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Powerleague to participate Samsung tablet

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Powerleague to participate Samsung tablet

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Powerleague is also a great tool to use in the classroom so why not check it out already in the video below and register for a free account here.

Polleverywhere http://www.polleverywhere.com/

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FCS | Module 2 | Tool for teaching: Powerleague

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This video is part of the Future Classroom Scenarios Course on the European Schoolnet Academy. For more information visit www.europeanschoolnetacademy.eu

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http://padlet.com/cruzmarigomez/mylearningdiary

Course facebook group:

https://www.facebook.com/groups/CreativeClassrooomsLab/

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Todos los webinars grabados aquí

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I specially like these videos and resources:

http://www.emergingedtech.com/2013/06/8-great-flipped-class-videos/

http://mathinverses.weebly.com/

http://www.edutopia.org/blogs/tag/flipped-classroom

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https://www.eventbrite.es/

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https://youtu.be/nkxLkSaTdck

This is my lesson plan using Learning Designer tool. I hope it's ok.

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Module 4.6 Apps and tools for personalisation

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Module 4.6 Apps and tools for personalisation

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Module padlet http://es.padlet.com/oxfordo/8t292r7kwti7

HEre is my collection of tools on a Symbaloo curator

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Save your bookmarks and favorite websites online with Symbaloo! The best way to store, manage, and organize your bookmarks on the web. Create a free account to share your favorites with friends, colleagues or students. With over 10 million users, Symbaloo is a trusted edtech tool of teachers and educators worldwide!

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Module 4. 5 Flipping the classroom with tablets: Challenges of the flipped classroom.

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Module 4. 5 Flipping the classroom with tablets: Challenges of the flipped classroom.

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What are the key challenges to implement the model in my classroom?

I would make a difference between methodological challenges and practical challenges.

To begin with the practical ones the fact of not having tablets in my school available of a budget to get a number of them is the most important practical challenge. Maybe I could try the BIY (bring it yourself) in which case there would be students whose families can't afford to have a tablet.

The second practical would be parent's consent and involvement in the project. A flipped classroom for a number of parents could be seen as if the teacer is trying to quit their traditional responsibilities about explaining lessons, assigning traditional tasks, revising student's notebooks etc.

Methodological challenges would be:

- Teacher's knowledge adquisition about the new methodology, about how to implement it

- Timetables adapted to an extensive pretasks and planning for the new lessons.

- Educational policies support

- Students role change: they should shift from a teacher's directed learning process to a student's independent learning process. The most important: actvating or getting student's motivation to learn.

https://youtu.be/GOxiR8yFaFQ

https://youtu.be/EU0ctKVn4S4

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Module 4.4 Introduction to the flipped classroom

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Module 4.4 Introduction to the flipped classroom

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Have you tried out the flipped classroom model?

I have tried it although I didn't know I was flipping the classroom. The fact is that I have sometimes come up with some classes in which there were a number of students in class with so different levels of English and motivation towards learning that I had to look for the way to provide them all what they needed taking into account their own learning pace. That is how I first identified three different groups of learners:

Low motivated and low level group

Medium level and motivated learners

Fast learners and highly motivated towards learning of a new language.

What I did is looking for different sources online which they could use to study, revise or further on topics. They had to do this independently (watching video tutorials and certaing revising for grammar and listening webs) . Then during the lesson some of them presented their learning achievement in front of the class. Finally I revised individually their work and provided revision and feedback.

Videos:

https://youtu.be/a559Uqflk_U

https://youtu.be/iQWvc6qhTds

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Lucian Duma's list Top 20 iPad apps to flip your classroom

http://list.ly/list/gDq-top-20-ipad-apps-to-flip-your-classroom-in-number-tabletscourse

https://mlearning.zeef.com/lucian.duma

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Get the award-winning app that extends Schoology's powerful learning management solution to your iOS device. Manage your classroom, create and submit assignments, participate in interactive discussions, perform assessments, collaborate with your peers, and much more!
With Schoology's iOS mobile app, you can have rich and engaging academic experiences anytime, anywhere. Start by registering for a free Schoology account today.

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Top 20 ipad apps to flip your classroom in #tabletscourse

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Module 4.2 Personalised learning Tablets and personalisation

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Module 4.2 Personalised learning Tablets and personalisation

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I have never used tablets but during my English lessons I have often asked students to watch videos on you tube and create their own notes based on it and practise recording themselves. To go further on they had to create their own presentation of the topic and show it in front of their school peers. I think using tablets would enrich this methodology because of the extra motivation of making use of attractive and innovative tools for tablet which could make their learning more challenging, adecuate to their own learning styles and pace. As a teacher I should then provide a wider range of tasks for students to choose their own path towards their learning process. I could use EdPuzzle or Knowmia teach to present their their task and then I could use Showbie to collect and review student's work.

https://youtu.be/1pnS_9ZBix8

https://youtu.be/uBhy22CqKZQ

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At the end of this module I should have achieved the following Learning Objectives:

1. Developed a clear understanding of the concepts of personalized learning and the flipped classroom

2. Understood how to use a number of apps to personalize or flip the classroom

3. Reflected on an example of how teaching is personalized

4. Reflected on your own teaching practices as regards personalized and flipped learning and flipped learning

5. Designed a lesson plan that incorporates ideas, strategies, tools introduced on the course

6. Reflected on the effectiveness of other people's lesson plans

7. Developed an understanding of how tablets can support children with special educational needs

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This video is part of the Creative use of Tablets in Schools course on the European Schoolnet Academy. For more information visit www.eunacademy.eu

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Uploaded by Wolfgang Ölzant on 2015-04-27.

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I enjoyed reading, watching and reading our colleague's glogster. Congratulations Duma Cornel Lucian!

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Duma Cornel-Lucian is father, teacher, curator . Still september 2014 he is also Social Media Manager, trainer in Erasmus Plus http://www.euneoscourses.euI was also COP Leader in 2 EUN Projects .

I teach since 10 years . Sice 7 years I teach SEN students and I help them to integrate new technologies in XXI Century Education using ICT , new online technologies web 2.0 and social media

#tabletcourse MOOC http://www.europeanschoolnetacademy.eu/web/tablets-in-schools

MODULE 1 - Getting started with tablets at school

QUESTION 1: What is your main reason for using or wanting to use tablets in your classroom?According to Horizon Europe School Edition Report 2014 experts ,mLearning or Learning in hand using tablets or mobile phones is now one of the Thrends in XXI Century Education .Fortunatelly, I have the opportunity to use windows phone, Lumia 925 for my personal needs and research and I am verry excited by mLearrning utilities . I teach SEN students and I develop with them all of kind of educationa projects using online technologies, in computers Lab, but for us integrating tablets in the classroom is a Challenge!QUESTION 2: What whole-school challenges do I already face or do I anticipate facing when using tablets?Now we don't have any tablets or mobile devices for SEN students in my school only ICT and AEL Labs . However, I know that nowadays are many useful apps for all of kind of mobile devices who make learning easy and avaible for everyone everywhere . Still this year a new Challenge in our country because Ministry of Education and Scientific Research (Romania) begin to make interactive schoolbooks avaible also for mobile devices in the classrooom https://www.manuale.edu.ro . I hope also our Ministry of Education will make a National project to train teachers in mLearning technology and also to buy the best tablets for our students .QUESTION 3: What classroom challenges do I already face or do I anticipate facing when using tablets?Following Albert Einstein quote: ,,I never teach my pupils. I only attempt to provide the conditions in which they can learn " I am sure that I will be able to integrate with success mLearning technology in my school and my classroom and using new apps I can open gateway through knowledge for my students .Edmodo - I use this edtool to build a PLN, but I didn't use it with my students yet .

@LucianeCurator

Module 2- Using tablets for content creation1.What kind of content can you produce with your class?I involved my SEN students in many eTwinning projects and using wikispaces, GlogsterEDU and other kind of tools I develop their creativity and innovation . Also in eSafety4eTwinners project http://www.lessonpaths.com/learn/i/esafety4etwinners-project/esafety4etwinners-wiki students learn how to use eSafetety new online technologies, tools and apps web 2.0 and social media . What kind of content can we create with tablets?We can create many kind of content : photos, presentations, videos using ipad, tablets or other mobile . I work for this Glog on iPad . With this app we can create awesome online posters with: photos, videos, animations, text. . I never use with my students learning scenarios concepts, but it is a Challenge for me .

Module 3- Using tablets for collaborative learning3.3 Success factors of school-to-school collaboration projectsIn 2008 eTwinning open gateway through knowledge for me and for this reason we obtain 8 EQL . Still now I was involved in more than 50 projects, but unfortunatelly only in 10 % projects we really have involved parteners . I think in a eTwinning project is verry important online collaboration and cooperation between students and teachers involved in a eTwinning project . We never develop a project where my SEN students used mobile devices in collaboration with other students .3.2Challenges of Collaborative Work :Unfortunatelly we can't explorestudent collaboration with tablets because we have only computers and laptops in our school . Although my SEN students didn't use in school mobile devices we develop in eTwinning many kind of projects and we have a verry good collaboration and cooperation with students and teachers around the Europe . Still the begining we choose tasks, activities and expected results . 3.1. Forming Groups for Group WorkFor many students, being in the "right" group is extremely important. To most, the "right" group is determined by the people they will be working with. Most students dread the time when groups are formed in class. For first year students, it is the fear of the unknown. Many do not have extensive collaborative experience and have just come from the highly competitive and individualistic environment of high school. They know few people in their class and even less about how to operate in groups.

Module 4- Using tablets for personalising learning & flipping the classroom 4.1 Learning Styles of your StudentsI am teacher in a special school and all my students are with SEN and we must use for them PIP-uri and I must teach every students depending on the level / type of disability .4.2 Tablets and PersonalisationUnfortunatelly in my school we don't have tablets or mobile devices, but my SEN students are excited to use Glogster Edu and other edtools and applsin AEL Lab .4.6 Top 20 ipad apps for flipped classroom http://bitly.com/Lucianflipclass

Special for you : 1000 mLearning apps in one page

https://mlearning.zeef.com/lucian.duma

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duma cornel lucian - creative use of tablets mooc by eun

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Duma Cornel Lucian - Creative use of Tablets MOOC by EUN

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Duma Cornel-Lucian is father, teacher, curator . Still september 2014 he is also Social Media Manager, trainer in Erasmus Plus http://www.euneoscourses.euI was also COP Leader in 2 EUN Projects . I teach since 10 years .

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Interesting tests in Spanish Sergio Cruz shared in his Padlet Learning Diary. Kolb and Vark learning styles. I also agree to what Chiara from Italy commented about dfficulties to apply all these learning styles theories and practice when you have 30 children altogether in a classroom and not much time to teach them

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Module 4.1 Introduction to personalised learning

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Module 4.1 Introduction to personalised learning

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First of all I watched videos:

https://youtu.be/YVt09ZN8Qig

https://youtu.be/ClVe2-68ygM

Questions to be answered in this section are:

How you gather information about the learning styles of your students?.

I usually give them a range of different activities included in my lessons plan but I do not use any formal way to gather information except for their tutorial initial questionnaire in which some questions relate to learning styles. Direct observation of students at work is what I mainly use to get this info.

How do you know what types of learners there are?

As I said before I mostly gather information from their tutorial initial questionnaire, by observing them developing different tasks and talking to teachers colleagues about them during pedagogical meetings.

What are good strategies to identify this?

I think that should design or the school should help teachers in their task to design activities just at the beginning of the course such as learning styles questionnaires, group discussions, peer discussions, and students should always keep record of their work to get to know their learning style.

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

I'm sure it is not enough because they can think they learn better by listening to music just because they love it or using ICT tools because tey are good at them.

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

We are most of the time unaware of it, at least in a school environment where there are too many students in a classroom .

Course Padlet for this section on learning styles of students:

http://es.padlet.com/oxfordo/tylqhl61w7c3

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Luis Google document Apps for everything. Good Idea Luis!

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https://www.facebook.com/groups/CreativeClassrooomsLab/

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This is Astrid Hulsebosch Photo Padlet for Creative Use of Tablets course

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This is Astrid Hulsebosch Photo Padlet for Creative Use of Tablets course

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It's been a great idea, don't you think education is mostly carried out by women or is it that men don't paste their photos?

http://es.padlet.com/AstridVE/futureclassroom

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I will go on reading and watching more examples, interviews, video materials and other documentation supporting the collaboration scenario when I get a little mor free time

CCL Learning Story on collaboration

CCL guide: Learning Story Collaboration + checklist

CCL Learning Story on collaboration & assessment

CCL guide: Learning Story Collaboration & assessment + checklist

CCL Learning Story on school-to-school collaboration

CCL guide: Learning Story school-to-school collaboration + checklist

iPad orchestra: https://www.youtube.com/watch?v=TS9WSB2HLjY

Assessment example (Dutch): http://www.educanon.com/public/5434/16973

Ondrej Jerabek and Robert Conings to present their project CCL/eTwinning project on 3D printing with tablets: https://www.youtube.com/watch?v=QzhTaN3W-CQ

CZ lead teacher Petra on school collaboration between 2 CZ schools (one with students with special needs): https://www.youtube.com/watch?v=cR7jEUWJIb4

Video Italian teacher, 1:05min https://drive.google.com/file/d/0B6NHdZWLmg-IS3d4M3NCQ3FOdnM/edit

More information about the 21st Century Learning Design Rubrics which can be used to evaluate the effectiveness of activities designed to develop 21st Century Skills: 21CLD Learning Activity Rubrics: collaboration

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Love this diary , Congratulations Luis Fernandes!

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Love this diary , Congratulations Luis Fernandes!

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https://sway.com/QM2ezQA8vZm9_L-9

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Luis Fernandes | Learning Diary |Creative use of Tablets in Schools | European Schoolnet Academy

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Module 3.5 Apps for collaborative learning

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Module 3.5 Apps for collaborative learning

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Videos:

https://youtu.be/qIqxZJf-6I8 about Teamup tool to hel form groups for collaborative learning. TOOL http://teamup.aalto.fi/

https://en.actionbound.com/

https://youtu.be/TgsdxWAh_Z0  Technology tools that can help you develop collaborative learning

Course PAdlet: http://es.padlet.com/oxfordo/nzxgrtnx4vvo

I also liked and share Irina Vasilesku's opinion on the forum "In this enthousiasm of discovering new tools, let us remember that any tool is only as good as the one using it. It's not about "collecting" tools, it's about using them to actually add value to our teaching. As I wrote some time ago, Less is sometimes more..."

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What other strategies have you used to assess group work?What are the main challenges for you when it comes to assessing group work?

First of all I tell students how much of the total grade is the group work weighed and how regarding the rest of activities weigh. I create rubrics to do so using rubistar or google.

The rubric includes items regarding collaboration skills, communication and implementation skills, use of ict tool effectively, understanding of objectives, different stages of the process of the task , relation to the topics and language adquisition.

This is rather a challenging task and, to be honest, I don't always feel that I keep an eye on everything as much as I would need to assess evenly.

I have also introduced self and peer assessment which rounds up all aspects to be taken into account.

I Love Elena Pezzi's rublic in her PAdlet! My rubrics are much more simple but I can always improve! That's why i'm doing this course.

Course Padlet: http://es.padlet.com/oxfordo/ptai0jjll542

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I took part in the webinar and it was really interesting. Elina Jokisalo, Wolfgang and Daniella were very kind to share with us their experience and knowledge. They talked about 21st century skills. How the aim is for students to achieve fluency (Media, Information and Collaboration fluency) to achieve critical thinking skills. They also shared apps we can use with tablets such as Lino, Popplet, Eduhub, Voxopop, Glogster Edu, Edtechteacher,... Blooms taxonomy for IPads, Gardner's multiple intelligences for IPads and 21st Century Skills and literacies for IPads.

Recording

https://youtu.be/2yckYrsjlOs

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Module 3.3 School to school collaboration with tablets

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Module 3.3 School to school collaboration with tablets

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First I watched this videos:

https://youtu.be/x-55Z6ubhOM

https://youtu.be/NsE4FHTmnBc

https://youtu.be/o673QpF38rE

I liked this kink from a colleague:

http://www.edudemic.com/take-terror-teaching-tablets/

What do you think are the success factors for a school to school collaboration project?
First of all good and frequent communication among teacher members from different schools. Teachers should have the same or almost the same kind of experience with Web 2.0 tools.

A clear and shared idea about the project objectives, timespan and tools to be used. Again negotiation and communication is essential for members of partnership to achieve a good collaboration.

Design of clear collaborative activities
Teacher's personal and professional commitment to the project. This includes enthusiasm, hard work and lots of background effort which nobody is going to see.

Evaluation and assessment throughout the project

Effective school support both personal, professional and technical.

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Module 3.2 Student collaboration with tablets

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Module 3.2 Student collaboration with tablets

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First I watched this video:

https://youtu.be/9w2bPawszrs

How do you keep your students focused and on track during collaborative projects? How do you ensure all students contribute to the task? If you have organised a similar project share your experiences (positive and negative) here.

The only time I used a tablet in my school was this year and it was my own tablet. The collaboration in the group was enhanced because they weren't tied to the ICT room. They could go out of the classroom to take pictures for their project. This makes it easier for them to be engaged to the task, they feel they have a responsibility to do their task and collaborate in their group.

There were problems in the group because all of them wanted to have the tablet all the time but there negotiation skills had to be put into practice so students found their own solution. This is an important objective when we work on collaborative tasks: team work means contribution and negotiation on how, when and who is going to do every step of the task.

As a teacher you have to set limits regarding time limits for the tasks to improve their responsibility in time management for their assignments.

Course Padlet for this:

http://es.padlet.com/oxfordo/thcjjlvktc4j

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Module 3.1 Introduction for collaborative learning: Forming groups for group work

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Module 3.1 Introduction for collaborative learning: Forming groups for group work

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First I watched these videos

https://youtu.be/-0yp5uR0e1I

https://youtu.be/rFyBztWE4JU

Open Space Technology

How do I form groups?

I usually try to get a heterogeneus group (mixed -ability)as much as I can independently of the goal or task they have to achieve. I tend to join less able students with fast finishers, avoiding disruptive students to share the same group, mixing males and females, always thinking about their previous assignments attainment grades, habits, etc. But after checking their work recently I've decided a about rotation of members in different groups for different tasks.

I never let them join whoever they want because my previous experience is neggative, this strategy doesn't work in my opinion.

For quicker tasks during the lesson I tend to make them work with their peers sitting next to them (mostly due to lack of time to organise the classroom furniture and space).

The great problem is student's lack of experience in their previous years in collaborative work and group work.

Course Padlet for this : http://es.padlet.com/oxfordo/bwuxlmhbtcrw

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At the end of this module I should have achieved the following learning objectives:

1. Understanding of the concept of collaborative learning and how tablets can support this

2. Reflected on strategies to develop effective group work

3. Knowledge of at least a small number of apps that can be used for collaborative learning

4. Identified some approaches for effectively assessing group work

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Students have also created Padlets for their group members for the collaborative activity in eTwinning Teens&Numbers. You can watch them at

http://iesbenalmadenabiling.blogspot.com.es/

http://es.padlet.com/dieguito2012/Teensandnumber

http://es.padlet.com/martina_gm/qvsvdbgxq0pd

http://es.padlet.com/Aaron_richard/ey5syr9d266x

http://es.padlet.com/albaaceliia/lystv7ymohww

Students have also created issuu for their description of cities and Prezzi, Picturetrail, Google DRive forms and eMaze.

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Students create content: VOKI avatars on PhotoPeach

Entre esta semana y la anterior los profesores de idiomas de los grupos bilingües están invitando a los alumnos a la plataforma escolar colaborativa eTwinning. A cada alumno/a se le proporciona su usuario y clave para acceder. En esta plataforma se irán subiendo las grabaciones de video y audio en las que todos los alumnos socios del proyecto Being a European Teenager:BET! están trabajando. También usaran correo interno, foros, trabajo en distintas herramientas gratuitas para crear sus propios textos escritos y orales, para la búsqueda y el tratamiento de la información, para compartir y trabajar contenidos comunes, etc. todo ello usando inglés comolengua de comunicación además de un poco de francés, y quien sabe! tienen socios finlandeses, noruegos, portugueses, alemanes e italianos.

Los padres y madres que deseen ver cómo es la plataforma pueden hacerlo accediendo con las claves de sus hijos.

Por el momento todos nos estamos familiarizando con este entorno de trabajo colaborativo ya que es una novedad entre los estudiantes de todos los centros educativos que participan.

Gracias a las aportaciones de alumnos y alumnas de otros centros educativos de Europa, pueden comprobar la importancia del aprendizaje de lenguas extranjeras, cómo en otros lugares no sólo aprenden inglés sino también español, francés, alemán, ...

Trabajar en y con este proyecto significa que deben mejorar las competencias básicas que son aquellas que ponen el acento en los aprendizajes - formales e informales- que se consideran imprescindibles, integrarlos y ponerlos en relación con los distintos tipos de contenidos con el objetivo de usarlos de manera efectiva cuando les resulten necesarios en distintos contextos y situaciones.

En el marco de la propuesta realizada por la Unión Europea se han identificado las siguientes competencias básicas:

* Competencia en comunicación lingüística

* Competencia en el conocimiento y la interacción con el mundo físico.

* Tratamiento de la información y la competencia digital

* Competencia social y ciudadana

* Competencia cultural y artística

* Competencia para aprender a aprender

* Autonomía e iniciativa personal

Aquí presentamos un video con la actividad de presentación en inglés entre todos los estudiantes socios del proyecto.

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Primeras actividades en el Proyecto europeo eTwinning

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Students create content: VOKI avatars on PhotoPeach Entre esta semana y la anterior los profesores de idiomas de los grupos bilingües están invitando a los alumnos a la plataforma escolar colaborativa eTwinning. A cada alumno/a se le proporciona su usuario y clave para acceder.

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Module 2.3 What kind of content can we create with tablets?

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Module 2.3 What kind of content can we create with tablets?

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This year students taking part in our eTwinning project BEing a European Teenager: BET! I have asked them to produce a video for the European Day of lLanguages (unfortunately we haven't got tablets but every content posted hera could be done with tablets). More content in the next Padlet post....

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

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

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Although we haven't got tablets my 16 year ols students are working on a collaborative learning scenario where they have to create an online guide for their school mates about how teenagers can work/collaborate locally in different NGOs.

DREAM: we can collaborate for a better world, peer students advise with their guide.

EXPLORE: Students do some research (visiting NGOs, Townhall ..) and online. Interviews, videos, ...etc are gathered (digital resources produced)

MAP: Browse material, get the best of them by exploring deeper.

MAKE: Digital resource (online guide) is designed and created.

ASK: Students show to their school communities and teenage partners their findings, looking for possible changes or improvements.

RE-MAKE: They introduce any change s provided by their peer feedback.

SHOW: Their outcome will be shared by the Townhall youth services and in our school.

Here are my students in action interviewing a social worker in Benalmádena Townhall!

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Module 2. 1 An introduction to learning scenarios.

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Module 2. 1 An introduction to learning scenarios.

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I watched this video

https://youtu.be/96kHYhjAW4g

And have a look at some literary review here

http://creative.eun.org/scenarios

I had only heard of them but never had the oportunity to have so much literary food for thought. But from I have read by now I may have applied the 7 steps process to my students project work in eTwinning without knowing.

I think I'll need more than one weekend to read literary review carefully because I think it's quite interesting.

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MODULE 2:USING TABLETS FOR CONTENT CREATION 

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MODULE 2:USING TABLETS FOR CONTENT CREATION 

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In this module I will be exploring and following these 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 Look at this finger painting of Stephen Fry created by artist Kyle Lambert using the iPad.

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This is the blog where I post important activities carried ou t with my students during lessons or for our eTwinning project. One of the activities is having Skype videoconferences. The first time we used my personal tablet as Skype could't be used in the teacher PC. Padlet is one of my favourite tools for students collaboration. They are using it in the eTwinnning activity TEENS&NUMBERS.

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a. Estar matriculado en centros sostenidos con fondos públicos durante el presente curso 2017/2018. ( Certificado de matriculación en centro sostenido con fondos públicos )

d. No haber sido beneficiario de la ayuda en convocatorias anteriores.

e. Los alumnos con necesidad específica de apoyo educativo no tendrán nota mínima "notable" (7). Podrán optar desde el "aprobado" (5). ( Certificado de Orientación educativa y psicopedagogía )

Para solicitar los certificados acudir a la secretaría de nuestro centro.

La solicitud se realiza a través de los siguientes enlaces:

Josefina Martín,
Coordinadora Programa Bilingüismo IES Benalmádena

b. Haber obtenido, como mínimo, "notable (7)" como nota media del curso 2016-2017.( Certificado de notas de 6º o 1º ESO )

c. Haber obtenido, como mínimo, "notable (7)" como nota final en la asignatura de inglés en el curso 2016/2017.(Certificado de notas de 6º o 1º ESO)

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a. Estar matriculado en centros sostenidos con fondos públicos durante el presente curso 2017/2018. ( Certificado de matriculación en centro sostenido con fondos públicos ) d. No haber sido beneficiario de la ayuda en convocatorias anteriores. e. Los alumnos con necesidad específica de apoyo educativo no tendrán nota mínima "notable" (7).

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Collaborative online Partnerships on eTwinning

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Collaborative online Partnerships on eTwinning

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This is where different groups of students from up to 5 different European countries work, collaborate and share working on activities in English (their shared second language) You can visit our public Twinspace here :

http://new-twinspace.etwinning.net/web/p105075/homepage

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MODULE 1, QUESTION 3: An app for teaching: EDMODO

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MODULE 1, QUESTION 3: An app for teaching: EDMODO

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I am not currently using EDMODO as It would be pretty too much confusion for my students to have two different social sites or platforms to work in .

eTwinning also provides a social site with some but not many features similar to Edmodo. However I expect to be using it next year as our ain virtual learning environment as I had the oportunity to see a school colleague using it and I think is is not only very useful for teachers but also engaging for students. It encourages important competences such as learning to learn and digital and techn competence.

It gathers many features which I use by means of other tools: for example students use my mail or google drive to share /to send their written assignments.

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MODULE 1, QUESTION 2:   What whole school challenges do I already faceor do I anticipate  facing when using tablets

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MODULE 1, QUESTION 2:   What whole school challenges do I already faceor do I anticipate  facing when using tablets

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There will be more than one challenge but i've selected the most worrying for me.

Technical challenges:

- We will probably have some difficulty with communication access conditions which will affect negatively in the use of tablets.

Burocratic challenges:

-There won't be enough education policies supporting the use of tablets in terms of curricula but also in terms of funding availability or formal and informal professional training.

Social challenges:

- The fact that we will have to overcome the parents' and community's negative thoughts about tablets. Persuading them about the benefits of using tablets to implement curricula in the school will turn presumably a hard work to carry on.

Security challenges:

- Avoiding the risk of students using tablets dor social sites, to watch videos or to play games while the teacher is explaining or with some other student during the lesson.

eSafety is also a really important challenge.

Regarding how I would address the introduction of tablets in my school I think I would choose the task based approach which I currently use in my etwinning projects. I also have a number of more able students to be trainers and suppport me during the lesson. Peer working is appealing for students, they feel comfortable with their peers showing them what to do. I would definitely choose a short number of specialist related apps to begin with as I completely agree with the step by step approach to the introduction of tablets in my school where so many challenges will have to be faced.

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eTwinning Project Being a European Teenager: BET!

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This was our first video conference with our partner school Jean Moulin at Wallers, France.

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MODULE 1, QUESTION 1: WHY DO I WANT TO USE TABLETS? BENEFITS FOR MY SCHOOL CONTEXT

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MODULE 1, QUESTION 1: WHY DO I WANT TO USE TABLETS? BENEFITS FOR MY SCHOOL CONTEXT

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I am interested in using tablets with my students in the near future. We currrently have access to a media LAb consisting of 15 laptops which two students share at a time when working on eTwinning collaborative projects online.

I think the use of tablets would have lots of advantages and some drawbacks as well.

- Our students are native users of electronic devices so the use of a tablet would engage them more in activities (what they consider to be "fun" is using their mobile phone, tablets, even the laptop)

-Portability: you won't need to go to the media lab to work on projects or activities, what's more: you can organize your classroom easily to meet the goals you need (pairs, groups, individuals) or you even don't need to be precisely in your classroom! More fun for students!

-There are lots of apps available to use for communicative purposes, sharing and exchanging information, collaborative activities and creativity.

- Tablets are inclusive devices: every student has the chance to work at his/own pace and to use materials matching their needs.

- Teachers can monitor student's work easily.

- It is an innovative in terms of learning "environment "

- They provide easy access to authentic material on the www

- It is very useful to get students develop key competences such as digital, social and interpersonal, learning-to-learn, linguistic competence...)

As drawback I think tablets are still expensive to buy and to maintain for the scarce state school budgets in Spain besides it needs previous intensive or extensive teacher and students training for educative purposes.

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I'm currently teaching English to 12-16 year-old students at IES Benalmádena (Secondary School). This public (state funded) school is located on a hill facing the nice views of the so called Costa del Sol. Most of my students parents work on the toursm industry. English is essential for people to find a job.

I follow CLIL methodology for only one group as our school is starting a bilingual section this year. This means that a certain portion of some subjects are taught in English. Unfortunately we haven't got enough funds to get tablets but we hopefully will get them in two years time so it's better to get ready to use them!!

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My first name is Josefa but everyone calls me Josefina (although it is a short for my first name, what it really is longer than that!!) . I'm 49 years old, married and I have two daughters. I have a Masters degree in English language and literature and a Masters degree in Spanish language and literature from Málaga University.

I've been a Secondary school teacher for 25 years. I have taught in different schools around Andalucía, mostly in Málaga provincia. I taught blind children for some years as an assistant teacher. I used to teach students how to read and write braille and adapted materials for them using special technologies.

Since I enrolled eTwinning in 2007, I have never stopped taking part in different collaborative eTwinning projects and in professional development courses online. My personal learning environment has since improved a lot as well as my professional oportunities. I became an eTwinning ambassador and have also been an online tutor in different INTEF (National Institute for Educative Technologies and Teacher Training) courses.

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MODULE 1: GETTING STARTED WITH TABLETS AT SCHOOL

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MODULE 1: GETTING STARTED WITH TABLETS AT SCHOOL

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In this module I will be exploring three key questions that I should consider when using tablets in my teaching and learning:

1. Why do I want to use tablets? In other words what is the added benefit in general and more importantly what is the benefit for my own situation.

2. What do I need to consider at a more broader, whole-school level when using tablets?

3. What do I need to consider at a classroom level when using tablets?

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

1. A good reflection on the use of tablets in general as well as in your specific situation

2. In depth exploration of a range of challenges of using tablets in schools

3. Identification of a key challenge for my school and suggested an idea how to address it

4. A wide exploration of range of challenges of using tablets in classrooms

5. Identification of a key challenge for my classroom and suggested an idea how to address it

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This video is part of the Creative use of Tablets in Schools course on the European Schoolnet Academy. For more information visit www.eunacademy.eu