Page 138 - Inovacije i izazovi u obrazovanju i sestrinskoj skrbi - KNJIGA SAŽETAKA

INOVACIJE I IZAZOVI U OBRAZOVANJU I SESTRINSKOJ SKRBI - KNJIGA SAŽETAKA

Digital Tools in the Teaching of the Croatian Language

In the last decade, the world we live in has been rapidly changing at all levels, and the question
arises of how to adapt the education system to these changes and how students in modern
schools can acquire the knowledge and skills they need for successful adaptation. New literacy
refers to literacies that appeared in the post-typography era, with the advent of digital
technology. It is defined as speaking and listening competence but also extends to understanding
codes, numbers, signs, animations, and symbols, including audio and video formats. Screens,
which are part of everyday life, include images, moving text, music, sound, and voice, and all
of this together creates meaning for the student. For the education system to adapt to the modern
student, it is necessary to encourage students' motivation and reading literacy, which has
traditionally focused on written texts, by integrating multimedia content into lessons and using
digital tools for collaboration, learning applications, and the creation of digital content. Using
digital tools encourages additional engagement among students, develops reading skills, and
expands digital literacy.

An example of the successful application of digital tools in the Croatian language subject is the
activities within the topic Kindness moves the world intended for 5th-grade elementary school
students.

With the theme of Kindness moves the world, educational outcomes are realized at the level of
the subject curriculum through various activities. Activities include interpreting an excerpt from
Roald Dahl's novel Charlie and the Chocolate Factory, reading the novel Charlie and the
Chocolate Factory, watching the movie Charlie and the Chocolate Factory, reading a recipe
for making chocolate (non-literary text), watching a movie about chocolate making, and making
movie about making chocolate. The activities that follow include the use of digital tools that
encourage students to collaborate and create their digital content.
One group records a film about chocolate preparation using a mobile phone, another group
illustrates the story in the Pixton digital tool, the third creates a poster to present the film in the
Canva digital tool, and the fourth group creates a presentation to present the book in the Genially
digital tool. The groups present their works to the students in the class or publish them on the
common digital tool Padlet. Digital tools can also be used for all types of evaluation. Student
folders can be used in assessment for learning; in the evaluation as learning, students use the
digital tool Padlet, and the evaluation of what they have learned can be done by solving a
crossword created in CrossWord Labs.

With such lessons and activities, the given outcomes prescribed by the Curriculum of the
Croatian Language subject are achieved in a modern, stimulating and creative way.

Key words: new literacies, reading literacy, digital tools, Charlie and the Chocolate Factory

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