Didactic dimensions of interactive whiteboards in visual art classes in 9th grade of elementary school in Slovenia

Večina šol je v sodobnem času opremljena z interaktivnimi tablami in pripadajočo programsko opremo. Težavo predstavlja dejstvo, da učitelji v zadostni meri ne poznajo pripadajoče programske opreme ali pa nimajo časa za pripravo gradiv. Zato je bil poglavitni cilj magistrskega dela ustvariti interaktivne vsebine kot predloge ali ideje za poučevanje pri pouku likovne umetnosti v devetem razredu osnovne šole v Sloveniji in s tem približati in spodbuditi uporabo interaktivne table pri pouku likovne umetnosti. V sklopu magistrskega dela smo ustvarili zbirko didaktičnih iger za likovno umetnost v devetem razredu. Njihovo učinkovitost in ustreznost smo tudi preizkusili v osnovnih šolah tako s strani učencev kot učiteljev. Rezultati raziskave so pokazali, da so si učenci ob preizkušanju didaktičnih iger učno snov bolj zapomnili zaradi zabavne narave iger. V strukturiranem intervjuju sta likovni pedagoginji potrdili preprostost uporabe didaktičnih iger in izrazili željo po uporabi zbirke didaktičnih iger. Analizirani podatki so potrdili, da učitelji in učenci želijo zbirko uporabljati v učnem procesu. Rezultat nas je spodbudil, da bomo poskušali didaktične igre plasirati v likovno-pedagoško prakso.The majority of modern day schools is equipped with interactive whiteboards and corresponding software. Lack of knowledge of the software or lack of time to prepare learning material are the reasons why teachers have problems with it. Therefor the main goal of this thesis is to create suggestions or ideas for learning material suitable for interactive whiteboards in art classes in the ninth-grade primary school in Slovenia and to encourage the use of interactive whiteboards in art classes. The thesis includes a collection of didactic games for art classes for the ninth-grade. Effectiveness and suitability was tested in primary schools by students and teachers. Results have shown that during the testing of the didactic games, the students have memorized more information due to the fun nature of the games. In a structured interview, the art teachers have confirmed the simple use of the didactic games and expressed the wish to teach with the collection through out the teaching process. Analyzed data has confirmed that teachers and students want to use the collection of games during the teaching process. The results have encouraged us to try and launch the didactic games as an everyday practice in art class