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Rapid diffusion of Information and Communication Technologies (ICT) in all professional and personal areas require digital maturity from schools. In order to assess this aspect of school, a concept of digitally mature school has been developed and translated into different frameworks. In this paper, we describe development methodology of Framework for Digitally Mature Schools (FDMS) in Croatia. The FDMS, together with the accompanying instrument and software, represents a unique and comprehensive tool set for the assessment of digital maturity of a school. The FDMS recognized five areas divided into 38 elements that are described on five digital maturity levels in the form of a rubric.

Stent je metalna mrežica koja se postavlja u suženi ili zatvoreni dio arterije s ciljem otvaranja i uspostavljanja normalnog protoka krvi. Stent se najčešće postavlja u koronarne arterije (arterije koje krvlju snabdijevaju samo srce). Zbog pojedinih negativnih svojstava metala (npr. mogućnost pojave tromboze na mjestu ugradnje stenta), za izgradnju stentova se sve češće razmatra korištenje drugih materijala. Tu su od posebnog interesa biorazgradivi materijali jer u pojedinim situacijama dovoljno samo neko određeno vrijeme podupirati stijenku arterije jer ona ima sposobnost oporavka. Nakon tog vremena prestaje razlog za upotrebu stenta, a njegovo uklanjanje je puno zahtjevnije nego postavljanje. Kako bismo što razumljivije mogli definirati promatrani problem matematičkog modeliranja biorazgradivih stentova, potrebno je definirati osnovne pojmove i elemente koji sačinjavaju stent. Naime, potrebno je detaljno proučiti model zakrivljenog elastičnog biorazgradivog štapa jer ćemo pomoću takvih štapova izgraditi strukturu stenta. Struktura stenta se promatra kao objekt sastavljen od N zakrivljenih štapova čiji su početci i završetci uglavljeni zajedno u M istaknutih spojki. Zbog toga stent možemo promatrati kao povezani graf (s vrhovima i bridovima). Spojke se predočavaju istaknutim točkama u kojima se spajaju središnje linije štapova. Te istaknute točke su vrhovi i oznaˇcene su indeksima 1, . . . , M. Štapovi koji spajaju spojke se, kao rezultat jednodimenzionalnog modela zakrivljenog štapa, modeliraju preko svojih središnjih linija koje spajaju vrhove. Štapovi su označeni indeksima 1, . . . , N. Uzevši u obzir ovako opisanu strukturu, dobivamo idući model biorazgradivog elastičnog stenta: 1. Na svakom bridu imamo jednodimenzionalni problem za zakrivljeni biorazgradivi elastični štap (N problema), dan sustavom običnih diferencijalnih jednadžbi. 2. U svakom vrhu moraju vrijediti uvjeti kompatibilnosti: a. Suma kontaktnih sila u svakom vrhu iznosi 0, b. Suma kontaktnih momenata u svakom vrhu iznosi 0, c. Neprekidnost vektora pomaka u svakom vrhu, d. Neprekidnost vektora infinitezimalne rotacije u svakom vrhu, e. Odgovarajući uvjeti za funkciju razgradivosti materijala, 3. Početni uvjet za funkciju razgradivosti materijala je konstantna funkcija 1, za svaki zakrivljeni biorazgradivi elastični štap u strukturi stenta. Za tako formulirani model biorazgradivog stenta ćemo analizirati svojstva rješenja istog, i u slučaju utjecaja difuzije na biorazgradivost kao i bez njenog utjecaja.

Information technologies have deeply integrated themselves in contemporary society, especially in the last decade. Their rapid development has caused a signi cant change in educational system at all levels. Here we try to give a brief insight into technology use in teaching mathematics in higher education environment. Because of the eld speci city, chalk and board have been the only instrument for teaching mathematics at faculties for ages, so the question is how we can withstand that chalk and board tradition. Another question that arises here is how e-learning and mathematics supplement each other. This research provides a review of literature concerning that subject and tries to answer the aforementioned questions. It includes 24 papers, published in the period of 2000 - 2010. The results of the analysis identify many positive e ects of e- learning in higher education mathematics as well as student reaction on implemented technology and their mastering the same.

Postavlja se pitanje utječe li uopće tehnologija na poučavanje i poboljšava li učenje i poučavanje ili ne. Ovo pitanje se postavlja još od čuvene debate o medijima R.E. Clarka (1983) i R. Kozme (1994). U ovom radu se diskutira o situacijama kada je utjecaj tehnologije najveći.

It is very usual to talk today about technology supported learning or e-learning. But there are very limited number of research answering the question if technology really enhances learning and quality of teaching as well as achievements of learning outcomes. Let us emphasize that we advocate approach to teaching and learning is based on the paradigm that pedagogy precedes technology and that setting educational goals comes before looking for appropriate ICT tools or other media. The dilemma about the appropriate usage and influence of media on learning is not something new. There was the great “media debate” started in the 1990s by Richard Clark and Robert Kozma, when Clark (Clark, 1983) presented the analogy of technology’s role in learning as having no more effect than a grocery truck contributes to the quality of the produce it carries and Kozma (Kozma, 1994) stressed that the usage of computer technology is the most effective when it supports active engagement within the curriculum. In our paper we will analyse literature that deals with the question from the ttitle, further we will present our own teaching and learning experience and results of qualitative and quantitative survey we performed.

Within its E-learning strategy developed in July 2007, the University of Zagreb defined that it would establish and maintain the ePortfolio system at the University and/or at the faculties belonging to the University. According to the report of the Office for E-Learning at the University of Zagreb, 11 of its faculties have announced a plan for conducting other activities defined by the E-learning strategy, among which is ePortfolio. To date several researches within the Centre for E-Learning have dealt with certain professional aspects of ePortfolio, such as the functionalities of tools that support ePortfolio. However, comprehensive research has neither been conducted by the Centre nor any university in Croatia. Therefore, the ePortfolio experience at the Faculty of Organization and Informatics (FOI), which belongs to the University of Zagreb, represents a very valuable contribution to supporting and developing lifelong learning in Croatia. This paper presents the most important steps in the process of ePortfolio implementation at the Faculty of Organization and Informatics. In the paper all the key aspects are considered and shown for the first time as a concept in its entirety: from a pilot project to its successful implementation at the course level.

U članku se opisuje na koji način se provodi potpuno online učenje na matematičkom kolegiju na Fakultetu organizacije i informatike u Varaždinu. Potpunom online učenju se pribjeglo zbog velikog broja izvanrednih studenata koji su upisali diplomski studij na FOI-u i nisu u mogućnosti redovito pohađati predavanja i vježbe.