Page 82 - Drobnič Janez, Pelc Stanko, Kukanja Gabrijelčič Mojca, Česnik Katarina, Cotič Nastja, Volmut Tadeja. Ur. 2023. Vzgoja in izobraževanje v času covida-19. Koper: Založba Univerze na Primorskem
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ja Maričić, Nenad Milinković, and Snežana Marinković
conditions of teaching. Educational institutions were forced to look for dif-
ferent alternative approaches through ‘digital or online learning,’ i.e. learn-
ing ‘from home.’ The place of learning moved from the classroom to the stu-
dents’ homes, so that the learning process did not occur in the same sur-
roundings and at the same time, but in several different places. The switch to
such organization of teaching has brought many changes for schools. Inter-
national studies conducted in early 2020 showed that teachers felt stressed
when these changes occurred and were concerned that students’ academic
and social needs were not met (Hamilton, Kaufman, and Diliberti 2020). In
such a situation, teachers were looking for the best solution for communica-
tion and teaching.
During the last decade, the Republic of Serbia has made many steps fea-
turing strategically stated goals for the development of digital competen-
cies of teachers. Strategija razvoja obrazovanja u Srbiji do 2020. godine 2012
(2012) also emphasized the importance of digital competencies develop-
ment within the development of the education system, but also of the so-
ciety as a whole. The Ministry of Education, Science and Technological De-
velopment of the Republic of Serbia, in cooperation with the Institute for
the Advancement of Education and the Institute for Evaluating the Quality
of Education, published for the first time in 2017 and then in 2019 a revised
document Okvir digitalnih kompetencija: nastavnik za digitalno doba. (Min-
istarstvo prosvete, nauke i tehnološkog razvoja 2019). The main objective of
this document was to support teachers from the education system in the
process of integrating digital content into everyday practice. Additionally,
the acquisition of digital competencies within the system of compulsory
education is prescribed by the Law on the Fundamentals of the System of
Education and Upbringing of the Republic of Serbia (Zakon o osnovama sis-
tema obrazovanja i vaspitanja 2019). The intentions were focused not only
on raising the digital competence of teachers, but also on raising digital lit-
eracy among students, from the first level of the education system, i.e. from
preschool education. Through various competitions, for example, ‘Digital
Class,’ the Ministry of Education, Science and Technological Development of
the Republic of Serbia sought to encourage the use of information technol-
ogy in the teaching process. During the 2018/2019 school year, a pilot project,
‘2000 Digital Classrooms,’ was launched, aimed at improving digital skills of
teachers in order to include digital materials and e-textbooks in the teaching
process, which would thus result in the development of students’ skills. The
project was successfully implemented by training and improving the digital
competencies of large numbers of teachers.
82
conditions of teaching. Educational institutions were forced to look for dif-
ferent alternative approaches through ‘digital or online learning,’ i.e. learn-
ing ‘from home.’ The place of learning moved from the classroom to the stu-
dents’ homes, so that the learning process did not occur in the same sur-
roundings and at the same time, but in several different places. The switch to
such organization of teaching has brought many changes for schools. Inter-
national studies conducted in early 2020 showed that teachers felt stressed
when these changes occurred and were concerned that students’ academic
and social needs were not met (Hamilton, Kaufman, and Diliberti 2020). In
such a situation, teachers were looking for the best solution for communica-
tion and teaching.
During the last decade, the Republic of Serbia has made many steps fea-
turing strategically stated goals for the development of digital competen-
cies of teachers. Strategija razvoja obrazovanja u Srbiji do 2020. godine 2012
(2012) also emphasized the importance of digital competencies develop-
ment within the development of the education system, but also of the so-
ciety as a whole. The Ministry of Education, Science and Technological De-
velopment of the Republic of Serbia, in cooperation with the Institute for
the Advancement of Education and the Institute for Evaluating the Quality
of Education, published for the first time in 2017 and then in 2019 a revised
document Okvir digitalnih kompetencija: nastavnik za digitalno doba. (Min-
istarstvo prosvete, nauke i tehnološkog razvoja 2019). The main objective of
this document was to support teachers from the education system in the
process of integrating digital content into everyday practice. Additionally,
the acquisition of digital competencies within the system of compulsory
education is prescribed by the Law on the Fundamentals of the System of
Education and Upbringing of the Republic of Serbia (Zakon o osnovama sis-
tema obrazovanja i vaspitanja 2019). The intentions were focused not only
on raising the digital competence of teachers, but also on raising digital lit-
eracy among students, from the first level of the education system, i.e. from
preschool education. Through various competitions, for example, ‘Digital
Class,’ the Ministry of Education, Science and Technological Development of
the Republic of Serbia sought to encourage the use of information technol-
ogy in the teaching process. During the 2018/2019 school year, a pilot project,
‘2000 Digital Classrooms,’ was launched, aimed at improving digital skills of
teachers in order to include digital materials and e-textbooks in the teaching
process, which would thus result in the development of students’ skills. The
project was successfully implemented by training and improving the digital
competencies of large numbers of teachers.
82
