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Onset of the COVID-19 pandemic and introduction of various teaching models supported by digital technologies required the teachers, pupils and parents to quickly adapt to the new educational circumstances. In Serbia, the „second school year during the pandemic” saw the use of blended learning methods in the lower grades of primary schools. The principal aim of this paper was to identify the challenges faced by the participants in the educational process during the implementation of blended learning. The paper identifies advantages and disadvantages of this teaching method, conditions for its successful implementation, and factors related to self-evaluation of teachers’ performance, as well as defines practical implications of implementation of blended learning in lower grades of primary school under „normal” circumstances. The sample includes third and fourth grade pupils (30), homeroom teachers (105) and parents (105). The sample is suitable. This paper provided for creation of guides for focus group interviews for all target groups and structuring of questionnaires for adult respondents. A mixed method exploratory research was conducted. Deductive analysis was used for processing of qualitative data, and descriptive statistics, correlation analysis and regression analysis were used for processing of quantitative data. The findings indicate that the students, teachers and parents faced numerous, relatively similar challenges, and show prevailing negative attitude among respondents towards blended learning and its introduction to regular circumstances. Apart from having appropriate technical resources, digital competences and enabling social interaction, which have been determined to be essential requirements, this paper has also identified challenges of health, psychological and organisational nature, as well as the need for support in work. We have found that blended learning has advantages which include a fewer number of pupils within a class, improvement of digi

Cilj ovog istraživanja bio je da se utvrde faktori koji imaju prediktivnu vrednost u odnosu na intenzivnu i prekomernu upotrebu interneta kod adolescenata. Ispitivani prediktori bile su različite psihološke, bihejvioralne i socio-demografske varijable. Podaci su prikupljeni krajem 2018. godine u okviru međunarodnog istraživanja EU Kids Online, na uzorku od 863 adolescenata iz Srbije (434 [50%] mladića) uzrasta od 11 do 17 godina. Utvrđeno je da je intenzivna upotreba interneta više karakteristična za devojke, za adolescente koji imaju tendencije prema antisocijalnom ponašanju, za one koji misle da imaju napredne digitalne veštine i za one čiji roditelji ne koriste restriktivne forme medijacije. S druge strane, prekomerna upotreba interneta bila je povezana sa psihološkim varijablama poput anksioznosti, impulsivnosti i percipirane diskriminacije po različitim osnovama, ali i sa odsustvom aktivne roditeljske medijacije i podrške u odnosu na upotrebu digitalnih tehnologija. The aim of this study was to determine the factors which have a predictive value when it comes to the intensive and excessive use of the Internet among adolescents. Predictors tested included different psychological, behavioural, and socio-demographic variables. The data were collected at the end of 2018 within the framework of the international survey EU Kids Online, on a sample of 863 adolescents from Serbia (434 [50%] males) aged 11 to 17 years. It was shown that the intensive use of the Internet was more characteristic among girls, adolescents with a tendency towards antisocial behaviours, those who think to have advanced digital skills and those whose parents did not apply restrictive forms of mediation. On the other hand, the excessive use of the Internet was related to certain psychological variables, like anxiety, impulsivity, and perceived discrimination on various grounds, but also to the absence of active parental mediation and support in the use of digital technologies.

Digitalna pismenost (ili digitalna kompetencija) predstavlja jednu od osam ključnih kompetencija za celoživotno učenje i razvoj u današnjem globalnom, informacionom, digitalizovanom društvu. Reč je o međupredmetnoj kompetenciji koja omogućava sticanje drugih ključnih kompetencija, ali i predstavlja nužan preduslov za lični (socijalni, profesionalni, kulturni) razvoj svakog pojedinca. Pravo na sticanje veština digitalne pismenosti smatra se jednim od osnovnih prava današnje dece i mladih. Dok je u međunarodnim obrazovno-političkim dokumentima značaj digitalne pismenosti prepoznat pre više od decenije, naučno razumevanje samog konstrukta i sistematsko podučavanje veštinama digitalne pismenosti u okviru formalnog obrazovanja, nisu na očekivanom nivou... Digital literacy (or digital competence) is one of the eight key competences for lifelong learning and development in today's global, information, digital society. It is a transversal key competence, which, as such, enables the acquisition of other key competences, but also serves as a necessary prerequisite for the personal (social, professional, cultural) development of each individual. The right to acquire digital literacy skills has become one of the basic children's rights in the digital age. Although the international education policy documents recognised the significance of digital literacy over a decade ago, the scientific understanding of the construct and systematic teaching of the digital literacy skills within formal education have still not reached the expected level.

The Global Kids Online project in Serbia was carried out by UNICEF Belgrade and the Institute of Psychology at the University of Belgrade. It aimed to address the gaps in systematic and continuous research related to children’s online experiences, rights, and needs and the specific challenges that arise from the particularities of the country context. The report presents findings from the qualitative and quantitative elements of the study. The qualitative research was carried out in November and December 2015 and comprised eight focus groups with 35 children aged 10-17 years from four Belgrade schools. The quantitative research was conducted in March and April 2016 when 197 children aged 9 to 17 years, from 10 primary and 8 secondary schools in Serbia and their parents were interviewed.

Cilj ovog rada je uporedni prikaz i kritička analiza najvažnijih pristupa procenjivanju obrazovnih postignuća učenika, pre svega, klasičnog psihometrijskog i autentičnog procenjivanja. Razmatrani su: filozofsko-epistemološko polazište, priroda znanja, pedagoški diskurs, postupci procenjivanja, kao i potencijalne mogućnosti i ograničenja navedenih pristupa. Dat je sažet prikaz najvažnijih konceptualnih i metodoloških promena u oblasti procenjivanja obrazovnih postignuća učenika tokom poslednjih decenija XX veka. Savremeni pogled na procenjivanje implicira neizbežne promene u dosadašnjim pristupima i praksama procenjivanja, s pomeranjem fokusa na sam proces i kontekst procenjivanja, kao i na samoprocenjivanje kao deo procesa učenja. Umesto uobičajenog suprotstavljanja najvažnijih pristupa procenjivanju učeničkih postignuća, u radu se zastupa stanovište da svaki od njih, pod određenim uslovima, može doprineti formiranju što objektivnije i sveobuhvatnije slike o učeniku i njegovim potencijalima. This paper is aimed at providing a comparative overview and critical analysis of the most important approaches to the assessment of student academic achievements, first and foremost, the classic psychometric and authentic assessment. The following are discussed: philosophical/epistemological viewpoint, nature of knowledge, educational discourse, assessment procedures, as well as potential possibilities and limitations of the abovementioned approaches. We provide a concise overview of the most important conceptual and methodological changes in the field of assessment of student academic achievements during the last decades of the 20th century. The contemporary view of assessment implies inevitable changes in the assessment approaches and practices hitherto, shifting the focus to the very process and context of assessment, as well as to self-assessment as a part of learning process. Instead of the usual juxtaposition of the most important approaches to assessment of student achievements, we argue that each of them, under certain circumstances, can contribute to the formation of the image about the student and his/her potentials which would be as objective and comprehensive as possible.