The Use of Computers in Teaching Art

U radu se razmatra zastupljenost i mogućnosti načina korištenja računalne tehnologije u nastavi Likovne kulture u prva četiri razreda osnovne škole, osposobljenost učitelja te aktivnosti djece navedene dobi u korištenju računala u nastavi općenito. Opisan je razvoj dječjeg likovnog izražavanja, a daje se i vrlo detaljan opis odrednica koje bi učitelj trebao koristiti u nastavnim aktivnostima. Prilikom razrade ovoga rada, naglasak je usmjeren na generacijske razlike pri čemu se utvrđuju potrebe za drugačijem pristupu u stilu poučavanja generacije Z. Nadalje, detaljno su prikazani i razrađeni sadržaji Nastavnog plana i programa za osnovnu školu te dokumenti Cjelovite kurikularne reforme. Iz ovih dokumenata, koji su teorijski temelj rada u nastavi, pozornost se najviše usmjerila na samu temu rada odnosno uporabu računala u nastavi likovne kulture te njegovu metodičku uporabu. U mnoštvu digitalnih obrazovnih sadržaja, programa i aktivnosti, izabrani su oni koji najviše odgovaraju zahtjevima nastave. Temeljivši se na Bloomovoj digitalnoj taksonomiji, Web 2.0 alati podijeljeni su u kategorije ovisno o svrsi kojoj koriste te isto daje dobru osnovu za isticanje alata, programa i/ili slično naročito korisnih učiteljima te učenicima. Posebni podnaslovi posvećeni su opisu učeničke aktivnosti odnosno raznih alata, portala i programa prilikom samostalne izrade digitalnih uradaka u području Likovne kulture. U primjeru metodičke uporabe digitalnih obrazovnih sadržaja u nastavi najviše se vodilo savjetima profesora Miroslava Huzjaka dok se istraživanjem, provedenim u tri riječke škole, anketnim listovima ispitivalo učitelje te su većinom potvrđene postavljene hipoteze, a govore o velikoj zastupljenosti računala međutim i o njegovoj „ukalupljenosti“ u primjeni.The thesis determines the representation and the possibilities of using computer technology in Art classes in the first four grades of primary school, teacher's knowledge of using computer technology and activities for students of that age. Furthermore, it's described the development of children's artistic expression and its given a very detailed description of the guidelines that should be on the teacher's mind while deciding which tools and activities choose to use in the classroom. During the elaboration of this chapter emphasis focuses on the generation gap where has established the need for a. During the elaboration of this chapter emphasis focuses on the generation gap where has established the need for a different approach of teaching style for Generation Z. In next chapter are detailed and elaborated contents of the national curriculum for new primary schools and curricular reform. In these documents, which are the theoretical foundation of teaching and learning, attention is mostly focused on the usage of computers in teaching art and its methodical use. In a variety of digital education content, programs and activities, in the text are selected those that are best fit for requirements of teaching. Based on Bloom's digital taxonomy, Web 2.0 tools are divided into categories depending on the purpose of use and the same provides a good basis for those tools and programs which are especially useful for teachers and students. Special subheadings are dedicated to the description of student activities and a variety of tools, portals and programs used in independent work in digital art education. Example of methodical usage of digital educational contents its mostly guided with advices of Professor Huzjak and the research is carried out in three schools in Rijeka. Teachers were examined with questionnaires and proposed hypotheses, connected with the presence of the computer teaching and about its "stereotyping" in usage, are mostly confirmed