the most important factor in their efforts in class. All this results in the fact that the vast majority of the examined students are motivated to learn computer science, and this is precisely the most important prerequisite for successful transfer of knowledge from the subject of computer science to the new generations on whom the world rests.

Modern society is characterized by an increasing complexity of tasks which require broad general knowledge and on the other hand a narrow specialization. Because of these conflicting principles modern education recognized the need for development of generic competences on the one hand, and information competences that match the modern information society on the other. In addition to education, which has recognized the need to develop generic and information competences, employers also pay great attention to these competences while hiring. In modern information society information competences become one of the fundamental basis for the development of other generic competences. Information and generic competences are directly linked because information is a fundamental element of learning which is based on the collection, organization, search and interpretation of acquired information. Development of modern information environment is characterized by growing complexity in quantitative and qualitative terms that require additional research of information competences required for the transition from the tertiary education sector to the labour market. This paper presents a survey of students' attitudes about the development of information competences during the study and their opinions about necessary information competences for their future professional careers.

Suvremene tehnologije svakodnevno utječu na promjene i razvoj u društvu čime su zahvatile i odgojno obrazovni sustav. Imajući to u obziru, ovim radom pokušalo se približiti pojmu tehnologije u obrazovanju, promotriti informacijsko – komunikacijsku tehnologiju u obrazovanju koja uključuje nastavu, nastavnike, učenike, roditelje, SRCE i CARNet te primarno e-Dnevnik na kojem se rad temelji. Budući da se e-Dnevnik koristi već duži niz godina postoje iskustva u radu i korištenju sustava. Rad propituje iskustva nastavnika, roditelja i učenika u raznim odgojno obrazovnim institucijama Koprivničko-križevačke županije. Analizom podataka utvrđeno je kako je većina nastavnika, roditelja i učenika veoma zadovoljna aplikacijom i koriste ju svakodnevno. Ističe se veća količina prednosti aplikacije nad nedostacima klasične, papirnate verzije razredne knjige poput stalne nadogradnje i unaprjeđenja aplikacije u skladu s potrebama korisnika. Nedostaci aplikacije proizlaze iz vanjskih čimbenika poput neadekvatnosti opreme i nestabilnosti internetske veze. Također, sustav je neprilagođen institucijama za odgoj i obrazovanje djece s posebnim potrebama što je jedan od većih nedostataka. Prema navedenim prednostima e-Dnevnik je opravdao svoju implementaciju u većini odgojno obrazovnih institucija i praksi, a istovremeno ima mjesta za napredak, preinake kako bi se obrazovni sustav modernizirao i prilagodio određenim situacijama i institucijama. Modern technologies influence changes and developments in society daily, which has also affected the educational system. In this context, this paper attempts to explore the concept of technology in education, looking at ICT in education, including classrooms, teachers, students, parents, SRCE and CARNet, and most importantly, e-Dnevnik on which the work is based. Since e-Dnevnik has been used for many years, there is experience in the operation and use of the system. The paper examines the experiences of teachers, parents, and students in various educational institutions in Koprivnica-Križevci County. The analysis of the data showed that most teachers, parents, and students are very satisfied with the application and use it every day. It highlights the greater number of advantages of the application over the disadvantages of the classic, paper version of the class book, such as constantly upgrading and improving the application in accordance with user needs. The disadvantages of the application stem from external factors such as inadequacy of equipment and instability of the Internet connection. Also, there is a lack of inadequacy of the system in institutions for the upbringing and education of children with special needs. According to the stated advantages, e-Dnevnik has justified its implementation in most educational institutions and practices. On the other hand, there is enough space for improvement and modifications within the application to modernize the education system and adapt to individual situations and institutions.

Igrifikacija je korištenje elemenata igara u području koje prvenstveno nije namijenjeno za igru. Ovaj fenomen je već jako dugo prisutan, a sve ga više područja implementira u svoje poslovanje. Lako se prepoznaje zbog raznih elemenata igara. Igrifikacija se često povezuje s digitalnim alatima, no nisu svi alati igrificirani jer ne sadrže segmente igara. Korištenje digitalnih alata u obrazovanju je tijekom i nakon Covid pandemije postalo popularnije, a s time i igrifikacija. No, za provedbu igrificirane nastave je potrebna dobro opremljena učionica, što podrazumijeva da ima pristup internetu i tehnička pomagala kao što su računala, projektor i sl. Nastavnici igraju veliku ulogu u nastavi jer su oni ti koji sve moraju osmisliti i organizirati. Kao i sve, tako i gamifikacija nosi određene prednosti, ali i nedostatke na koje treba obratiti pozornost. Na temu igrifikacije je mnoštvo autora izdalo radove u kojima opisuju svoja istraživanja za uvođenje ovog fenomena u obrazovanje. U sklopu ovog diplomskog rada je isto tako provedeno kratko istraživanje kojim su se ispitivali stavovi i mišljenja na već spomenutu temu. Gamification is the use of game elements in an area that is not primarily intended for play. This phenomenon has been present for a very long time, and more and more areas are implementing it in their business. It is easily recognizable due to the various elements of the games. Gamification is often associated with digital tools, but not all tools are gamified because they do not contain game segments. The use of digital tools in education became more popular during and after the Covid pandemic, and with it gamification. However, the implementation of playful teaching requires a well-equipped classroom, which means that it has Internet access and technical aids such as computers, projectors, etc. Teachers play a big role in teaching because they are the ones who have to design and organize everything. Like everything, gamification has certain advantages, but also disadvantages that need to be addressed and taken into consideration. On the topic of gamification, many authors have published works in which they describe their research for the implementation of this phenomenon in education. As part of this thesis, a short research was also conducted to examine attitudes and opinions on the already mentioned topic.

Pandemija korona virusa potaknula je institucije da razmišljaju o novim ili alternativnim načinima vođenja svojih aktivnosti i okrenu se rješenjima na internetu. Ovaj rad opisuje proces prijenosa tradicionalnih osobnih radionica u e-obrazac na primjeru radionica Hrvatskog državnog arhiva. Analiziraju se različiti digitalni obrazovni alati koji se mogu koristiti za kreiranje obrazovnih aktivnosti. Alati su podijeljeni u dvije kategorije na temelju njihove cijene. Velika se pozornost pridaje metodološkoj podlozi procesa poučavanja i učenja i njegovom primjerenom prijenosu u mrežni oblik. Autorica pokazuje kako su online radionice nastale na temelju faza nastave. Na kraju rada autorica daje smjernice za izradu mrežnih obrazovnih sadržaja temeljenih na relevantnim teorijama učenja. The Corona virus pandemic has prompted institutions to think about new or alternate ways of conducting their activities and turn to online solutions. This thesis describes the process of transferring the traditional in-person workshops to the e-form using the example of the Croatian State Archives’ workshops. Various digital educational tools that can be used to create educational activities are analysed. The tools are divided into two categories based on their price. Much attention is paid to the methodological background of the teaching and learning process and its appropriate transfer to the online format. The author shows how the online workshops were created based on the teaching stages. At the end, the author provides guidelines for creating online educational content based on the relevant learning theories.

Arhivska pedagogija je mlada disciplina koja za svoj cilj ima obraditi, pripremiti i prezentirati arhivsko gradivo kao obrazovni sadržaj koji će biti namijenjen korisnicima različite dobi. Analizom sadržaja mrežnih stranica europskih arhiva utvrđeno je koji arhivi nude besplatne obrazovne sadržaje na internetu i kako ih predstavljaju. Izabrani su dobri primjeri koji su pogodni za učenje o arhivu, povijesnim izvorima i načinu učenja povijesti te su uvršteni u predmetni kurikulum Povijesti za osnovne škole u Republici Hrvatskoj. Sadržaji koje nude europski arhivi raspoređeni su u domene (društvo, ekonomija, znanost i tehnologija, politika, filozofsko-religijsko-kulturno područje) i tehničke koncepte (vrijeme i prostor, uzroci i posljedice, kontinuitet i promjena, rad s povijesnim izvorima, povijesna perspektiva) koje propisuje predmetni kurikulum Povijesti. Ovim istraživanjem utvrđeno je kako arhivi mogu postati aktivan sudionik u obrazovanju osnovnoškolskog uzrasta ukoliko svoje gradivo stručno i pedagoški obrade te ga predstave na svojim mrežnim stranicama. Archival pedagogy is a young discipline that aims to process, prepare and present archival material as educational content that will be intended for users of different ages. An analysis of the content of European archives' websites has identified which archives offer free educational content on the Internet and how they present it. Good examples have been selected that are suitable for learning about the archive, historical sources and the way of learning history, and are included in the subject curriculum of History for primary schools in the Republic of Croatia. The contents offered by European archives are divided into domains (society, economy, science and technology, politics, philosophical-religious-cultural field) and technical concepts (time and space, causes and consequences, continuity and change, work with historical sources, historical perspective ) prescribed by the subject curriculum of History. This research has established how archives can become an active participant in primary school education if they professionally and pedagogically process their material and present it on their websites.

Nastava informatike u osnovnoj školi pruža brojne potencijale za kreativno izražavanje, među kojima je i stvaranje vlastite glazbe. Nakon teorijskog uvoda i pregleda stanja informatičkog i glazbenog obrazovanja u osnovnoj školi, u ovom radu analiziraju se opće prednosti glazbene izobrazbe za razvoj djeteta, kao i kakve mogućnosti suvremena informacijsko-komunikacijska tehnologija omogućava za kreativno stvaralaštvo u tom području. U skladu s pedagoškim smjernicama prema stručnoj literaturi, izrađena je matrica za analizu softvera za digitalnu produkciju glazbe namijenjenoj osnovnoškolskoj dobi. Koristeći navedenu matricu, predstavljeni su i analizirani programi za digitalnu produkciju glazbe koji se mogu koristiti u svrhu osnovnoškolskog obrazovanja. Riječ je o besplatnom internet alatu Splice Sounds Beat Maker za stvaranje ritmičkih sekvenci, internet alatu Easy Music Composing for Kids za stvaranje glazbenih melodija, Classics for Kids internet alatu koji kombinira stvaranje glazbene melodije i ritma, Incredibox virtualnom alatu za skladanje pomoću jednostavnog korisničkog sučelja te besplatnom programu za profesionalnije stvaranje glazbe Magix Music. U skladu s rezultatima dobivenih analizom softvera prema matrici, doneseni su konkretni zaključci kako na najbolji mogući način implementirati navedeni softver u sklopu predmeta informatike unutar osnovnoškolskog obrazovanja. The teaching of computer science for primary school children provides numerous potentials for creative expression, including the creation of one's musical compositions. After a theoretical introduction and an analysis of the current state of computer science and music education in the Croatian elementary educational system, this paper provides information on the advantages of music education for children's development, as all as what opportunities modern information and communication technology provides for children's creative expression in this area. By following pedagogical guidelines according to the listed literature, an analytical matrix was drafted to further analyze software for digital music production intended for the elementary school-age group. Using the mentioned matrix, the programs were presented and further analyzed. The tools that were analyzed included the free online tool Splice Sounds Beat Maker for rhythmic sequences creation, the online tool Easy Music Composing for Kids for creating musical melodies, the Classic For Kids internet tool that combing both musical melody and rhythm creation, the Incredibox virtual composing tool using a simple user interface for more advanced musical composition and a free program for more professional music creation Magix Music mix. Following the results obtained by analyzing the software through the drafted matrix, a set of conclusions was made on how to best implement the software in the computer science subject within the Croatia elementary school educational program.

Motivacijske tehnike važan su dio nastavnog procesa, osobito na samom početku nastavnog sata kad je najvažnije zainteresirati učenike za gradivo određene nastavne jedinice. Cilj ovog rada procijeniti je učinkovitost igre kao motivacijske tehnike u nastavi informatike. U prvom dijelu rada pružit će se teorijski pregled važnosti motivacije u procesu usvajanja znanja, motivacijskih tehnika općenito te zatim igara kao motivacijskih tehnika, pri čemu će se zasebno razraditi igre za koje nije potrebno računalo kao tehničko pomagalo te one u kojima jest. U drugom dijelu rada slijedi analiza rezultata provedenog eksperimenta čiji je cilj ustanoviti na koji način igra kao motivacijska tehnika utječe na razinu usvojenog znanja učenika nakon obrađene nastavne jedinice. Motivational techniques are an important part of the teaching process, especially at the very start of a lesson when it is of utmost importance to stimulate interests in students for learning a specific lesson. This thesis aims to estimate the effect of a game as a motivational technique when teaching computer science. In the first part of the thesis there will be a brief theoretical overview of the importance of motivation in the process of acquiring knowledge and games as motivational techniques, with a special emphasis on computer games. In the second part of the thesis an analysis of the conducted experiment follows to determine the effect of a game as a motivational technique on the level of acquired knowledge of students after the lesson.

U 21. stoljeću se škole i nastavnici sve više suočavaju sa važnom i sveprisutnijom ulogom informacijsko-komunikacijskih tehnologija kako u obrazovanju, tako i svakodnevnom životu. Njihove mogućnosti i prednosti se više nego ikad koriste kako bi se nastava pretvorila u zanimljiviji i interaktivniji oblik s namjerom postizanja boljih rezultata, podizanja razine motivacije i interesa za gradivo kod učenika. S razvojem brojnih alata, programa i aplikacija omogućene su brojne opcije za izvedbu nastave, no također je vidljivo da se industrija kreće prema favoriziranju pametnih uređaja i mobilnih aplikacija. Jedan od glavnih razloga je svakodnevno korištenje pametnih uređaja, poglavito pametnih telefona od strane gotovo svih dobnih skupina, pa tako i učenika osnovnih i srednjih škola. Premda su pametni uređaj danas dostupni većini populacije, a mogućnosti njihovog korištenja brojne, oni kao mediji i dalje podliježu stigmi da odmažu koncentraciji te da je prevelik priljev informacija da bi se mogao koristiti u svrhe formalnog obrazovanja. Svrha ovog rada je istražiti na koji bi se način pametni uređaji mogli integrirati u nastavu informatike u srednjim školama, na koji način već jesu te jesu li rizici od njihove integracije uistinu preveliki da bi se njihovim uvođenjem dovelo do kontraefekta kod učenika. Provedeno istraživanje je usmjereno na nastavnike informatike u obrazovnim institucijama te studente nastavničkog smjera informatike kako bi se analiziralo njihovo mišljenje o integraciji pametnih uređaja u nastavi, koliko iz njihovog iskustva učenici podliježu pametnim uređajima kao sredstvima za bijeg od nastave i alatima dekoncentracije te koliko su uopće upoznati s mogućnostima pametnih uređaja u obrazovnim segmentima. In 21st century, schools and teachers face numerous challenges, one of which being the important and everpresent role of information-communication technologies in education, as well as in everyday life. Possibilities of such technology are more than ever used to shape teaching experience into a more interesting and interactive form – with a clear goal in mind, students achieving better results, having higher motivation and interest for education material. Numerous tools exist, programs and applications alike, which gives teachers and school many different option of integrating it into education, however – it is clear the industry gravitates towards smart devices and mobile applications, one of main reasons being everyday usage of smart devices throughout all age groups, especially students across all levels of formal education. Even with smart devices, especially smartphones, being available to the majority of global population and their capabilities being greater with each passing day, smart devices still fall under the stigma of being too distracting to be helpful in formal education. The goal of this thesis is to explore ways of smart devices to be integrated in computer classes, focusing on high schools. This thesis also strives to analyse ways smart devices already are integrated and to find out whether the stigma is in fact true – are they too distracting? The conclusions of an accompaying research are built upon answers and thoughts of teachers of computer sciences in educational institutions, as well as students majoring in computer science, teaching-oriented programme. Research is analysing their opinions on integration of smart devices in classes, their experience of students using smart devices as means of escape, rather than useful educational purposes, and trying to understand how much are current and future teachers truly acquainted with the possibilites of smart devices in the context of education.

Ovaj diplomski rad bavit će se ulogom društvenih mreža u razmjeni materijala za učenje. Stalni rast popularnosti društvenih mreža odražava se i na školsku zajednicu te učenici sve više komunikaciju uživo zamijenjuju virtualnom komunikacijom, a to se reflektira i na učenje te razmjenu didaktičkog materijala. U radu će se definirati društvene mreže te istaknuti klasifikacija te spomenuti one najpopularnije i prikazati njihov povijesni razvoj. Učenici, kao korisnici društvenih mreža, bit će prikazani kroz dobnu i spolnu strukturu, te s obzirom na aktivnosti koje prakticiraju prilikom korištenja društvenih mreža. Obradit će se fenomen društvenog umrežavanja kao nove forme društvenog ponašanja koji rezultira pozitivnim i negativnim aspektima upotrebe društvenih mreža što posljedično utječe na školski (ne)uspjeh. Prikazat će se i pozitivni te negativni aspekti društvenih mreža. Nakon toga će se definirati proces učenja te navesti vrste učenja, obratiti pažnja na promijenjeno okruženje za učenje koje je posljedica digitalnog doba. Definirat će se materijali za učenje te će se klasificirati. U istraživačkom dijelu predstavit će se rezultati istraživanja provedenog u Klasičnoj gimnaziji u Zagrebu. Na temelju analize izvest će se zaključci o upotrebi društvenih mreža u svrhu učenja i razmjene materijala za učenje. Na kraju će se izraziti stav o korisnosti društvenih mreža za razmjenu materijala za učenje na temelju provedenog istraživanja. Naposljetku slijedi zaključak, prilozi te literatura korištena u radu. In this diploma thesis, the topic of social networks, definition, historical development, the most popular social networks were named, some of the most common habits of being on social networks and the reasons for accessing social networks were determined. Users of social networks were listed according to gender and other characteristics. The positive and negative aspects of using social networks were written about, especially among pupils, young people and students who are the most frequent users. It explained what exactly learning in the digital environment means and how it works in today's world and school system, and how teachers cope with the new environment in which they participate. Learning was defined as a cognitive process and enumerated the types of learning, and then what is learned - learning materials. Learning materials were enumerated and clarified. Finally, a survey conducted among students of the "Classical Gymnasium Zagreb" was presented, which confirmed that students use social networks and that time spent on social networks affects their time dedicated to learning and this reflects on their school success and commitment to school and subjects.

Razvojem znanosti u 21. stoljeću u fokus istraživanja ušle su poteškoće djece pri učenju. Osim fizičkih invaliditeta, sve više pažnje se posvećuje i kognitivnim oštećenjima različitih kognitivno-funkcionalnih razina. S obzirom na to, potrebno je i nastavne materijale prilagoditi na način da budu razumljivi svim učenicima. U radu će se definirati pojam učenika s poteškoćama, kao i popratna terminologija, zakonske odredbe koje uređuju odnos uključivanja učenika u odgojno-obrazovne programe. Promotrit će se i stanje u Republici Hrvatskoj po pitanju integracije. Nadalje, u radu će se iznijeti metode prilagodbe nastave s obzirom na vrstu oštećenja koja je prisutna, a unutar svake podskupine oštećenja istražit će se njihove značajke i asistivne tehnologije koje bi olakšale nastavni proces. Poseban naglasak bit će stavljen na prikaz formalnih, neformalnih i informalnih oblika stručnog usavršavanja i obrazovanja učitelja i nastavnika te na potrebu za istima. Promotrit će se i uloga učitelja ili nastavnika u prilagodbi nastave na način da će se sažeti istraživanja provedena iz učeničke perspektive. U sklopu rada bit će provedeno i istraživanje u koje će biti uključeni učitelji i nastavnici osnovnoškolskih i srednjoškolskih ustanova u Republici Hrvatskoj. Istraživat će se prisutnost potrebe prilagodbe nastave, kao i metoda koje odgojno-obrazovni radnik inkorporira u navedenu prilagodbu. O rezultatima istraživanja i njihovoj implikaciji raspravljat će se unutar zaključka o radu. With the development of science in the 21st century, students' learning difficulties have become the focus of research. In addition to physical disabilities, more and more attention is being devoted to cognitive impairments of various cognitive-functional levels. In regards to this, it is necessary to adapt the teaching materials in a way that they are understandable to all students. The thesis will define the concept of students with impairments, as well as accompanying terminology and legal regulations which govern the relationship of student inclusion in educational programs. The state of integration in the Republic of Croatia will also be examined. Furthermore, the thesis will present methods of adapted teaching according to the type of impairment that is present, and within each subgroup of impairments, their characteristics and assistive technologies that would facilitate the teaching process will be explored. Special emphasis will be placed on the presentation of formal, non-formal and informal forms of professional development and education of teachers and the need for them. The role of teachers in adapting teaching will also be considered in a way that summarizes research conducted from a student perspective. As part of the thesis, a research will be conducted in which teachers of primary and secondary schools in the Republic of Croatia will be included. The presence of the need for teaching adaptation will be researched, as well as the methods that the teaching staff incorporates into the mentioned teaching adaptation. The results of the research and their implications will be discussed within the conclusion of the thesis.

U diplomskom radu analizirat će se inicijalno obrazovanje odgajatelja i učitelja s aspekta njihove didaktičko-metodičke pripremljenosti u radu sa suvremenom tehnologijom. Odgojno–obrazovni sustav ima zadaću afirmirati i razvijati, između ostalog, one kapacitete pojedinca koji će doprinijeti, osim individualnog rasta i razvoja, učinkovitom razvoju cjelokupnog društva. Društvo 21. stoljeća karakteriziraju brze i kompleksne promjene koje traže visoku razinu fleksibilnosti i aktivno sudjelovanje u suvremenoj tehnologiji. Područje našeg interesa odnosi se na pitanje jesu li studenti (budući odgajatelji i učitelji) primjereno obrazovani u području suvremenih tehnologija. U prvim poglavljima opisat ćemo bitne kompetencije koje odgajatelji i učitelji moraju imati za kvalitetan i produktivan rad općenito (osobne, stručne i profesionalne), a onda i specifične kompetencije za rad sa suvremenim tehnologijama. Drugi dio našeg teorijskog razmatranja vezan je uz analizu temeljnih kompetencija odgajanika kojih se priprema za rad sa suvremenim tehnologijama. Nakon toga napravit će se prikaz svih suvremenih tehnologija (hardvera i softvera) koje se danas koriste u svrhu odgoja i obrazovanja. Središnji dio teorijske rasprave odnosit će se na prednosti i nedostatke korištenja tehnologije u odgojno-obrazovnim institucijama. Na kraju diplomskog rada bit će prikaz istraživanja koje se provelo na Učiteljskom fakultetu u Zagrebu na studentima koji se školuju na odgajateljskim i učiteljskim smjerovima. U istraživanju koje se provelo istraživala se spremnost budućih odgajatelja, učitelja za rad sa suvremenim tehnologijama i njihovo zadovoljstvo stečenim kompetencijama (znanja, vještine, sposobnosti i vrijednosti) potrebnim za uspješan rad sa suvremenim tehnologijama. Na uzorku od 114 ispitanika zaključuje se kako većina studenata prepoznaje kolegije koji ih pripremaju za rad sa suvremenim tehnologijama pri čemu ne postoje značajne razlike između subuzoraka definiranih temeljem učiteljskog ili odgajateljskog studija. Iako se mogu prihvatiti hipoteze kako je procjena kompetencija za rad sa suvremenim tehnologijama primijenjenim na studijskoj praksi pozitivna te kako ne postoje značajne razlike između budućih učitelja i odgajatelja, treba istaknuti potrebu unapređenja rada posebice u virtualnoj učionici. Ovaj problem se posebno aktualizirao i aktualizira potrebom održavanje nastave na daljinu, što je preusmjerilo djelovanje učitelja i odgajatelja iz učionica u virtualne učionice te iz odgojnih skupina u virtualne skupine. Najviše kompetencija za rad sa suvremenim tehnologijama na studiju budući učitelji i odgajatelji stječu na vježbama, a budući učitelji i odgajatelji se ne razlikuju značajno u percepciji načina stjecanja kompetencija za rad sa suvremenim tehnologijama. Stavovi o suvremenim tehnologijama su kod najvećeg broja ispitanika pozitivni uz prevladavajući stav kako suvremena tehnologija negativno utječe na kvalitetu rada i značajno se u nekim pitanjima razlikuju kod budućih učitelja i odgajatelja. Medijski prostor je upravo u prvom valu pandemije COVIDa-19, u žarište interesa postavio načine organiziranja nastave na daljinu, koja do tad nije imala potrebu postaviti se u žarište odgojno-obrazovnog interesa. Odgovor odgojno-obrazovnog sustava od predškolskog do visokoškolskog mora biti usmjeren prilagodbi svim uvjetima. To ne znači da se kod primjene tehnologije pa i digitalne u odgojno-obrazovnom procesu ne treba pristupiti s oprezom jer se već sad pokazuje kako neki problemi koje prate ovu inače vrijednu tehnologiju nisu bezazleni. The diploma thesis will analyze the initial education of early childhood and preschool teachers and primary school teachers from the aspect of their didactic-methodological preparation in working with modern technology. The educational system has the task of affirming and developing those capacities of the individual that will contribute, in addition to individual growth and development, to the effective development of the entire society. Society of 21st century is characterized by rapid and complex changes that require a high level of flexibility and active participation in modern technology. Our area of interest is the question of whether students (early childhood and preschool teachers and primary school teachers) are properly educated in the field of modern technologies. In the first chapters we will describe important competencies that early childhood and preschool teachers and primary school teachers must have for quality and productive work in general (personal, expert and professional), and then specific competencies for working with modern technologies. The second part of our theoretical consideration is related to the analysis of the basic competencies of students who are being prepared to work with modern technologies. After that, a presentation of all modern technologies (hardware and software) used today for the purpose of education will be made. The central part of the theoretical discussion will relate to the advantages and disadvantages of using technology in educational institutions. At the end of the diploma thesis, review of the research conducted at the Faculty of Teacher Education in Zagreb on students studying in the fields of education and teaching will be made. The research was conducted on the preparation of future early childhood and preschool teachers and primary school teachers to work with modern technologies and their satisfaction with the acquired competencies (knowledge, skills, abilities and values) necessary for successful work with modern technologies. It is concluded on the sample of 114 subjects that most students recognize the courses that prepare them to work with modern technologies, and there are no significant differences between the subsamples defined on the difference of primary teacher education or early childhood and preschool education studies. Although hypotheses that the assessment of competencies for working with modern technologies applied in study practice is positive and that there are no significant differences between future primary school teachers and early childhood and preschool teachers can be accepted, the need for work improvement, especially in the virtual classroom should be emphasized. This problem has become especially relevant and is actualized by the need for distance learning, which has redirected the work of primary school teachers and early childhood and preschool teachers from classrooms to virtual classrooms and from educational groups to virtual groups. Most of the competences for working with modern technologies in the studies are acquired by future teachers through exercises, and future teachers do not differ significantly in the perception of how to acquire competencies for working with modern technologies. Attitudes about modern technologies are positive in the majority of subjects, with the prevailing attitude that modern technology negatively affects the quality of work and differ significantly in some issues among future teachers. In the very first wave of the COVID-19 pandemic, the media focused on ways of organizing distance learning, which until then had no need to place itself in the focus of educational interest. The response of the educational system from preschool to higher education must be directed at adapting to all conditions. This does not mean that the application of digital technology, in the educational process should not be approached with caution, because it is already shown that some of the problems that accompany this otherwise valuable technology are not harmless.

Od pojave prve tiskane knjige do pojave elektroničke knjige prošlo je više od petsto godina. Elektronički udžbenici (digitalni udžbenici, e-udžbenici), podvrste elektroničke knjige, već su neko vrijeme zastupljeni u hrvatskim školama. Najprije su se koristili kao CD-ROM, da bi se s razvojem tehnologije koristili na platformama, mobilnim telefonima i tabletima. Cjelovita kurikularna reforma obrazovanja u Republici Hrvatskoj započeta 2019. godine stavlja pred učitelje nove zahtjeve. Iako je tiskani udžbenik još uvijek obvezni obrazovni materijal u školstvu, učitelji se sve više okreću novim nastavnim sredstvima, ponajviše elektroničkim udžbenicima. Kao i druge moderne tehnologije, elektronički udžbenici imaju svojih prednosti, ali i nedostataka. Njihovim korištenjem nastava postaje raznovrsnija, zanimljivija i bliža učenikovim interesima. No, tehnički problem poput sporosti internetske veze najveći su problem kada se govori o elektroničkim udžbenicima. Diplomski rad donosi istraživanje o korištenju elektroničkih udžbenika u nastavi Hrvatskog jezika provedeno 2020. godine. Istraživanju su pristupili učitelji hrvatskog jezika koji su školske godine 2019./2020. predavali Hrvatski jezik u 5. razredu osnovne škole. Došlo se do zaključka da učitelji, neovisno o dobnoj skupini, spolu i godinama radnoga staža rado koriste elektroničke udžbenike u pripremi nastave kod kuće i samoj realizaciji nastavnog sata. Većina ispitanika zadovoljna je tehničkom kvalitetom izvedbe digitalnih sadržaja. Razlozi zašto učitelji češće ne koriste elektroničke udžbenike u nastavi tiču se nedovoljne opremljenosti udžbenika digitalnim sadržajima, tehničkih problema, zdravstvenih problema koji nastaju zbog čestog korištenja digitalne tehnologije te osobnog stava ispitanika: još uvijek im je draža tiskana inačica udžbenika. More than five hundred years had passed since the appearance of the first printed book until the arrival of the e-book. Electronic textbooks (digital textbooks, e-textbooks), a genre of e-books, have been present in Croatian school for some time. They were introduced in the form of CD-ROMs, but technological development allowed them to expand onto other platforms, mobile phones and tablets. The Comprehensive Curriculum Reform in Croatia, which has begun in 2019, faces teachers with new requirements. Although the printed textbook is still mandatory medium in education, teachers are increasingly implementing new lecturing approaches, mainly electronic textbooks. Much like other new technologies, electronic textbooks have their advantages, as well as shortcomings. They make lecturing more versatile, interesting and relatable to students. Technical issues like poor internet connection are considered to be the greatest challenges when it comes to electronic textbooks. This thesis brings forth a research on the use of electronic textbooks in Croatian language classes in 2020. The subjects were Croatian language teachers which taught Croatian to fifth-grade students during the school year 2019/2020. It was concluded that all teachers, regardless of their age, gender and seniority, are prone to using electronic textbooks both during class preparation and class realization. Most subjects are content with the technical quality of digital content implementation. The reason for reluctance in some teacher include insufficiently equipped e-textbooks, technical issues, health issues that arise from the frequent use of digital technology and teachers’ personal views – they still prefer printed version of textbooks.

Ovaj rad će ispitati upotrebu informacijsko-komunikacijske tehnologije unutar nastavnog procesa predmetne nastave. Ubrzani razvoj današnje tehnologije dovodi do inovacija koje je moguće implementirati kako bi se poboljšala svakodnevna nastava. Na početku ovog rada definirat će se pojam informacijsko-komunikacijske tehnologije. Zatim će se pojasniti upotreba informacijsko-komunikacijske tehnologije u svrhu unaprjeđenja nastavnog procesa te će se ukratko pojasniti pojmovi informacijska i računalna pismenost, e-učenje i m-učenje, web 2.0 alati te korištenje robota unutar nastave. U nastavku rada biti će opisani projekti „Škola za život“ i „e-Škole“ kojima se pokušava potaknuti na digitalizaciju unutar obrazovnih ustanova na području Republike Hrvatske. Nadalje, definirat će se općenito značenje pojma kompetencije te će se opisati kompetentan nastavnik u tehnološkom i pedagoškom smislu te riječi. Također, navest će se različiti načini primjene računala i digitalnih obrazovnih sadržaja unutar same nastave, ali i konkretni primjeri uporabe različitih softverskih alata, mrežnih stranica i aplikacija unutar određenih nastavnih predmeta kao što su informatika, matematika, hrvatski jezik te strani jezik poput engleskog jezika. Također, bit će opisana analiza digitalnih obrazovnih sadržaja koji se nalaze na repozitoriju digitalnih obrazovnih sadržaja pod nazivom Edutorij. Opisat će se kako informacijsko-komunikacijska tehnologija može pridonijeti pri radu s učenicima s posebnim potrebama poput darovitih učenika i učenika s poteškoćama u razvoju. Uz to navest će se prednosti i nedostatci uporabe informacijsko-komunikacijske tehnologije unutar nastavnog procesa. Na samome kraju prikazat će se analiza i rezultati istraživanja čiji je cilj utvrditi u kojoj mjeri unutar nastavnog procesa predmetni učitelji koriste tehnologiju i sadržaje koje ona pruža te kakvi su njihovi osobni stavovi prema upotrebi iste. Istraživanje će se provesti putem ankete koju će predmetni nastavnici ispunjavati u osnovnim školama s područja Republike Hrvatske. This diploma paper researches the use of information and communication technology in the teaching process of subject teaching. The rapid development of recent technology has resulted in innovations that can be implemented for the purpose of teaching improvement. The paper begins with the information and communication technology concept definition. There follows the explanation on the use of information and communication technology in teaching process improvement, as well as of the terms such as information and computer literacy, e-learning and m-learning, web 2.0 tools, and the use of robots in teaching. The following chapter focuses on the projects „Škola za život“ and „e-Škole“ aiming at digitalization of educational institutions in the Republic of Croatia. Furthermore, the paper deals with the general meaning of the terms competence, a competent teacher in technological and pedagogical sense of the term. Additionally, different usages of computers and digital educational content in teaching will be described, giving concrete examples of using different software tools, websites and applications in particular subjects such as informatics, mathematics, Croatian language, chemistry and foreign language like English language. Also, an analysis of the digital educational content found in the digital educational content repository called „Edutorij“ will be described. The paper describes the ways information and communication technology contribute to working with students with special needs e.g. gifted students and students with disabilities. In addition, the advantages and disadvantages of using information and communication technology in teaching will be listed. Finally, an analysis and research results will be presented with an aim to determine the extent at which subject teachers use technology and the contents within the teaching process; it presents teachers' personal attitudes towards the use of information technology. The research will be conducted among subject teachers in primary schools in the Republic of Croatia by means of a questionnaire.

U hrvatskom obrazovnom sustavu računalno razmišljanje i programiranje istaknute su vještine u sklopu nastavnog predmeta Informatika. Računalno razmišljanje je univerzalna vještina primjenjiva u svakodnevnom rješavanju problema, a učenje programiranja razvija socijalne i kognitivne vještine učenika te interdisciplinarno razmišljanje, inovativnost i stvaralaštvo. U ovom radu istaknuti su ciljevi informatičkog obrazovanja u suvremenom obrazovnom sustavu, a posebno je izdvojena informatička domena Računalno razmišljanje i programiranje. Rad sadrži kratke preglede razvoja mišljenja o računalnom razmišljanju, praktične načine poučavanja uvodnog ili početnog programiranja za učenike osnovnih škola, a također su navedene i bitne karakteristike jezika za poučavanje programiranja. Programiranje se ističe kao bitna vještina 21. stoljeća, stoga je u interesu istraživanja bilo dobiti uvid u stavove mlađih generacija. Cilj rada je bio razmotriti programiranje iz perspektive učenika osnovne škole. Odnosno, cilj istraživanja je bio utvrditi percepciju i popularnost programiranja među učenicima; kako učenici gledaju na programiranje te zanima li ih savladati tu vještinu. In the Croatian educational system computational thinking and programming are prominent skills within the school subject Informatics. Computational thinking is a universal skill applicable in everyday problem solving while learning programming develops students' social and cognitive skills as well as interdisciplinary thinking, inventiveness, and creativity. This paper highlights the goals of IT education in the modern educational system, and it discusses the domain of Computational Thinking and Programming in particular. The paper contains brief overviews of thought development on computational thinking, practical ways of teaching introductory or initial programming for primary school students, and it also lists the important characteristics of educational programming languages. Programming stands out as an essential skill of the 21st century, so it was in the interest of research to gain insight into the attitudes of the younger generations. The aim of the paper was to consider programming from the perspective of primary school students. That is, the aim of the research was to determine the perception and popularity of programming among students; how students view programming and whether they are interested in mastering this skill.

Ovim radom bit će prikazan proces organiziranog neformalnog obrazovanja koji prolaze studenti osposobljeni za rad u pozivnom centru telekomunikacijskog operatora primjenom sustavskog pristupa u obrazovanju koji vodi računa o samom procesu izobrazbe kao cjelini, svim njenim dijelovima i njihovom međudjelovanju. Prikaz polazi od sadržajne strukture pisanih materijala koji se koriste u samom procesu izobrazbe. Pozivni centar može se najopćenitije, kako objašnjavaju Brodarić i dr.(2008), prikazati kao centralno mjesto za prikupljanje i distribuciju svih relevantnih informacija, ukoliko se isti još stavi u kontekst telekomunikacija gdje se informacije, usluge, potrebe korisnika i operatora pa i samo tržište vrlo brzo mijenjaju te je potrebno isti analizirati pomoću primjerenog pristupa koji omogućava uspješno ispitivanje potreba za promjenama, njihovo provođenje i vrednovanje njihovih učinaka. Uz nužni teorijski dio i pojašnjenje pojmova poput neformalnog obrazovanja koji je u pozadini teme, rad donosi povijesni pregled i primjenu korištenog sustavskog pristupa uz navođenje postojećih istraživanja u području izobrazbe za rad u pozivnom centru u Republici Hrvatskoj i svijetu. Istraživački dio rada temeljit će se na analizi sadržaja postojećeg obrazovnog programa u odabranom pozivnom centru i pristupu koji se koristi pri izradi obrazovnih sredstava za učenje i poučavanje te neposredno daje uvid u osobine studenata koji su podvrgnuti samom obrazovnom programu. Rad na samom kraju donosi prijedlog unaprjeđenja postojećih procesa obrazovanja koji se može primijeniti kao predložak daljnje izobrazbe u području telekomunikacijskih operatora bez obzira na sadržaj. This thesis presents the process of informal education organized for the students trained to work in a telecommunications call center. It is done by applying a systematic approach to education that takes into account the entire process of education, all its parts and their interaction. Approach is mainly based on the content used in the educational process and its structure. The call center can best be presented as the central place for collecting and distributing all relevant information. If it is then put in the context of telecommunications where information, services, user and operator needs and the market itself changes very quickly, it is important that is analyzed using an appropriate approach. It enables a successful examination of the needs for change, their implementation and evaluation of their effects. With the indispensable theoretical part and the explanation of concepts such as informal education which is the basic term of the presented theme, the paper also provides a historical overview and use of system approach, with reference to existing research in the field of training in the call center in Croatia and the world. The research part of the thesis is based on the use of content analysis of the existing educational program in the selected call center and revealing used approach in creating educational materials and other activities. Throughout this process we will have insight into students who are exposed to the educational program itself and their chatacteristics. Thesis at the very end provides a suggestion for the improvement of existing education processes that can be used as a template for further training in the field of telecommunications operators regardless of content.

Informacijsko-komunikacijski mediji i tehnologije igraju ključnu ulogu u održavanju nastave informatike jer predstavljaju sredstva i pomagala pomoću kojih se ista održava, ali i ciljani predmet istraživanja i učenja. Kako bi u potpunosti shvatili važnost i budućnost tih medija i tehnologija u našoj nastavi, moramo se prisjetiti povijesti njihovog nastanka te provesti anketu kroz koju ćemo dobiti odgovore na određene hipoteze vezane za opremljenost informatičkih učionica, tehnologije koja najviše motivira učenike za nastavni rad te povezanost između godina radnog staža, angažiranosti u stručnim usavršavanjima i znanja i sposobnosti primjene medija i tehnologija u nastavi. Information-comunication media and technologies have a very important role in teaching informatics because they have a role of means and aids we use, but also the main focus of our research and learning. In order to fully understand the importance and future of these media and technologies in our teaching, we must revisit the history of their origin and conduct a survey through which we will get answers to certain hypotheses related to computer classrooms and how well they are equipped, technology that motivates students the most and the connection between years of work experience, engagement in professional training and knowledge and ability to apply media and technologies in teaching process.

U ovom će radu biti riječi o e-Dnevniku, aplikaciji i sustavu koji upotrebljavaju učenici, nastavnici, učitelji i roditelji s pomoću kojeg je moguć uvid u ocjene, osobne podatke, bilješke i zapise o obrazovanju za tekuću školsku godinu. U teorijskom dijelu rada prikazan je osvrt na informacijsko-komunikacijsku tehnologiju u obrazovanju te njezin značaj u odgojno-obrazovnom procesu, prikazani su razlozi pokretanja projekta e-Škole i razvoja e-Dnevnika te su opisane karakteristike i tehnički preduvjeti za upotrebu e-Dnevnika – razredne knjige u elektroničkom formatu. Razmatraju se i usluge koje sustav nudi i funkcionalnosti koje su dostupne ovisno o profilu korisnika koji pristupaju sustavu te su prikazane sličnosti i razlike u funkcionalnostima e-Dnevnika za nastavnike, učenike i roditelje te e-Dnevnika za škole. U istraživačkom dijelu rada prikazani su dijelovi polu-strukturiranog intervjua u kojem je sudjelovao jedan nastavnik s dugogodišnjim iskustvom rada u srednjoj školi. Zbog smanjene reprezentativnosti uzorka koja je uzrokovana globalnom pandemijom bolesti COVID-19, može se reći da ovi rezultati uglavnom potvrđuju rezultate prethodnih istraživanja, što znači da su nastavnici uglavnom zadovoljni e-Dnevnikom te da sustav ima više prednosti nego nedostataka, no veći uzorak bi svakako pokazao preciznije rezultate, s posebnim osvrtom na situaciju koja je uzrokovana pandemijom te bi se dobio bolji uvid u spremnost odgojno-obrazovnog sustava Republike Hrvatske na model potpunog obrazovanja na daljinu u kojem informacijsko-komunikacijska tehnologija i sustavi poput e-Dnevnika imaju ključnu ulogu. This thesis discusses e-Dnevnik, an application and a system used by students, teachers, and parents in primary and secondary education that gives users the access to grades, personal data, notes and records about education for the ongoing school year. The theoretical part gives an overview of ICT in education, its importance in educational processes, an overview of the reasons for the implementation of the e-Škole project, and the development of e-Dnevnik, as well as the characteristics and technical requirements of e-Dnevnik, the class register book in the electronic format. The theoretical part also gives an insight into the services offered by the system and various functionalities that are available depending on the profile of the user accessing it, and into the similarities and differences in the functionalities of e-Dnevnik for teachers, students and parents, and schools. The research part shows parts of the semi-structured interview with a high school teacher who has many years of teaching experience. Due to the reduced representativeness caused by the global pandemic of COVID-19, it can be said that these results mostly confirm the results of previous research, which means that teachers are generally satisfied with e-Dnevnik and that the system has more advantages than disadvantages. However, a larger sample would produce precise results, with particular regard to the situation caused by the pandemic. Further research would also give a better insight into the competence of the Croatian educational system concerning the online education in which ICT and systems such as e-Dnevnik are of the utmost importance.

Rad se bavi stručnim usavršavanjem djelatnika odgojno-obrazovnog procesa u svrhu provedbe programa „Škola za život“ koji potiče korisnije i smislenije obrazovanje za učenike. Kako bi učitelji, nastavnici, stručni suradnici i ostali sudionici odgojno-obrazovnog procesa bili kompetentni za uvođenje potrebnih promjena u sustav trebaju se i sami dodatno obrazovati, odnosno usavršiti u svojoj struci. U tu svrhu uvele su se predmetne virtualne učionice na online platformi za učenje na daljinu CARNET Loomen koje su namjenjene usavršavanju učitelja, nastavnika, stručnih suradnika i ravnatelja obrazovnih institucija. S obzirom na to da se radi o obrazovanju odraslih osoba, u radu će biti objašnjena znanstvena disciplina andragogija koja se bavi spomenutim područjem. Nadalje, bit će objašnjeni ciljevi obrazovanja, karakteristike učenja i osnovna područja obrazovanja odraslih kao i osposobljavanje za samoobrazovanje uz podršku informacijsko-komunikacijske tehnologije. Tehnologija je omogućila pojavu e-učenja čiji će povijesni razvoj, definicija, klasifikacija i kontinuum biti predstavljeni u radu uz njezine prednosti i nedostatke jer se stručno usavršavanje odvija ovim oblikom učenja. Cilj rada je ispitati zadovoljstvo i korisnost dodatnih stručnih usavršavanja djelatnika odgojno-obrazovnog procesa kao odraslih osoba putem sustava za elektroniĉko učenje – Loomen. The paper deals with the professional development of employees in the educational process, in order to implement the program "School for Life", which encourages more useful and meaningful education for students. In order for teachers, professional associates and other participants in the educational process to be competent in introducing the necessary changes in the system, they need to further educate themselves, ie improve in their profession. To help achieve this goal, virtual classrooms have been implemented on an online platform called CARNET Loomen. Considering that the paper will be covering the education of adults, we will also be discussing the scientific discipline named andragogy. Furthermore, we will go through the goals of education, the characteristics of learning and the basic fields of education for adults, as well as training for self-education with the help of information and communication technologies. Technology has enabled the emergence of e-learning whose historical development, definition, classification and continuum will be presented in the paper with its advantages and disadvantages, because professional development takes place in this form of learning. The aim of this paper is to examine the satisfaction and usefulness of additional professional training for employees in the educational process, through the elearning system - Loomen.

Rad se sastoji od dvostrukog teorijskog dijela koje uključuje pozadinu važnosti i uloge narodnih knjižnica i usluga koje nude lokalnoj zajednici te teorijskog dijela o obrazovanju starijih odraslih, njihovim potrebama, ograničenjima i odnosa sa tehnologijom, kao i posebnostima u radu i podučavanju starijih. Treći dio rada prikazuje istraživanje provedeno u Gradskoj knjižnici Ante Kovačića u Zaprešiću na radionici čiji je cilj osposobiti starije korisnike knjižnice u korištenju mobilnog uređaja. Rezultati istraživanja ukazuju kako će osim naprednije informacijsko-informatičke pismenosti voditelj radionice morati imati predznanja o mogućnostima učenja starijih, kao i pozitivne osobne karakteristike poput strpljivosti, kreativnosti i razumijevanja. Uz to, savjetuje se da knjižnica nastoji unaprijed pripremiti materijale za radionicu te osigurati primjeren, privatniji prostor za one korisnike koji to žele. The paper consists of a double theoretical part that includes a background on the importance and role of public libraries and the services they offer to the local community, and a theoretical part on older adults' education, their needs, limitations and relationships with technology, as well as particularities in the work and teaching of seniors. The third part of the paper presents a research conducted at the City Library of Ante Kovačić in Zaprešić at a workshop aimed at empowering older library users to use a mobile device. The results of the research indicate that in addition to advanced information-literacy skills, the workshop leader will need to have prior knowledge of the learning opportunities of the elderly, as well as positive personal characteristics such as patience, creativity and understanding. In addition, it is advised that the library endeavors to prepare workshop materials in advance and to provide adequate, more private space for the users who wish to do so.

Usustavljivanje nastavnog gradiva važan je metodički oblik u procesu učenja, ali i poučavanja koji učenicima osnovnih i srednjih škola pomaže pri učenju i svladavanju školskog gradiva. To je vrsta produktivnog ponavljanja u kojem učenici oblikuju pregled usvojenih činjenica i generalizacija i međusobno ih povezuju te vizualno prikazuju. Tim se procesom pojačava mišljenje, odnosno produktivnim usustavljivanjem postiže se produktivno mišljenje. Vizualni prikaz i pregled nastavnih sadržaja najčešće se ostvaruje izradom mapa, lenti vremena, plakata, postera, dijagrama, infografika, maketa i sl. Dvije su mogućnosti izrade tih pregleda sadržaja, a to su na tradicionalni način, odnosno manualno i pomoću digitalnih alata. U radu su pruženi opisi i usporedba tradicionalnih i digitalnih mogućnosti usustavljivanja gradiva s njihovim prednostima i nedostacima. Postoji velik broj digitalnih alata koji to omogućuju, a koji su besplatni, praktični i lako dostupni svima. Za potrebe rada provedeno je istraživanje kojim se utvrdila učestalost uporabe digitalnih alata prilikom usustavljivanja nastavnog gradiva u odnosu na tradicionalan način usustavljivanja bez uporabe računalne tehnologije te zadovoljstvo uporabom pojedinih oblika. Nastavnici redovito provode usustavljivanje gradiva sa svojim učenicima i pri tome rado upotrebljavaju digitalne alate jer primjećuju veću motiviranost i angažiranost kod učenika pa tako i veće vlastito zadovoljstvo u radu. Systematization of teaching materials is an important methodological form not only in the learning process, but also in teaching, which helps primary and secondary school students to learn and master the school curriculum. It is a type of productive repetition in which students create an overview of the facts and generalizations they have learned, interconnect them and present them visually. This process intensifies thinking, that is, productive systematization generates productive thinking. Visual presentation and review of curriculum content is most often accomplished by creating maps, time lines, posters, billboards, diagrams, infographics, models etc. There are two ways of creating these content reviews: the traditional one (i.e. manually), and by using digital tools. This thesis provides descriptions and comparisons of traditional and digital content systematization options with both their advantages and disadvantages. There is a number of digital tools that make this possible and they are free, practical and easily accessible to anyone. For the purposes of the thesis, a research was conducted to determine the frequency of use of digital tools in the systematization of curriculum in relation to the traditional method of systematization without the use of computer technology, as well as satisfaction with the use of certain forms. Teachers regularly systematize the curriculum with their students and are pleased to use digital tools because they notice both greater motivation and engagement in students and greater self-satisfaction with their own work.

Najranije zabilježeni slučaj ikakve naznake učenja na daljinu je zabilježen u 18. stoljeću, što se sa stajališta moderne tehnologije čini prilično daleko. Do današnjeg dana je cijeli koncept uvelike napredovao i elektroničko i online obrazovanje su pojmovi koji danas obrazovnom okruženju i ljudskim resursima u tom okruženju nisu nimalo strani. Ovaj rad je usredotočen na jedan od bitnijih čimbenika u cijelom konceptu; E-portfolio. E-portfolio je dio elektroničkog obrazovnog okruženja koji omogućuje vrlo jednostavno sabiranje, organiziranje i očuvanje informacija vezanog za obrazovanje i učenje pojedinca. Konceptualno postoji više vrsta E-portfolia, ali su u općem smislu podređeni svrsi naobrazbe. Često se koristi na sveučilištima gdje su još uvijek elektronička obrazovna okruženja u akademskom smislu najbitniji online alati za učenje te je dokazano kako je e-učenje zajedno sa svim njegovim čimbenicima jedan nevjerojatan koncept i model učenja koji je isplativ u svakom pogledu. Kroz konstantno ulaganje u tehnologiju i nastojanje da se ovaj sustav učenja što dalje razvija, obrazovanje se može maknuti od svog sadašnjeg sistematiziranog i standardiziranog modela učenja i poučavanja, te može ispuniti svoju ulogu koju pokušava ispuniti od kad postoji, naučiti. The earliest recorded case of any idea of distance learning was recorded in the 18th century, which from modern technology’s point of view seems quite distant. To this day, the whole concept has greatly advanced and virtual and online education are terms that are not strange to today's educational environment and human resources in that environment. This paper focuses on one of the most important factors in the whole concept; E-portfolio. E-portfolio is a part of an electronic education environment that simplifies gathering, organization and preservation of information related to individual education and learning. Conceptually, there are several types of E-portfolios, but in general are submitted to the purpose of education. It is often used at universities where e-learning environments are still the most important online learning tools in the academic sense and it is proven that e-learning, together with all of its factors, is an incredible concept and learning model that is profitable in every aspect. By constantly investing in technology and working towards the development of this learning system, education can shy away from its current systematized and standardized learning and teaching model and can fulfill its role it has been trying to fulfill since it’s existence, to learn.

Cilj ovog diplomskog rada bio je istražiti postoji li problem elektroničkog nasilja u jednoj osnovnoj školi te u kojoj mjeri. Elektroničko nasilje jedan je od oblika nasilja koje se događa putem interneta, a najviše zahvaća upravo djecu koja još uvijek nisu dovoljno svjesna i pažljiva koristeći različite servise komunikacije. Rad se sastoji od teorijskog pregleda pojmova nasilja i elektroničko nasilje, njihovih vrsta, obilježja nasilnika i žrtava, pregled zakonskih okvira koji se tiču nasilja i elektroničkog nasilja kao i usporedba nasilja i elektroničkog nasilja. Nakon navođenja karakteristika nasilja i elektroničkog nasilja, navedene su preporuke za prevenciju, prepoznavanje i sprječavanje elektroničkog nasilja za roditelje i nastavnike. Drugi dio rada sadrži prikaz rezultata istraživanja u obliku anketnog upitnika provedenog u razdoblju od 29. travnja do 10. svibnja 2019. godine u petom, šestom i sedmom razredu Osnovne škole Podturen koja se nalazi u malom mjestu Međimurske županije. Rezultati istraživanja pokazuju da ona djeca koja su u manjoj mjeri poznavala pojam elektroničko nasilje su u većoj mjeri bili sudionici istog. The aim of this graduate thesis was to investigate whether the problem of cyberbullying in an elementary school exists and to what extent. Cyberbullying is one of the forms of bullying that happens through the internet and children who are still not sufficiently aware and careful using various communication services are most likely to be a part of it. The paper consists of a theoretical review of the concepts of bullying and cyberbullying, their types, the characteristics of bullies and victims, an overview of legal frameworks dealing with bullying and cyberbullying, as well as a comparison of bullying and cyberbullying. After mentioning the characteristics of bullying and cyberbullying, recommendations for prevention and detection of cyberbullying for parents and teachers are listed. The second part of the paper presents the results of the survey in the form of a questionnaire conducted in the period from 29 April to 10 May 2019 in the fifth, sixth and seventh grade of the Podturen Elementary School, located in a small place in Međimurje County. Research results show that children who were less familiar with the concept of cyberbullying were more likely to be part of the same.