# data[].attributes.body
Copy-paste, please, to open https://goo.gl/I70gN9

# data[].attributes.body
Hi! Here's a message I have just created and uploaded to share with participants of the Creative use of Tablets in School (The European Schoolnet Academy). I have used an App called Talligami, which is suitable for use with Android. Needless to say, this course is an inspiration to try out new things, apps included. The worst that can happen is that the first attempts are not very good, but they say that "practice makes perfect:, don't they? Best wishes (and give it a try!.

opy and paste the link, please

https://drive.google.com/file/d/0B4yEVtoedNZCRnBWRU81eENIczR2YjA2TzR1WmloSnIweldj/view

# data[].attributes.headline
Link to my Lesson Plan using Learning Designer

# data[].attributes.subject
Link to my Lesson Plan using Learning Designer

# data[].attributes.body
Shortened link, hoping it works, placed below (COPY-PASTE> PLEASE)

http://v.gd/ZCLYeD

# data[].attributes.headline
Learning Designer - Breaking Stereotypes

# data[].attributes.subject
Learning Designer - Breaking Stereotypes

# data[].attributes.body
Image

# data[].attributes.body
Eduardo Lina ‏@EduardoLina1 now23 seconds ago #tabletscourse examples of my use of APPS for the flipped classroom - You can see my LD

# data[].attributes.body
Hi! While working on Module 4, I uploaded a few examples of how I use the flipped classroom and different apps to do so (vocaroo, screencastomatic, REad&Write for Google, PooDLL on Moodle, Moodle as a Learning Environment and a bit more). I have created videos that illustrate that (some for my pupils - LD pupils in English, non-LD in English and Spanish Foreign Language courses, easily engaged pupils elsewhere, lazy ones elsewhere, etc. You may want to see that on my learning diary (chech for that session). I will be glad if that is helping anyone here (Sharing is growing, isn't it?)

# data[].attributes.headline
Combining different Apps and Moodle to cater to the needs of pupils studying at a Special Education course

# data[].attributes.subject
Combining different Apps and Moodle to cater to the needs of pupils studying at a Special Education course

# data[].attributes.body
Reading Comprehension Text with pictures - Source unknown, but very good!

# data[].attributes.attachment_link.title
Meet Mr. Lee - Special Needs English class

# data[].attributes.attachment_link.description
Reading Comprehension Text with pictures - Source unknown, but very good!

# data[].attributes.headline
More Apps: Text read aloud - PoodLL on Moodle 

# data[].attributes.subject
More Apps: Text read aloud - PoodLL on Moodle 

# data[].attributes.attachment_link.description
Preview of the contiuation of the Text read aloud video for the Pisga Holon Workshop 2014 - 2015

# data[].attributes.headline
More "Apps for personalized learning and flipping the classroom" -  - Vocaroo introduced at a Teachers Professional Development Workshpo I gave early this year

# data[].attributes.subject
More "Apps for personalized learning and flipping the classroom" -  - Vocaroo introduced at a Teachers Professional Development Workshpo I gave early this year

# data[].attributes.body
Using Vocaroo - example -Pisga English teachers workshop

Modelling the task so that participants can see how to carry it out

# data[].attributes.attachment_link.title
Using Vocaroo - example -Pisga English teachers workshop

# data[].attributes.attachment_link.description
Modelling the task so that participants can see how to carry it out

# data[].attributes.headline
4.6 Apps for personalized learning and flipping the classroom

# data[].attributes.subject
4.6 Apps for personalized learning and flipping the classroom

# data[].attributes.body
Eduardo Lina, Israel

So as not to mention some apps i have sen mentioned by colleagues, I will add a couple I like vey much:

Screencastomatic to create videos (I still have to see if it works on a tablet)

Voky to do all sorts of stuff that may engage pupils, especially voice recording

Read & Write gor Google - Text Help - great to use for LD pupils (but not only!)

Vicaroo - again to record voice and above all, the learning environment I like best: Moodle

If we want apps to really cater to our pupils' need, then some paying some money has to be taken care of. Accordingly, if school authorities, or THE POWERS THAT BE want us teachers to do a good job, then they have to invest / pay that money, or at least part (I have found it useful to pay for Voky and Screencastomatic, for example, but the school has invested on Moodle)

Text read aloud - PoodLL on Moodle

Here is an example of what Read&Write can do (I will place other examples of other stuff on my Learning Diary). The following is a Reading Comprehension Text I used the app for - It was meant for LD pupils who are false beginners in English as Foreign Language

# data[].attributes.body
Challenges of the Flipped Classroom After watching how Monica set herself up for the flipped classroom and hearing about other CCL teacher's experiences, what do you think are the key challenges to implementing the model in classrooms?

Eduardo Lina, Israel

As I see it, a far as teachers are concerned, the key challenges have to do with careful planning and implementation of the model. This involves changing the habits of most teachers because they have to carry out more than the usual planning on a (paper) gael: teachers create digital stuff, such as videos, to flip the classroom; they have to take care of technical problems involving the use of technology, as these come up; they have to engage pupils in a different way; they have to get used to interacting with pupils in a different way... It's a whole new world that demands a new approach. Since the focus on this course is on tablets, teachers will have to get used to working with them (this certainly includes me, as a matter of fact, because I am not even nearly profficient on that, having used mostly PC and Laptops so far)

For pupils, on the other hand, is getting used to the idea that technology (includin tablets) is not there just for entertainment, but also for school (including homework). They will have to get accostumed to a different way of taking up school stuff. For many, that wil be a key challenge, I guess.

# data[].attributes.headline
The flipped classroom:  Introduction to the Rights and Responsibility Project work at Kugel 

# data[].attributes.subject
The flipped classroom:  Introduction to the Rights and Responsibility Project work at Kugel 

# data[].attributes.body
To save a lot of time and explanation in class, last year I prepared this video to introduce what I expected my eleventh grade students to do as a project in English. The outcome was eventually pretty smilar to what I wanted ( I reported on it on this Learning Diary somewhere above this post - as an entry for a previous module)

# data[].attributes.attachment_link.title
Introduction to the Rights and Responsibility Project work at Kugel

# data[].attributes.attachment_link.description
Introducing the Unit on Children's Rights - Towards the 5 points 11th grade English Project at Kugel 2014 http://www.screenr.com/FSjH

# data[].attributes.headline
 The Flipped Classrooom - Book resource 

# data[].attributes.subject
 The Flipped Classrooom - Book resource 

# data[].attributes.body
A video I created using Screencastomatic to show I I used the flipped classroom to introduce an item on Moodle.

# data[].attributes.attachment_link.title
004 The Flipped Classrooom - Book resource

# data[].attributes.attachment_link.description
The Flipped Classroom - Spanish as Foreign Language

# data[].attributes.headline
Introduce yourself using the flipped classroom

# data[].attributes.subject
Introduce yourself using the flipped classroom

# data[].attributes.body
Here is something else I did at the beginning of the 2014 - 2015 school year with one of my English as Foreign Language classes. The idea was to get them to introduce themselves in a different on a forum of the Moodle learning environment of their course. I must say it was just partly successful, not because pupils did not watch the video i got ready, but because they saw the app I wanted them to use as too childish for tem.

# data[].attributes.attachment_link.description
Introduce yourself in a different way... and have fun!

# data[].attributes.headline
The Flipped Classroom for "Le gusta el fin de semana" 

# data[].attributes.subject
The Flipped Classroom for "Le gusta el fin de semana" 

# data[].attributes.body
When teaching some vocabulary and grammar to a beginners Spanish Foreign Language class early this school year, I used the flipped classroom. It was a trigger to what i hoped to do (and eventually dis) in class. Having pupils familiarized with the contents of the video I created, I got the to talk in class using the vocabulary I introduced. I will be re-using this video with thesame class to review stuff, and with other pupils as I start teaching them. The video is, of course, in Spanish. Once again, I used Screencastomatic to create it.

# data[].attributes.attachment_link.description
Learn Spanish. Like in class - without the class

# data[].attributes.headline
4.4 Introduction to the flipped classroom

# data[].attributes.subject
4.4 Introduction to the flipped classroom

# data[].attributes.attachment_link.title
4.4 Introduction to the flipped classroom

# data[].attributes.headline
4.4 Introduction to the flipped classroom

# data[].attributes.subject
4.4 Introduction to the flipped classroom

# data[].attributes.body
I have tried the flipped classroom several times, both in my English Foreign Language and Spanish Foreign Language classes. My experience has been good so far since I managed to get my pupils to do some work at home before coming to class at school. In my Learning Diary I will provide some examples of how I have done it. To give but one example here, I will attach a short video that I created when I used he flipped classroom to introduce the subject of “characterization” in the story “A Summer’s Reading” by Bernard Malamud.The following is the decription I attached to the clip: Having read the first part of "A Summer's Reading" by Bernard Malamud, this is a good moment to discuss characterization. This clip introduces the subject and is used in the model of "The Flipped Classroom". Sound from TLC's recording - The Israel'e ministry of Education, and A Summer's Reading - Trailer on You Tube. I made the video using Screencastomatic

# data[].attributes.attachment_link.title
10th grade 5 Points - Characterization - Introduction

# data[].attributes.attachment_link.description
Having read the first part of "A Summer's Reading" by Bernard Malamud, this is a good moment to discuss characterization. This clip introduces the subject and is used in the model of "The Flipped Classroom".

# data[].attributes.body
Learning Styles of your Students Reflect on how you gather information about the learning styles of your students.

How do you know what types of learners there are? What are good strategies to identify this?

Is it enough to simply ask the students as is done in the video above?

Are the students, are we, always fully aware of how we learn best?

My answers:

"Getting to know students is part and parcel of our work at teachers. As such, we have what is called "Pedagogical meetings" (attended by all the teachers of any given class, and led by including the home room teacher and and school advisor responsible for a class) at the very beginning of the school year. This meeting is held to provide teachers with any information that may sffect a pupil's performance at school. Of course, when there is anything that needs special consideration, this comes up. More often than not, something related to the learning style of a given pupils comes up. This meeting is by no means the only one, as it is followed by others. Teachers exchange information sometimes on formal meetings, but also informally. This adds up to what any individual teachers has to do: find the strneghts (and weaknesses) of pupils and try to help where needed. That is as difficult as engaging students all the time, but is part of the follow uop that can make a difference. Using technology is also a way to find clues to a puoil's learning styles, appealing to as many sense as possible. I, for example, like to use Moodle as it allows me to do a lot of things without sending pupils to endless apps and tools (I can always direct them to watch videos, listen to recordings, read text, fill out forms, carry out a survey, etc. without leaving the learning environment). To make a long story short, engaging pupils catering to different learning styles may look too demanding a task, but ultimtely it is something benefitial to all involved (including teachers)" Ah, obviously, talking to pupils is a must, too

# data[].attributes.body
Learning styles of students

# data[].attributes.headline
Breaking Stereotypes - Here  is what I hope to be doing soon

# data[].attributes.subject
Breaking Stereotypes - Here  is what I hope to be doing soon

# data[].attributes.body
I have introduced the next mini-project

that my 10th grade English Foreign Language pupils will be doing starting Sunday, May 3rd 2015. Snice pupils have recently studied S. Maughan's  "Mr. Know All", which among other things focuses on Stereotypes, there has been some whole class discussions on the subject.

To help pupils find an adequate research question for their mini-project, pupils have been exposed to the following examples[i]:

What kinds of characteristics are included in stereotypes?

Why do people form and use stereotypes?

What makes us think in stereotypes?

What influence do stereotypes have on the way we judge people

What influence do stereotypes have on the way we act / take action?

Can we overcome stereotype effects?

Useful terms

stereotype

A mental representation or impression of a social group that people form by associating particular characteristics and emotions (feelings) with the group

prejudice

A positive or negative evaluation of a social group and its members

discrimination

Any positive or negative behavior that is directed toward a social group and its members

Examples of possible research questions:

What is the influence (= effect; = impact) of ……………………………. on ………………………?

(example: What is the impact of the way adults see teenagers on how they behave to teenagers?)

RELATED QUESTION:

How can you break that stereotype?

How do the way people think of (name a group) affect the way they behave towards (that group)?

What is the connection between stereotypes of …………… and …………….?

Group formation

I have allowed pupils to form groups of four the way they want, without forcing anyone into any group (but making sure no-ne is left out). As a result, all but on pupils are members of a pair, or a group of three (the pupil who wants to work on her own has just firmly stated that that is her wish for this mini-project)

Learning Scenario

In the classroom:

“Dream” phase: Having formed the groups, I will have students brainstorm, think freely and share ideas on how to their project (for example, what question they will work on; which stereotype they will take up and ten "break"; how they will divide the work; what technology, such as PC, Smartphones, Laptops, Tablets they will use), etc.

"Explore" phase: students will begin collecting information on their chosen topic.

“Map” phase: students will structure their thoughts and ideas and seek to understand how they are related. I will ask them to show me what they have come up with so far.

“Make” phase: students develop or create their product (on Padlet). They will share the link with me so that I can monitor, help and guide them

“Ask” phase: students will interview people on the topic. These people can be "experts" whom they may access via internet or directly (face to face). Students will decide who these experts are. They will report to me so that I can monitor, help and guide them.

"Remake” phase: students”, students will replan or revisit their product, on the basis of the feedback or further information they received.

“Show” phase: students will publish on Padlet and present the results of their work to the whole class.

[i] http://psypress.co.uk/smithandmackie/resources/chapter.asp?ch=05

# data[].attributes.headline
Student Collaboration - English Children's Rights project - This is it!

# data[].attributes.subject
Student Collaboration - English Children's Rights project - This is it!

# data[].attributes.body
Project Presentation, Final Draft - This is what 11th grade 5 points pupils in the course i teach are expected to work on.

# data[].attributes.attachment_link.title
English Children's Rights project - This is it!

# data[].attributes.attachment_link.description
Project Presentation, Final Draft - This is what 11th grade 5 points pupils in the course i teach are expected to work on.

# data[].attributes.headline
Module 3: More on how I have tried to work with projects in High School

# data[].attributes.subject
Module 3: More on how I have tried to work with projects in High School

# data[].attributes.body
Projects using Moodle and Google Drive

# data[].attributes.attachment_link.title
006 Projects using Moodle and Google Drive

# data[].attributes.headline
Module 3: 3.2 Student Collaboration Experience (I)

# data[].attributes.subject
Module 3: 3.2 Student Collaboration Experience (I)

# data[].attributes.body
The following has been posted on the Module:

"If you have organised a similar project share your experiences (positive and negative) here.

I have not done something using Tablets, but I can share examples of student collaboration using Technology.

Here is one:

I have had pupils work on collaborative projects, but without having them use Tablets (I have not used the yet).

Example: Children’s Rights and Responsibility project.

This is the way I did it:

I introduced the project by means of a series of activities that exposed pupils to the subject. These activities involved

some pair work (pairs were chosen randomly so that pupils learn about the subject, share ideas,  present to the whole class, etc.

I then allowed pupils to form teams of or groups of three, based on their own choice.

Pupils did some hands on (no digital technology involved) work related to the subject,  which I then scanned and kept for later use.

Having decided on who they would work with, I provided specific information concerning the project (layout, due dates, etc.) I asked pupils to hand in a short written text on which they let me know the topic  they would be doing research on, and the sources they thought that they would use.

I asked pupils to start working during the summer recess (most, however, didn’t)

Work on the project continued at different times during the school year. Pupils discussed what they were doing with the class.

Pupils handed in their project and presented it  (the project was part of their English External Oral Matriculation Examination)

Unfortunately, and this was due to time pressure, i could not have pupils presenting their finished work to the whole class. That was something I regret.

# data[].attributes.attachment_link.title
Introduction to the Rights and Responsibility Project work at Kugel

# data[].attributes.attachment_link.description
Introducing the Unit on Children's Rights - Towards the 5 points 11th grade English Project at Kugel 2014 http://www.screenr.com/FSjH

# data[].attributes.headline
Module 3 :  3.2 Student collaboration with tablets

# data[].attributes.subject
Module 3 :  3.2 Student collaboration with tablets

# data[].attributes.body
How do I keep my students focused and on track during collaborative projects? I find it important to have clear goals and time limitation for any activity related to a collaborative project, whether that activity takes place in class or out of class. It is, indeed, quite demanding to keep my teenage students focused, but then, that is part of the job. How do I ensure all students contribute to the task? I do so by checking on their progress all the time asking students to share what they have done so far, to present some task either to me or to the class, etc. Again, this is time consuming and demands much effort, but contributes to getting better results. I have not had a similar experience carried out using Tablets (I have not used them on my teaching work yet), but I will report on some experience I have using technology on my Learning Diary. I will also include one experience I am about to start, following the lines detailed on this course, and hopefully using Tablets (if pupils have their own ones, of coursem, as at school we don't) Let's see what happens...

# data[].attributes.headline
Module 3 Introduction - Thanks for having been mentioned as a creative teacher

# data[].attributes.subject
Module 3 Introduction - Thanks for having been mentioned as a creative teacher

# data[].attributes.attachment_link.title
Module 3 Thanks for being mentioned as a creative teacher

# data[].attributes.attachment_link.description
I am proud to have had my work mentioned as an example of creative wok. Coming from the European Schoolnet Academy, that is no small thing. :)

# data[].attributes.headline
Module 3 is on - Monday, April 27th 2015

# data[].attributes.subject
Module 3 is on - Monday, April 27th 2015

# data[].attributes.headline
2. Using tablets for content creation 2.4 Apps for content creation

# data[].attributes.subject
2. Using tablets for content creation 2.4 Apps for content creation

# data[].attributes.body
I am impressed by the number of tools that participants on the course have shared. I have checked the list posted so far (25.01.2015 - early morning) and offered three tools. Here is what I have just pubished on the course

o talk in the Foreign Languages I teach (Spanish and English)

The following video clip I created shows how to work with the app (it’s easy) and how to upload the image onto Moodle) https://youtu.be/-aSxzHFm7jM

Here’s a short review of the app http://www.kids-software.com/2009/04/create-a-wild-avatar-on-buildyourwildselfcom/

Screencast-O-Matic -

http://www.screencast-o-matic.com/

The tool I use to create videos recording screenshots and / or sharing what I have on my desktop.

Here’s a short review of the tool: http://download.cnet.com/Screencast-O-Matic/3000-13633_4-75734109.html

Screencast-O-Matic is a handy tool for recording screenshots and sharing them with friends or colleagues for a number of different purposes. With just a few clicks, you can start recording your screen, and once you're satisfied with your video, you can upload it directly tfrom here.

# data[].attributes.body
I want to try out Padlet with my pupils. Accordingly, I have given two other groups instructions on what to do.

1. My Special Education Course will be working on a Mini - proect in which they have to introduce themselves, thei hobbies, the food they like, etc. The idea is that they produce content and then present it orally to the class. Their next task will be collaborating (working in teams) using another tool (I guess i will choose any of those apps suggested on this EUN coursee). Whatever pupilsproduce will be uploaded to our Moodle Learning Environment for future use.

2. My Spanish as Foreign Language pupils (beginners) have been asked to do something similar in Spanish. I expect to get the same work done, including collaborating.

I have asked those pupils who have tablets to use them and bring them to class.

# data[].attributes.headline
One example of a Mini- Project I have my pupils do with a Tablet (and other devices such as a PC and  / or  a Smartphone

# data[].attributes.subject
One example of a Mini- Project I have my pupils do with a Tablet (and other devices such as a PC and  / or  a Smartphone

# data[].attributes.body
Pupils will collaborate working in teams. They will present their work to their classmates on a given date. We will negotiate criteria for evaluating each other's work (peer assessment). Guidelines have been provided both orally and in writing. Even tough I am not sure whether pupils will use a Tablet at home to do this Mini Project, I see using technology as an important part of this work. We do not have tablets at school, so we won't be able to use them in class (who knows what the future has in store for us regarding this issue?)

# data[].attributes.headline
My first attempt at creating content with a Tablet

# data[].attributes.subject
My first attempt at creating content with a Tablet

# data[].attributes.body
I must point out that I do not find it easy to work on the tablet, but perhaps "Practice makes Perfect", so with time I will get better at it

# data[].attributes.attachment_link.description
Module 2 of the EUN Course Creative Use of Tablets in Schools 24.04.2015

# data[].attributes.headline
2.3 What kind of content can we create with tablets?

# data[].attributes.subject
2.3 What kind of content can we create with tablets?

# data[].attributes.body
The following is my comment on the Padlet Wall of 2.3

# data[].attributes.headline
The kind of content I can produce with my class

# data[].attributes.subject
The kind of content I can produce with my class

# data[].attributes.body
I would like to get my English and Spanish as Foreign Language pupils to create a video describing a place they like to go to. I have done something similar in English, asking pupils to take pictures with their smartphones of places they like, and then present the pictures to the class. I tried to get them to use Screenr or Screencastomatic to edit and produce better content, but lack of time and technical problems made it impossible for me teach the tools more than I did, and prevented me from achieving that goal (it was too ambitious). I should point out that I did that with a Special Education course I taught and still teach. You can also see something else I did with that class on my Learning Diary (check "Module 2") at http://padlet.com/eduardolina1/llkrr4r7phlp I should also point out that I have done some similar work with other courses, but there is much more that I would like to achieve using technology. I might get that using tablets, and surely if I make better use of what I already have (or rather pupils have), namely, their smartphones. Here's a video I produced to show what I wanted pupils to do ( tell a story using pictures to deescribe a place i like - Kugel High School) As I said, I could not get pupils to make a video. That will come.

# data[].attributes.attachment_link.entities[].name
Harvard Kennedy School Application Essay Advice

# data[].attributes.attachment_link.entities[].name
Egg Surprise Toys Hot Wheels Inflatable Toys Kids Video

# data[].attributes.attachment_link.description
Introduction to a Learning Story Activity on Kugel

# data[].attributes.headline
Module 2 - Introduction to content creation - Activity

# data[].attributes.subject
Module 2 - Introduction to content creation - Activity

# data[].attributes.body
" One of the key elements of an effective content creation project in your class is to have students develop a piece of content that has relevancy and meaning beyond the purposes of the classroom activity (...) Maybe you have already done something similar in the past (with or without tablets), so why not share examples on the padlet and tell us about your experience.

I have had students create digital content in the past, but without using Tablets. This section of the Module has taken me back nearly a year ago to an experience I had with a Special Education course I taught then (and am still teaching now). Incidentally, that experience was one outcome of yet another European Schoolnet Academy course (Future Classroom Scenarios) I was taking at the time. It goes without saying that it was quite successful.

I started teaching English that course at the beginning of last school year. Those pupils had not had the chance to learn English using New Technologies. All were familiar with using cellphones, smartphones and computers, but they had not been given the opportunity to learn English using technology (though that had happened, to a certain extent, on other subjects in Hebrew). Since Kugel High School is a school where teachers are encouraged to try any approach that can cater to students' needs, I put forward the idea that I would teach this course using technology as much as possible. I had Blended learning in mind.

I got the school administration, the home room teacher and the school advisor's support, and systematically taught using Moodle and other tools. The Future Classroom Scenarios' task I report here, and the work my pupils did is an example of a content that is similar to what I guess I can get pupils to do with Tablets. I can always ask pupils to do more complicated tasks, but then, at the time this task was one more way of getting my pupils to gain confidence producing and showing while they learned English.

Boosting pupils self-confidence was a byproduct of it all.

# data[].attributes.body
I will be dealing mostly with one English as Foreign Language Special Education course, and

with Spanish as Foreign Language courses I teach as the courses on which to focus my work here

# data[].attributes.attachment_link.readable_text
I am taking part in a new European Schoolnet Academy Course : Creative use of Tablets in Schools.

here is my introduction to my Learning Diary, which I have been asked to create as one of the activities on the course.

Link to the Learning Diary on Padlet: http://padlet.com/eduardolina1/llkrr4r7phlp

BTW, the course is very good indeed!

# data[].attributes.attachment_link.title
Learning Diary introduction - Tablets in School

# data[].attributes.attachment_link.description
I am taking part in a new European Schoolnet Academy Course : Creative use of Tablets in Schools. here is my introduction to my Learning Diary, which I have been asked to create as one of the activities on the course. Link to the Learning Diary on Padlet: http://padlet.com/eduardolina1/llkrr4r7phlp BTW, the course is very good indeed!

# data[].attributes.headline
Having completed Module 1, it is time I joined the conversation

# data[].attributes.subject
Having completed Module 1, it is time I joined the conversation

# data[].attributes.body
I will make it a point to join the discussion on Facebook and / or Twitter and / or elsewhere - 23.04.2015

# data[].attributes.headline
On my (future) use of tablets at school. Module 1 activity

# data[].attributes.subject
On my (future) use of tablets at school. Module 1 activity

# data[].attributes.body
What classroom challenges do I already face or do I anticipate facing when using tablets?

I face some objections on the part of (some) students because of my insistence on using Moodle as a Learning Environment ( I favor Blended Learning). To be sure, this happened when I used EDMODO in the past, too. Once again, however, this is what I get from some students, while most seem to accept this either because I am consistent concerning my requirements, or because the like to learn this way.

It seems to me, however, that I will be able to overcome objections if i manage to engage pupils, and show them that using Tablets may help them learn better 9and even enjoy that!) even if they have to put in an extra effort.

I am trying to get my pupils to use their cellphones to learn in and out of class (they were not the obstacle to doing so in the past: I was, as I didn't know what and how to so with cellphones / snartphones).

When I manage to show that there is a strategy behind my effort, and that it can also be fun, I may even get a lot of support from students. I hope to see soon whether I am right or wrong.

# data[].attributes.headline
On my (future) use of Tablets in the classroom - Module 1  Activity

# data[].attributes.subject
On my (future) use of Tablets in the classroom - Module 1  Activity

# data[].attributes.body
What whole-school challenges do I already face or do I anticipate facing when using tablets?

Whole-school challenges may, in my case, be considered first from the school administration level, and then from the student's level. I must point out agai, however, that I have not used tablets at school yet, so I am not facing problems using tablets yet.

This said, I do not foresee any resistance from the school administration. Quite on the contrary, it seems to me that the school is open to changes and will encourage me to use tablets. I doubt, however, that at this point it will encourage other teachers to do so, too, unless they are willing. There is no school policy regarding the use of technology at school, which means that policy regarding the use of thablets does not exixt either. It may well be that if I start using tablets, I will be called upon to come up with at least some important points to be included on a school policy paper. Who knows?

Most Kugel teachers are not yet at a point where they will embrace using tablets in the classroom. I have tried to help them use Moodle, but with most, my attemots with most have, unfortunately, failed so far.

Do I then anticipate whole school challenges? Yes,I do, but I prefer to take the issue as a challenge to prove that using tablets and a suitable Learning Environment can make our work as teachers in Kugel much better. It can really bring us to the 21st Century.

As could not be otherwise, this is where I aim.

# data[].attributes.headline
On my (future) use of Tablets - Module 1 activity

# data[].attributes.subject
On my (future) use of Tablets - Module 1 activity

# data[].attributes.body
1. What is my main reason for using or wanting to use tablets in myr classroom? My answer:
Eduardo Lina

Using Tablets at school may help me be more creative when it comes to my work as a teacher. I guess that that may lead to my pupils being more creative and active during the lessons, and beyond.

I tend to believe that I can make learning more personalised, but then not just in the classroom but beyond. I would like to check how I can make our use of Moodle (me as a teacher, and my pupils as learners) better than that which I have managed to get done so far. Accordingly, I hope to see how tablets can help me do things like Flipping my classroom and the like.

I have not used Tablets in class so far, so this is an area that I would definitely like to explore.

To be sure, I endorse many of the words my colleagues here have written as far as the advantages of using Tablets (and new technologies as such). I hope to get a clearer picture in terms of the Pedagogy and didactics (well, the "how" related to the contents).

I believe this course will certainly put me in the right track.

# data[].attributes.headline
Moodle in a Special Education Environment

# data[].attributes.subject
Moodle in a Special Education Environment

# data[].attributes.body
Another webinar:

MM3: Using Moodle to teach English as Foreign Language in Special Ed

# data[].attributes.attachment_link.title
MM3: Using Moodle to teach English as Foreign Language in Special Ed

# data[].attributes.attachment_link.description
Using Moodle to teach English as Foreign Language in a Special Education 10th grade class at Kugel High School in Holon, Israel with Educardo LinaIsrael ha

# data[].attributes.body
I have a bias for Moodle. Having tries all sorts of learning environments, I have been hooked by Moodle. I have made it a point to encourage colleagues to turn to using Moodle when possible. Here is one of my ways of doing so. Check this page and if you wish so, have a look at the webinar

# data[].attributes.attachment_link.title
CO14: How I use Moodle at Kugel High School in Holon, Israel

# data[].attributes.attachment_link.description
How I use Moodle at Kugel High School in Holon, Israel with Eduardo LinaI will touch on blending F2F and online learning with both Spanish and English as F

# data[].attributes.body
http://www.holon.muni.il/English/Pages/default.aspx

# data[].attributes.body
Here is a bit of Holon on a digital map. I can't add the link, so you may want to copy-paste it

http://www.mapquest.com/maps?city=Holon&country=IL

# data[].attributes.headline
An InternationalProject involving New Technologies that I have enjoyed a lot

# data[].attributes.subject
An InternationalProject involving New Technologies that I have enjoyed a lot

# data[].attributes.body
And so have my pupils, to be sure.

"The 2012 - 2013 Auxiliadora-Kugel Facebook Group English Project" - a project that brought together one school in Madrid and the Kugel High School in Holon, Israel

See details on this Prezi

# data[].attributes.attachment_link.readable_text
How and What
Who's Who
Results
The 2012 - 2013
Kugel - Auxiliadora Facebook group
Project
Notes
Israel: 10th 5 and 8 grade - 5 points pupils. Teacher: Eduardo Lina - The Six-Year Kugel High School, Holon

Spain: Bachillerato pupils. Teachers: José M. Casanueva and Jesús Manuel Gallardo - Colegio Maria Auxiliadora de Madrid
The FB group pagel
This is an international project in English. It ...
is student centered;
provides authentic learning;
develops cultural awareness ; promots collaboration and sharing;
brings Spanish and israelis closer.

Auxiliadora
Everything in English!
Getting started: Teachers introduced project at schools
Auxiliadora - Kugel Bond
A New Bridge that brings
Spain and Israel together
Work in class to correct mistakes (never on the group page!);
Oral practice in class;
Written assignments
Kugel: The FB group in Moodle;
more...
details
notes
outlook
Thanks to
our pupils!
Topics:
"What's in a name?"
"Favorite food"
"Favorite Music"
"How do you spend your weekends"
"Festivities / Holidays / Traditions"
...and more!
Israeli and Spanish students and teachers got to know each other
Kugel
Some of Kugel's participants
in the project
Some of
Auxiliadora's participants

English used in an authentic context / for an authentic purpose
Online safety
Thanks for your time!
Eduardo Lina
eduardolin@hinuchm.k12.il
eduardolina1@gmail.com
www.facebook.com/eduardo.lina.7‎
kugel.org.il
Next year?
Este Prezi comentado
en español
This Prezi explained
in English

This Prezi explained
in Hebrew

# data[].attributes.attachment_link.entities[].name
Colegio Maria Auxiliadora de Madrid The FB

# data[].attributes.attachment_link.title
The 2012 - 2013 Auxiliadora-Kugel Facebook Group English Project

# data[].attributes.attachment_link.description
How and What Who's Who Results The 2012 - 2013 Kugel - Auxiliadora Facebook group Project NotesIsrael: 10th 5 and 8 grade - 5 points pupils. Teacher: Eduardo Lina - The Six-Year Kugel High School, Holon Spain: Bachillerato pupils. Teachers: José M.

# data[].attributes.body
A Prezi I got ready nearly a year ago.

I might add what I have been doing this year, or better yet create a new one for the 2014 - 2015 school year.

# data[].attributes.attachment_link.readable_text
Blended learning at Kugel 2012 - 2013
Blended Learning at Kugel 2013 - 2014
Eduardo Lina
Conclusion
There will be more Moodle and Google at Kugel!
Blended Learning at Kugel
2007 - 2014
Early stages:
Kugel site
Webquest
Blogs
מדעי המידע - מערכות מידע וידע (אתר קוגל)

מדעי המידע - מערכות מידע וידע (אתר קוגל)

EFL Yud Kugel

http://eflyudkugel.blogspot.co.il/

Cursos ELE Kugel

http://cursosele-kugel.blogspot.co.il/

Kugel Site

http://kugelinfoliteracy.wordpress.com/

מדעי המידע - מערכות מידע וידע (אתר קוגל)

ELE-Kugel JAIL

http://elekugel.blogspot.co.il/

אדוארדו לינה
מורה לאנגלית, ספרדית ומדעי המידע (מערכות מידע וידע)

Kugel High School
Blended learning
2007 - 2010

Edmodo - 2011 - 2012

משלחת לספרד 2011 - Delegación a España 2011

Facebook Group -
Kugel, Holon - Eduardo's 10th grade 2010/2011

Eduardo Lina

Blended Learning at Kugel
2010 - 2011

Facebook and Edmodo

Eduardo Lina
eduardolin@hinuchm.k12.il
eduardolina1@gmail.com
Eduardo Lina

# data[].attributes.attachment_link.description
Blended learning at Kugel 2012 - 2013 Blended Learning at Kugel 2013 - 2014 Eduardo Lina Conclusion There will be more Moodle and Google at Kugel!

# data[].attributes.body
I am an English and Spanish as Foreign Languages teacher at the Six-Year Kugel High School in Holon, Israel. See video below.

Among other things, I am a developer and facilitator of several Israel's Ministry of Education's Teachers Professional Development workshops in English, Hebrew and Spanish.

I like to teach as much as I like to study. Accordingly, this course is one that I will certainly enjoy.

If you want to learn a bit more about myself, please s ee more on my Blogger profile at http://eduardolina.blogspot.co.il/