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lühendid

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Internet Slang Dictionary: Acronyms, Phrases and Idioms

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Internet slang is a type of slang used, and most often invented by internet users. Many internet ... https://www.youtube.com/watch?t=45&v=-Bk9nKZcicw

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I found a photo on the Net that describes my evening. So much work!

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I found a photo on the Net that describes my evening. So much work!

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It has been a very bysy but very interesting 5 weeks. I have learned a lot. Really I had no idea about most of the apps who could read about. And as we do not have any tablets at school yet, everything is in our dreams still. But I collected as many materials as I could to use them later. What I especially liked was the possibility to read so many padlet diaries. I wish I had more free time to do that!

What I used for the first time?

padlet

Socrative

flipped classroom materials

Glogster

QR codes

the lesson creating place etc, etc

Tellagami

All the best in the future.

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Different learning styles

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Challenges of the Flipped Classroom the three biggest issues are: a) the approval of parents , b) the chance of students to access Internet at home and c) the willingness of the teacher to be informed by these new models

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Uhh, that was very difficult to create one.

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ProProfs presents you this info-graphic that introduces the concept of flipped classrooms. It offers you information on how teachers and students respond to this new idea of learning.

Also, you may want to check The Educators' Guide to Flipped Classroom, where you will find answer on how does a flipped classroom contribute to student learning, the top benefits and disadvantages of a flipped classroom, and last but not least, how to successfully Flip your classroom.

Finally, I highly encourage you to check:
Progressive Education: The Rising Power Of Student Voice
Read many current educational articles or twitter feeds, and it becomes pretty clear that progressive educationalists are gaining voice. Project based, constructivist, experiential, problem solving curriculum is lauded and promoted at every turn, and thankfully so. Learning becomes deeper and more meaningful when students participate in knowledge building. However, there are a few educationalists who are really pushing and disrupting the boundaries of progressive education. They are those who believe in student generated content.
A strategy for creating a School e-learning culture
Education is constantly changing the way students learn and how instructors teach. Technology is often the driving force behind many of the world's changes and innovations. In education, creating an e-learning culture is more about developing and tweaking what already exists, sharing a common vision, and doing things a little differently. The purpose of this article is to identify and outline a strategy for creating an e-learning culture within a school system ready to step away from traditional teaching.
The Concept of Individualized Learning Plans in eLearning
Individualized Learning Plans constitute a user-specific learning program or strategy that resembles a mapped academic plan, reflecting each learner's unique set of strengths, weaknesses, goals, needs, abilities, preferences, and interests. It constitutes an educational technique, undoubtedly easier to implement in the field of eLearning.

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What is a Flipped Classroom Infographic Plus The Educator Guide to Flipped Classroom - e-Learning Infographics

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ProProfs presents you this info-graphic that introduces the concept of flipped classrooms. It offers you information on how teachers and students respond to this new idea of learning. Also, you may want to check The Educators' Guide to Flipped Classroom, where you will find answer on how does a flipped classroom contribute to student learning, [...]

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Everything I used in this course was very new for me

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Everything I used in this course was very new for me

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That is why I tried to use the apps which were mentioned. And I tried to collect as much interesting materials as I could on the padlet. This weekend I will look through the questions again. I LEARNED REALLY A LOT

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https://net.educause.edu/ir/library/pdf/eli7081.pdf

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Glog from Tallinn EE May 04 2015: text, images, music, video | Glogster EDU - Interactive multimedia posters

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See the Glog! Glog from Tallinn EE May 04 2015: text, images, music, video | Glogster EDU - Interactive multimedia posters

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Dream school by L.Liivapuu, K.Tirrand and V.Park: kristo, lauri, virgo | Glogster EDU - Interactive multimedia posters

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See the Glog! Dream school by L.Liivapuu, K.Tirrand and V.Park: kristo, lauri, virgo | Glogster EDU - Interactive multimedia posters

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Our Dream school: text, images, music, video | Glogster EDU - Interactive multimedia posters

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See the Glog! Our Dream school: text, images, music, video | Glogster EDU - Interactive multimedia posters

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Page Not Found | European Schoolnet Academy

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© European Schoolnet Academy. All rights reserved except where noted. edX, Open edX and their respective logos are registered trademarks of edX Inc.

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Mirosława Dyka-Płonka suggestion about voting the diaries :)

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Mirosława Dyka-Płonka suggestion about voting the diaries :)

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https://www.youtube.com/watch?v=Dj3GH5myc3M&feature=youtu.be

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Quick guide to how QR codes can be used in classes

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Quick guide to how QR codes can be used in classes

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Suitable applications to cooperative learning (Grazia Paladino)

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Suitable applications to cooperative learning (Grazia Paladino)

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Padlet https://it.padlet.com/

Prezi https://prezi.com/

Thinglink http://www.thinglink.com/

Slidely http://slide.ly/

Powtoon http://www.powtoon.com/

Tellagami  https://tellagami.com/

Storyjumper  http://www.storyjumper.com/

Comic Strip (download from playstore)

Google Drive drive.google.com

Postermywall http://www.postermywall.com/

TinyTap http://www.tinytap.it/

Voki http://www.voki.com/

Wordle http://www.wordle.net/

Altervista blog http://it.altervista.org/

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University of Minho Tablets in Schools Report

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All the information about the course downloaded

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All the information about the course downloaded

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I'VE LEARNED HOW TABLETS SUPPORT COLLABORATIVE LEARNING

there are many examples, some of which are:

- doing Treasure Hunts in your town (using ACTIONBOUNDS

- using built-in camera, microphone, GPS

- manage group work with TEAMUP

- using TWINSPACE as a common platform for ETWINNING

projects with other schools abroad

- using PIRATE PAD for taking notes and chatting

- creating profiles of historical figures with FACEBOOK

Also:

o taking pictures or video,

o sharing text online,

o making surveys

o watching the results in real time.

o Students share online their videos and their peers comment

on them in real time

I'VE LEARNED HOW A FEW APPS CAN HELP GROUP WORK

MY FAVES:

- TEAMUP to manage group work

- PADLET / TITANPAD for collaborative work, publish & chat

- STICKY MOOSE to generate ideas & give feedback

- YOUTUBE to edit videos

- PICKTOCHART for infographics

- SLIDESHARE for sharing power point presentations

- PIC COLLAGE to create collages

- BAIBOARD / DEEKIT the collaborative whiteboard

- KAHOOT! to create visual quizzes

- MINDNOTE for mindmapping

- VALUE RUBRICS for assessment and create rubrics

according to the different group works.

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As a reminder, here are the key questions from the module:

1. How do you form groups of students for group work and why do you take this approach? Based on your experience what strategies of forming groups work and which do not work? Why?The best for me is TeamUp. If the computer says that the group is the following , absolutely no complaints.

2. How do you keep your students focused and on track during collaborative projects? How do you ensure all students contribute to the task?There should be a time limit to monitore.

3. What strategies have you used to assess group work? What are the main challenges for you when it comes to assessing group work? It is better that students who want to work together do it. The result is much better then.

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Today's schools are focusing on boosting kids' technological proficiency and warning them about the perils of the web. But something critical is missing from this education.

Marcio Jose Sanchez/AP

On the other end are the skeptics, among them the adults who fear that kids are being thrusted into a world of cyberbullies and pedophiles. A 2012 Pew Research survey of roughly 800 U.S. parents and their teenage children found that eight in 10 parents are concerned about their kids' Internet privacy, while seven in 10 said they worried about their kids interacting with strangers online. As Hanna Rosin explained in a cover story for The Atlantic last November about teenage sexting, adults often respond to such scandals with fearmongering and massive information campaigns. The National Association of School Psychologists has helped to develop a curriculum devoted exclusively to raising cyberbullying awareness, while myriad apps have been developed that allow parents to track their children's digital footprints. According to the Pew report, half of the parents surveyed said they had used parental controls or other means of blocking, filtering, or monitoring their teens' online activities.

The elements of a changing world, from technology and business to politics and culture
Read More

And then there are the educators who worry-arguably for good reason-that the digitalization of classrooms is severely undermining their pedagogy. At the higher-ed level, some professors have even published manifestos on why they're banning laptops from their lecture courses, while many K-12 campuses to this day maintain no-device policies (though it appears such policies are becoming obsolete).

According to Loewy, this dichotomy amounts to a major missed opportunity. Kids not only need to be proficient in how to use digital technology, becoming savvy coders and prolific ebook readers, he explains-they also need to deeply, holistically, and realistically understand how the digital world works behind the scenes. And that doesn't only mean realizing that sexting is a victimizing and punishable offense with long-term repercussions. Or that social media can be addictive and full of predators. While it's undoubtedly important to keep kids safe when they're online, these focuses give kids "a distorted view of the digital world," Loewy writes. "It is a view that reflects the fears of adults rather than the aspirations of youth."

* * *

Loewy was teaching a summer journalism class for middle-schoolers in Princeton, New Jersey, when he had his epiphany. "This generation has grown up with a completely different type of relationship to the media," he said. "They have not seen a newspaper other than their parents reading one. They don't even watch television-everything is Internet-based." And while such a statement might conjure images of a curmudgeonly cynic convinced that technology is an assault on human intellect, Loewy sees that transformation as positive-or, at least, inevitable. It's just that today's kids need much more guidance on how to live within this world, he argues. "They are consuming and seeing so many things online that they don't know how to put it into context or how to evaluate it," he said.

At the same time, "even schools that have called themselves very technologically advanced haven't even begun to explore how they actually teach [about that technology]," he said. They may hand out iPads or laptops to students, but such education often stops at the hardware. "Curriculum is the microcosm of what's going on in society; I think that curriculum needs to catch up with the reality."

Boyd, it's worth noting, draws similar conclusions:

Teens will not become critical contributors to this [Internet] ecosystem simply because they were born in an age when these technologies were pervasive.

Neither teens nor adults are monolithic, and there is no magical relation between skills and age. Whether in school or in informal settings, youth need opportunities to develop the skills and knowledge to engage with temporary technology effectively and meaningfully. Becoming literate in a networked age requires hard work, regardless of age.

After his revelation, Loewy, who spent most of his career as a foreign correspondent writing for major British and Canadian newspapers, started developing what he's now calling "an interdisciplinary curriculum for the digital age," a.k.a. " Living Online." The curriculum, which is designed primarily for high-school students (though he says it can be adapted for younger kids, too), includes a dozen teaching modules that would be integrated into various classes-from "Privacy" and "A is for Algorithm" to "Digital Activism" and "Cyberpsychology." Other units under development include "Remix Culture," "Gaming in Education," and "Reality-Virtual/Actual." In some ways, it could be described as the liberal arts of virtual living.

The curriculum's first unit-"Identity"-aims to give students insight "into how their identities may be unconsciously shaped by digital media and online socialization." The module highlights opposing perspectives on the topic, from that entertained by people like Facebook founder Mark Zuckerberg, who insists users should only have one authentic identity, to the view that individuals are multifaceted and prismatic. "We will examine how individuals craft and express their identities across multiple online and offline contexts," the summary says, "and discuss the implications of having different identities, avatars, and facets of ourselves across different networks." The idea is to get past the emphasis that adults often make on the perils of Internet identity, to show kids that they're in a process of discovery and can play with and explore different personas-even if that means an adolescent boy posing online as a 35-year-old woman. And this, to Loewy, is a good thing: "It's a part of experimenting, exploring who you are, and getting the opportunity to interact with people you normally wouldn't interact with."

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Digital Natives, Yet Strangers to the Web

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Today's schools are focusing on boosting kids' technological proficiency and warning them about the perils of the web. But something critical is missing from this education. On the other end are the skeptics, among them the adults who fear that kids are being thrusted into a world of cyberbullies and pedophiles.

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I try to find out more about it

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http://pixabay.com/- a photo bank

http://www.knowmia.com - for making videos

http://www.bbc.com/news/education-30216408

http://oupeltglobalblog.com/2014/01/22/white-paper-on-tablets-and-apps-in-school/

http://iejee.com/files/1/articles/article_5511d308a5981/IEJEE_5511d308a5981_last_article_5516c5b5d2533.pdf

http://creative.eun.org/observation

https://www.youtube.com/watch?v=KrXx8GZNXsk&list=PL65qZVknfxekZBmicFYsze7oFUyqrfe1I&index=17, about QR code

https://www.youtube.com/watch?v=1vYKQWsHrO8&list=PL65qZVknfxekZBmicFYsze7oFUyqrfe1I&index=3, Talking Tom

https://www.youtube.com/watch?v=zWqac8wtBvE&index=4&list=PL65qZVknfxekZBmicFYsze7oFUyqrfe1I - Storytime

Cloud Generators http://l.facebook.com/l.php?u=http%3A%2F%2Fwww.edudemic.com%2F9-word-cloud-generators-that-arent-wordle&h=ZAQF-NlVY&s=1

Edmodo - https://www.edmodo.com/content

Dipity - http://www.dipity.com/

Google Docs

Glogster - http://edu.glogster.com/?ref=com

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Avasta Valgamaa! Üks ilusaim, armastatud paik Lõuna-Eestis. Eesti keeles.

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In this module we have two key questions/tasks.

1. Identify at least one idea for content you could produce together with your students that has a wider purpose and meaning than just the classroom activity Participating in etWINNING OR MAKING A FILM AND TAKING PART IN A COMPETITION.

2. Create some content with a tablet (can be your personal tablet) to use as an example when doing a content creation project in your class

I LEARNED HOW TO USE sOCRATIVE and creating some schoolyear final tests. I quite liked Socrative, but of course much to learn and somehow we have to find time.

So at the end of this module you should have achieved the following learning objectives:

1. Knowledge of a process of developing innovative "learning scenarios"

2. Understanding of what content creation with tablets refers to and how to implement this pedagogically effective in the classroom

3. Knowledge of a range of apps that can be used for content creation projects in the classroom

4. Develop a piece of content with a tablet that can be used as an example in a content creation project

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Why I want to use more tablets at school? To make lessons more interesting and students more motivated.

Tablets and mobile devices are the future for our students.

And very important is to make rules of using the tablets and working in the lesson.

What do I need to consider at a more broader , whole- school level?

To get more teachers interested in the topic, we have had after-lessons meetings to introduce topics and I am the person responsible for keeping the school blog about new digital topics.

In our school we do not have any tablets, everything is only A DREAM.

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Õpiveeb on koolidele suunatud veebipõhine uuenduslik õppekeskkond, kus õpetaja saab tunde ette valmistada, läbi viia ja õpilasele koduseid ülesandeid jätta. Õpetaja saab hoida oma faile, linke, pilte, videoid jm õppematerjale ühes kohas. Kõik on õppekava järgi süsteemis ja alati kergesti leitav. Ligi pääseb igast seadmest ning õpilastele jagamine käib ühe klikiga.

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Etry 4. I am right now at the confrence in Tallinn

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Etry 4. I am right now at the confrence in Tallinn

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"Smart user of new technology is taking over"

3 days full of very interesting lectures. (17-04)

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I teach English and I have my own classroom with 20 PC, Internet access, multimedia projector

And I do not have any tablets yet. Actually we do not have them at school.

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Kõik Valga Põhikooli laulukoorid ja tantsurühmad, kes valmistusid XII noorte laulu- ja tantsupeoks „Mina jään", on peole oodatud. Suur tänu kõikidele osalejatele ja juhendajatele oma panuse andmise eest eesti kultuuri hoidmisele, esindamaks iseend, kooli, linna ja maakonda. XII noorte laulu- ja tantsupeost võtavad osa 1.-2. klasside tantsurühm Kurekell (16 tantsijat, juhendaja Airi Laine), 3.-4.

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I am Kersti from Estonia and I work in a Basic School in South of Estonia.

Our school has a bit more han 800 students, from 7 years to 16. We have

about 80 teachers in our school.

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The course starts on 13th April 2015 and lasts for 5 weeks

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The course starts on 13th April 2015 and lasts for 5 weeks