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M 4.8.1 Preparing a Lesson Plan with Learning Designer

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M 4.8.1 Preparing a Lesson Plan with Learning Designer

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LearningDesign for: Android Apps List

LearningDesign for: Android Apps List
Context

Topic: IT

Total learning time: 1000

Number of students: 30 to 240...or more.

Description:

We want our students create a list of apps and web tools to work in Android Tablets in order to them show the variety of apps and different outcomes to the teachers that don't have experience in using Tablets at class.  This task will be developing in an eTwinning competition between minimum 4 countries.  The students will be in High School and each school will provide at least 30 groups of word, couples preferably.  They will have an Android tablet to work with.  They need to investigate about Android Apps and Web tools that can be used in Android Tablets.  Once they will have choose one they will study it and fill up an ICT catalogue about it.  This will be shared between schools and after a peer to peer evaluation we will have some seminars about the winner apps.

Aims:

- Investigate Android Apps

- Language development.

- Critical Thinking.

- Collaborate with international peers.

- Reinforce IT competence.

- Managing projects.

- Reassure and help teachers in an unfriendly field.

Outcomes

Evaluate(Evaluation): Evaluate different Apps and web tools.

List(Knowledge): Create a list of Apps and web tools for future use.

Appreciate(Affective learning outcomes): Appreciate the peer work

Classify(Comprehension): Create a practical classification of this tools.

Demonstrate(Application): Demonstrate the use of this tools.

Summarise(Synthesis): Be able of summarise the main characteristics of the tools.

Justify(Evaluation): Justify the use the ones against others.

Draw(Psychomotor skills): Screen cast a practical use of the app.

Here is the lesson plan: http://v.gd/G3bh0v

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M 4.6 Apps and Tools for Personalisation and Flipping the Classroom

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M 4.6 Apps and Tools for Personalisation and Flipping the Classroom

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Usually I teach IT and I am the IT Coordinator for the school this always led me to use a very extended range of tools and we are always showing tools that are quite interesting but at the same moment some are really difficult to learn and maybe this methodology is really time consuming for the teachers if you try to use many different options. You can see the apps that I have at the moment in my tablet and almost all of them you can use for this methodology.

What a want to share now is a very simple and easy tool that allows teachers in two clicks to create material for a Flip Class. The app is Flipboard is a social-network aggregation, magazine-format mobile app. The software collects content from social media and other websites, presents it in magazine format. The most important for me is that is multiplataform.

Simply you create a Magazine that collects your resources from internet and the smallest project can be a video that explain the contents that you want to work with your students. It is really easy and very attractive.

You can check magazines created by different users. I want to share with you one about Flip Class materials.

Flip Class Resources http://flip.it/vM22Z

You can find in my diary some different Magazines about methodology, apps, etc.

http://es.padlet.com/Ximo_Rey/LearningDiary

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M 4.5 Challenges of the Flipped Classroom

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M 4.5 Challenges of the Flipped Classroom

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As I said in the previous chapter I had found some problems implementing the Flip Class model:

- Lack of motivation of some of my students.

- Dependence on the internet connection.

- Dependence on the pc/tablet/hardware needed.

- Video is not always the best choice.

-  Students get drift from the main goal.

- Teacher need to invest a lot of time to create or sum up good material for the different units.

The model itself is very interesting when you have a good group of students, motivated, want to learn, they don’t have other problems, are really engage in their learning process, etc. But when you have some students that don’t fit in this category or have some of the issues previously mentioned you find that you have a group that disengage totally from the learning process.

To try to solve these problems I try to modify the model in order to suit me and my students. These modifications allow me to engage the students that lack motivation, need personal attention, etc. These are the key challenges of the model not to leave some students out of the process, get them involved. I tried to mix this methodology with some of the basis of the Project Based Learning that in my experience get the students more engage.

http://es.padlet.com/Ximo_Rey/LearningDiary

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I have tried to introduce it in High School but it is really difficult due that students don’t like to work over school time at home. You need to cope with the fact that a lot of them don’t watch the videos or work in the different tasks previous to the classes. That forces me to modify the procedure of the Flipped Classroom Methodology but no problem because for me everything that helps students and suits you to reach them is welcomed.

One of the main problems with this kind of projects is that they lost track easily of the project drifting from it to other subjects.

To make sure all of them make the needed work I assign some of class time to go through the material they need to work at home at their own pace. During that time I can go with the students that have done the work in more detail of the subject or solve some of the doubts they have.

To make them focus in the project I plan different intermediate stages along the project where they need to have some partial results and they need to show me to jump to the next step.

Oral Presentations is one of my experiences in this type of project or modified flipped classroom. The main goal of the project is to work the Oral Presentations skills among other secondary topics using this one as excuse. The definition of the methodological project, the documentation and results from one of my experiences you can find it in my webpage: http://www.iliketheidea.com/flipped-class-presentaciones-orales-1-bac/. Sorry but the documentation is in Spanish.
http://es.padlet.com/Ximo_Rey/LearningDiary

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I can’t agree more with my colleagues about all it has been said about tablets and learning personalisation. I will summarize the main points:

1) A tailored curriculum for each student

We are able to give each student access to a personalized learning “center”. This means that teachers no longer have to broadcast knowledge, their role shift from a mere broadcaster to a guide in the learning process.

Additionally, when every student has access to a tablet, they can progress at their own pace. The difference between students with different learning curves now disappears and the importance of the type of learner too due that each of them can choose their types of activities.

2) Instant access and feedback

Educational technology resources and content provide the teacher the ability to monitor, reinforce, or advance a student. This provides us the ability to see which students may need one-on-one, to add extra enrichment to an excelling pupil.

3) Learning environment variability

Learning process gets free from the classroom and can take place everywhere (home, at the library, and pretty much anywhere, with or without internet connection)

4) Individual communication and group collaboration options

Immediate communication with the teacher and students mate that promote peer to peer learning. We have more time to offer personal instruction assistance.

It's important to note that tablets and notebooks are not the means of student learning.

During the implementation of the 1:1 program as IT coordinator I’d like to mention a problem that some teachers find with the use of tablets about the empowerment they feel from the students and tablets due to the fact that they control more a tool and the enormous quantity of apps that can be used and the lack of criteria to use one or other.

To overcome this problem for me is important to begin with little steps that will make teachers more confident about the technology and in no time they will discover the apps that fit better they students and their learning progress.

http://es.padlet.com/Ximo_Rey/LearningDiary

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Here you can find a poster with the apps that I use in my tablet. Not all of them are for collaborative work but I think is a good idea to share the apps that we use.

The poster is made in Google Draw an incredible app for collaborative work.

https://docs.google.com/drawings/d/1LsA8QIqkheVnkDCX6AiLLjh8l2rq5A5tYzbUVTGhmy4/edit?usp=sharing

http://es.padlet.com/Ximo_Rey/LearningDiary

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One of the main issues with assessment is that this projects are really timing consuming and the teacher can’t be involved in all the process. As I usually work with students from 16 t0 18 years old I think that assessment is part of the project tasks and students need to participate in the creation of the assessment rules. I always let them the possibility of choosing between some percentages of mine and their assessment, this idea reinforce parallel learning: decision taking, responsibility, involvement in the learning process, etc.

To make them focus in the project I plan different intermediate stages along the project where they need to have some partial results already and they need to show me to keep going to the next step.

Oral Presentations is one of my experiences in this type of projects. The main goal of the project is to work the Oral presentations skills among other subjects using this one as excuse. The definition of the methodological project and all the documentation and results you can find in my webpage: http://www.iliketheidea.com/flipped-class-presentaciones-orales-1-bac/. Sorry but the documentation is in Spanish.

The main points of the project are:

Flip class methodology.

Group work.

Pecha Kucha.

Outcome: Oral Presentation.

Stage one:  Research about Oral presentations and their main components. They produce their first document.

Stage two: Discussion of the Oral presentations main components and feedback, this document will be used to create the evaluation rubric. Peer to peer work directed by teacher. Final components document outcome and first assessment by observation.

Stage three: Create a presentation following Pecha Kucha specification.

Stage four: Oral presentation. This is recorded to analyse them. Second assessment by the teacher following the rubric and the first document about the contents of a presentation. Each student has a rubric where he can take their notes about every presentation. At the end they will send all the results by a Google Form.

Stage five: Peer to peer assessment with rubric. Students assess each one of the works individually using an electronic questionnaire that follows the evaluation rubric.

Stage six: Teacher Feedback. I give them the band where they can move the percentages of evaluation basing in my or their assessment this way easily with a spreadsheet we provide the final results in no time.

The definition of the work flow and being very specific helps students to keep track of the work and help them not to drift from the main objective.

The use of evaluation rubrics is very important because they have at the beginning of the project a very specific document that specifies all the points that they will be assess for.

You can see the rubric of this project in the attached pdf. Good places to get familiar with this resource are: http://rubistar.4teachers.org/index.php or http://en.wikipedia.org/wiki/Rubric_%28academic%29

http://es.padlet.com/Ximo_Rey/LearningDiary

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M 3.3 Success factors of school-to-school collaboration projects

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M 3.3 Success factors of school-to-school collaboration projects

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I believe for a fact that the most important point about these projects is to excite the students and fire their expectations about the collaboration with students from other nationalities.

I have been working in some European projects not with students but with teachers with a very interesting outcome and I am very enthusiastic about international projects. Nowadays we are working really hard at our school to open the doors and participate with our students in every possible way with our European neighbours.

This year we are participating in an eTwinning project with Greece about IT/web 2.0 all the contents can be used in tablets. http://twinspace.etwinning.net/2079/home. The project is not finished yet due to health problems, but you are invited for next year to join us.

We are working in the new Erasmus+ programme trying to create a Network of schools eager to collaborate in the most different ways.

We are open to new collaborations if you want to work with me or some of my colleges keep in touch:  ximorey@jesusmariav.net .

http://es.padlet.com/Ximo_Rey/LearningDiary

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One of the main problems with this kind of projects is that they losse track easily of the project drifting from it to other subjects.

To make them focus in the project I plan different intermediate stages along the project where they need to have some partial results already and they need to show me to keep going to the next step.

Oral Presentations is one of my experiences in type of project. The main goal of the project is to work the Oral presentations skills among other subjects using this one as excuse. The definition of the methodological project and all the documentation and results you can find in my webpage: http://www.iliketheidea.com/flipped-class-presentaciones-orales-1-bac/. Sorry but the documentation is in Spanish.

The main points of the project are:

Flip class methodology.

Group work.

Pecha Kucha.

Outcome: Oral Presentation.

Stage one:  Research about Oral presentations and their main components. They produce their first document.

Stage two: Discussion of the Oral presentations main components and feedback. Peer to peer work directed by teacher. Final components document outcome.

Stage three: Create a presentation following Pecha Kucha specification.

Stage four: Oral presentation. This is recorded to analyse them.

Stage five: Peer to peer assessment with rubric.

Stage six: Teacher Feedback with final results.

The definition of the work flow being very specific helps students to keep track of the work and help them not to drift from the main objective.

http://es.padlet.com/Ximo_Rey/LearningDiary

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When it is a group smaller than 4 people I let them join by affinities, knowledge, etc. For me it is very important to let them join the group they desire and this decision will be part of the learning process. When I form groups bigger than 4 people, I focus on my students learning styles (Gardner multiple intelligences).

Lately I have been working in some Project Based Learning that involve the use of 4 very big work groups, as 20 or more students in each one.  The project outcome is an animation movie that explains what is Christmas to non-Catholics students.  You can see the Methodological and develop explanation in my webpage http://www.iliketheidea.com/abpod2bac/ but I will extract the main points:

PBL project.

Bilingual project.

Specific Software.

Real work flow. Movie creation.

Structural Organization.

Professional outcome.

Work Feedback.

Peer to peer learning/assessment

You can find all the different documents in http://www.iliketheidea.com/abpod2bac/ and the student’s feedback. Sorry but all the documentation is in Spanish.

http://es.padlet.com/Ximo_Rey/LearningDiary

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Here I will share all the articles about Tools PC-Web 2.0 where you will find a much updated collection of Tablet apps for education.

This one is placed in Flipboard and is a collection of articles about apps for education from internet. Please CHECK IT:

http://flip.it/I0OJr

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Wolfram Alpha

It is an app where users submit queries and computation requests via a text field. Wolfram Alpha then computes answers and relevant visualizations from a knowledge base of curated, structured data that come from other sites. The curated data makes Alpha different from semantic search engines, which index a large number of answers and then try to match the question to one.

Using the Mathematica toolkit, Wolfram Alpha can respond to natural language questions and generate a human-readable answer. Founder Stephen Wolfram has said of the engine: "All one needs to be able to do is to take questions people ask in natural language, and represent them in a precise form that fits into the computations one can do,"

http://en.wikipedia.org/wiki/Wolfram_Alpha

http://www.wolframalpha.com/

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This is an entry in my blog in Wordpress published part from a tablet and some of its contents made in a tablet. The activity they need to accomplish is a Class graduation photograph made by students 15 to 16 years old. This is the entry: http://www.iliketheidea.com/gimp-4-eso-orla/

You can find a flipboard magazine where the students can find Gimp tutorials. http://i0.wp.com/www.iliketheidea.com/wp-content/uploads/2015/02/gimp.jpg?resize=129%2C163

There is a video tutorial upload in YouTube.

You can find written the contents and instructions to achieve the project: Rules and specifications of the result.

And a link to our School Moodle http://www.jesusmariav.net/moodle2/mod/assign/view.php?id=2039 where the students access with their passwords and they deliver their final output.

After the work they vote for their best work and this one is the one the School print and give to them at the end of the course. They are working in the ones from this year but you can find the results made last course here: http://www.iliketheidea.com/eleccion-orla-4oeso-2013-2014/ . After the works you can see the Google Form to vote for the best. Students choose their own Orla for the prom.

http://es.padlet.com/Ximo_Rey/LearningDiary

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M 2.2 What kind of content can you produce with your class?

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M 2.2 What kind of content can you produce with your class?

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I’d like to present one of our last projects that we carried on this course. We created a video for an ONG (ManosUnidas) contest where we have the following learning goals:

Video Editor Tool

Create a story to create a movie.

Follow contest rules: Technical and subjects.

Subjects of the contest: Famine in the world, Land distribution and Ecology.

You can find in my webpage: http://www.iliketheidea.com/concurso-video-1-bac/ the definition of the activity. The student find here initial information about movie creation, technical info for the apps, link to the contest and a brief enumeration of the rules for the output. At the beginning I provide them the Rubric that they will follow to assess their own output, videos, through the form for the self-assessment and their fellow mates. At the end I publish the assessment results and I give them personal feedback for the activity.

In this post you can see the result that we have sent to the contest: http://www.iliketheidea.com/concursomanosunidas/

By the way one of our videos won the competition: http://www.jesusmariav.net/2015/03/26/ganadores-del-vi-festival-de-clipmetrajes-de-manos-unidas/

In my web page you can find a lot of examples of Content Creation because is the main methodology I applied for almost all my teacher career in all the subjects that was possible to apply. You can find results from a very wide variety of formats: Power Points, Glogs, videos, wikis, sites, wiris, geogebra, images, pdf, comics, books, magazines, etc. All collected in my blog: http://www.iliketheidea.com/ . You are welcome to explore.

http://es.padlet.com/Ximo_Rey/LearningDiary

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To use Learning Scenarios is very important to have the activity defined in every aspect. At the beginning it may seem as a time consuming for the teacher but after you apply this news approaches to your methodology you will appreciate that you save time during your practical development of the activity.

This named “Learning Scenarios” we can find them defined with different names like PBL, Flipclass, etc. at the end but for me is a way to apply methodologies standardization and this will give us as teachers a way to standardize our work that will obtain better results in the learning process due to the specific definition step in the learning activity.

I will describe one of my activities that we carry along in the subjects IT and History where we use Project Based Learning methodology and I’ll try to make an analogy with the Learning Scenario. You can see the project developed in my webpage: http://www.iliketheidea.com/abp-la-ilustracion-histfilotic-1o-bac/

Dream - Definition of the Project - Ilustrsation.

Explore – Looking for the information.

Map – Create the plans to solve the problem.

Make – Create the Glogs.

Ask – Refine the contents of Glogs and presentations.

Remake – Remake the Glogs and plan the presentation.

Show – Show the Glogs and presentations. General Assessment using rubrics and digital forms and with conclusions we give feedback to every student.

In a way even if has another name this standardization give us a potent tool to organize our work and give more quality to the learning process.

http://es.padlet.com/Ximo_Rey/LearningDiary

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Here I will share all the articles about TABLET APPS FOR EDUCATION  where you will find a much updated collection of Tablet apps for education.

This one is placed in Flipboard and is a collection of articles about apps for education from internet. Please CHECK IT:

http://flip.it/y9req

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We have never used Edmodo. I have heard about it but never had time to work with it, but it looks quite interesting. Usually we use Moodle platform as LMS: to share material with my students, chat, activities, workshops, exams, assessment, progress, etc.. I think it has the same capabilities that Moodle but may be more visual.

At the present we are organizing a Google for Education Apps platform and it includes Google Classroom. We are eager to try it because is a very promising tool integrated with the entire Google apps ecosystem.

Because is very difficult to introduce this tools to the entire group of teachers we won’t be working towards this possibility as we are working already with Moodle http://www.jesusmariav.net/moodle2/ and the learning curve of the LMS systems are to slow to introduce them in a school.

http://es.padlet.com/Ximo_Rey/LearningDiary

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Here I will share all the articles about NEW METHODOLOGIES MAGAZINE   I think are important for our goal.

This one is placed in Flipboard and is a collection of articles related to methodology from internet. Please CHECK IT:

http://flip.it/WQEJI

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M 1.4 What classroom challenges do I already face or do I anticipate facing when using tablets?

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M 1.4 What classroom challenges do I already face or do I anticipate facing when using tablets?

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Challenges:

- We need to change the concept of a traditional class to break with the idea of controlling 30 students in class leading that to the concept in having 30 students reaching the learning goals defined by the teacher that accompany them. We need to treat the Instructional approach as a problem.

- Break the idea of tablets as a tool for leisure time: Learning tool. Students might occupy themselves with things not related to learning.

- Some students are not familiar with the use of tablets or many apps.

- It is difficult to help all groups and all students at the same time.

- Classroom lay-out.

- How can the students work/collaborate together: Software.

- Boredom of tasks using the same activities on the different subjects. Burn the technology, activities and apps.

- Language barriers in some software.

- MDM policies and class control.

Solutions:

- Break with teach by instructing. Teach students and teachers to work together and collaborate. Use new approaches as: Project Based Learning, Flip class, task, etc.

- Parents involvement in process of the methodological change.

- They need to know exactly the goal of the activities, result and the assessment.

- Good planning of activities: Definition.

- Software: Use a common ground to collaborate as a GAFE.

- Formative assessment to students and teachers.

- Time to plan and find the approach that fit you better as a teacher and for your students.

- Rotating tasks between subjects and in the same subject. Teachers need to share their work in order to give a chance to different kind of activities and methodologies. Update formation for teachers.

- Interchange of resources and work between teacher to help in translations, etc.: Collaboration.

- Promote the peer to peer learning.

- Specify and clarify the School rules / Classroom rules / Subjects rules about the use of the devices and apps.

http://es.padlet.com/Ximo_Rey/LearningDiary

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M 1.3 What whole-school challenges do I already face or do I anticipate facing when using tablets?

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M 1.3 What whole-school challenges do I already face or do I anticipate facing when using tablets?

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Where are we?

We've got Digital Boards in all School classes.

Web site – blog. http://www.jesusmariav.net/

Moodle platform. http://www.jesusmariav.net/moodle2/

Educamos platform. https://jesusmariafc-jm-valencia.micolegio.es/educamos/Login.aspx?returnurl=https%3A%2F%2Fjesusmariafc-jm-valencia.micolegio.es%2Feducamos%2Fdefault.aspx

TIC's and E-learning courses for teachers.

3 Computer classes.

45 android tablets for free use.

Installing Wi-Fi signal in all the school areas.

We are in the process of creating a 1:1 incorporation plan for next year.

What are we doing in our plan for installation process?

Never was a good timing for the implementation of the program and along this course we created an ICT group with personal from all levels working together and leaded by the Main board of Directors. Team working and involvement of colleagues towards a definition of a strategy and a shared School development plan was one of our first goals.

We are giving the school a Wi-Fi network that covers all the installations in order to change or provide a different kinds and possibilities of learning environments. Next year we will explore new possibilities of the different spaces.

We are working for years in our Virtual learning environment, Moodle. Our teachers are experienced in the use of the platform and developed already some of the learning contents they will use in their classes. We will try to use a dissemination of this knowledge to the entire teacher group through observation of other colleges and peer to peer teaching methodologies. How to access contents and which applications we need to use to access are listed and we are involved in a Course for the use of these in the tablet.

Professional development: We provide technical and pedagogical support to the teachers as one of the priorities of the program. We provided to our entire personal with a device 24/7 for the acquisition of the technique’s necessaries. Training in a list of apps defined in the previous post. Step by step approach. Leader’s technological teachers lead the less technological. Encourage people. We will give the opportunity and promote the observation of others teachers use of tablets and experiences.

We are deploying Google Apps For Education (GAFE). A Suite of Free Productivity Tools for Classroom Collaboration. Completely free: Google Apps for Education is free for schools with 24/7 support at no cost. Never any ads and your data is yours. Easy collaboration: Create, share, and edit files in real-time. Everyone is on the same page, and that page is automatically stored in the cloud. Use on any device: Enjoy a consistent experience from any computer, tablet, or phone. Work anywhere and any time you want to.

Technical support: We are studying the best option to cover this issue between inside assets or externalizing resources trough a technical partner. To solve small problems we will create a group of students’ experts. This can partly be solved identifying tablet-expert students and give them the responsibility to support to their respective classes.

The points we need to reinforce in our deployment plan are:

- Involve parents. We are giving some introductions to the subject and trying to create a positive atmosphere about the setting up of the new methodology with tablets. Web communications too, etc.

- The definition of the Evaluation of the plan is not all the specific that should be. Teaching and learning different, not as before, force us to create some standards to reach with the new methodologies. Change possibilities different outputs. Change assessment.

-Privacy, school policies, safety and data privacy need to be discussed in more detailed way.

- Financial resources.

Different issues we have detected along the process and trying to solve by the plan:

- Old teachers are afraid of using technical devices in their classroom.

- Big workload of the teachers

- Teachers and students fear.

- The pedagogical support is the most important challenge.

- Number of apps and environments to be used.

- Security issues. Students downloading and accessing material that they were not supposed to.

- Problems with space and recharging the tablets.

- Increased work load for the staff members who support the tablets.

- Some Lesson Plans need to be created but not ready.

- Teachers need to understand new methodologies. Fears to collaborative work, difficult to understand who works and how, difficult to monitor student, etc.

- New assessment process. Rubrics.

It is been really challenging the process but we are convinced that this will be the best for our future students’ opportunities. It is very important everybody’s illusion and passion involved in the project.

http://es.padlet.com/Ximo_Rey/LearningDiary

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M 1.2  Why you are using or want to use tablets in your classroom ?

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M 1.2  Why you are using or want to use tablets in your classroom ?

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1.- Use the tablet as a support in the classroom. Digital devices have other possibilities that can bring a lot to your classes : search and complete information, studying geography with Google Earth , web quests , create multimedia presentations, student personal blog , on-line educational resources ...I give a list of resources we want to give access to my students.

Search Engines: Google, Google Academics.

Browsers: Chrome, Firefox, Dolphin with flash.

Text Editing: Pages, Google Docs Office.

Camera Camera SO.

Photo editing: SO Editor.

Video editing: Vid Trim.

Music players and video: (YouTube ...) SO YouTube Player.

Self-correcting exercises in various subjects: calculus, vocabulary, language Moodle for content.

Maps: Google Maps, Google Earth, Google Maps atlas.

QR and augmented reality.

Take notes: Evernote, Onenote, Adobe Reader. SO

Scientific Calculator.

Calendar: Agenda Calendar SO.

Email: Gmail.

Dictionaries and encyclopaedias: Wikipedia, RAE dictionary.

Storage in the cloud, Dropbox, GoogleDrive.

Editing concept maps: Simple Mind.

Multimedia presentations: Prezy, Google Presentation.

Spreadsheet: Numbers, Office, Google Spreadsheet.

Sound Recorder: Audio Editor.

Blogs Editor Blogger.

Exercises for general cognitive development: memory, attention, logic, Moodle relate to content.

Environment to create stories: Storytelling, creAppcuentos. Moodle for content.

Environment to draw: Paint, Skitch

Educational games: Moodle for content.

Music activities: playing instruments, recognize sounds: Moodle for content.

SAAC: pictograms, voice Moodle content.

Music editing: GarageBand.

2.- Combine existing resources with traditional resources.

3.- Select the appropriate applications.

4.- Browse safely .

5.- Leverage all channels of communication.

6.- Creative activities .

7.- Working with offline digital content.

8.- Taking full advantage of the collaborative work .

9.- Be informed of the latest apps available to develop different activities.

10.- Agree with your students the rules of use . Civic behaviour.

http://es.padlet.com/Ximo_Rey/LearningDiary

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The Jesus-Mary School is a Concerted Center situated in Valencia, Spain. It has authorized educational levels at Childhood Education, Elementary Education and High School levels. The total number of all pupils is approximately 1300 with a staff of 140, teachers, administration, etc.

The Jesus-Mary School is also a Center that aims to have a model of multilingual education and at the moment we are developing changes in curriculum, methodologies, assessment, definition of roles to promote transformation and adaptation to the current situation: Inclusion of new IT in the methodologies.

In addition and consistent with the above objectives the European Development Plan and ICT Project are prepared defining changes and development of the ICT skills.

As you can see in our summary our School is involved in a methodological change that includes the ICT as a key point in this new educational challenge. The change that we need to achieve make that the ICT goes together with the Plurilingual conception of the education with all the factors that derivate from this change, social, cultural,technological, etc.

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I am Joaquín Rey Oliver. 46 years old living in Valencia, Spain.

I teach for 16 years in the Jesus-Mary School in Valencia. Mainly I have been teaching along those year’s subjects as Economics, Technology and ICT. At the present I am in charge of the ICT Coordination and Coordination of International Relations of our School.