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EXPLORE

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Serbian flag and National Anthem of Serbia with Lyrics by vasaimara on Genially

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WHAT KIND OF CONTENT CAN YOU PRODUCE WITH YOUR CLASS?

I think i will take my class for an outing maybe to a museum and i will tell them that everyone should choose an object in the museum to prepare a detailed presentation about that certain object and then everyone should present it in class and they can take photos of the objects with their tablets.

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Livro Digital/ Digital Book

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Marion, France

2.2.

Content creation

I think about the creation of

weather forecast videos, to use

futur tense, geographic and

weather terms; free speaking,

create pictograms; provide team

working and sharing this work.

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Marion, France

2.2.

Content creation

I think about the creation of

weather forecast videos, to use

futur tense, geographic and

weather terms; free speaking,

create pictograms; provide team

working and sharing this work.

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Our school is small and I have two tablets (only). But ok for starting to use them for my school. The last activity with tablet was animation. Students created animation for Comenius project activity "I'll send an S.O.S to the world... " (with Stop Motion)

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"I'll send an S.O.S to the world... " Part 1.

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Comenius project 2013-2015 Around Europe From The Baltic Sea (Amber Sea) To The Black Sea - Learn, Play And Sing Together! Activity "I'll send an S.O.S to the world... "

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We can use them to introduce our school, city, for learning new vocabulary or just repeating it, grammar, projects, and so on...

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I have not used tablets yet but I would design an environmental project for world water monitoring day

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We have created a topic "My Stockholm" which my students write about their feelings for the city they live in. Students create poet, their own live story to move from other country to Stockholm, the four seasons and their hobbies that they learn much about for their personality and different culture activities they experience in Stockholm. We use BookCreator and students go around in the city to take pictures to make their story more intersting. It become a very nice book.

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We've already produced a website about the monuments in our city, a virtual album about our city in the past and several newsletters.

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Create several podcast in group about the history of the atom, per example. Will be great to have students debating the ideas of the scientists.

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I would create a padlet like this one where every group could explain the learning outcomes of a scenario history.

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Create a blog and all the students will have to write in it. We will used it as a diary.

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Tablets could be good in using for learning from each other. For example, when I speek with students about business rules, I could ask each student to create business idea, then use www.verslilietuva.lt and find there rules by which is necessery to realize their ideas in real life...The ideas will be different, students will prezent them and will know from each other most important rules of creating different kinds of business...

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Using Tablet and Book Creator my students could create an ebook about Prodotti Notevoli.

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My students created a digital story recounting the story of brave people

from all walks of life: Politics, Science, Art, Literature, Sports that had to struggle with a physical or mental weakness (handicap, personal tragedy, dyslexia, psychological problems, professional impediments) and managed not only to overcome them successfully but also to become role models and inspire others. We introduce the untold stories of Bill Gates, Albert Einstein, Benjamin Franklin, F.D Roosevelt, Marie Curie, Oprah Winfrey, Thomas Edison, Rosa Parks, Walt Disney, The Beatles, Helen Keller, Stephen Hawking, Nelson Mandela, Malala Yousafzai and others. We describe the process of collecting the information and the visuals we used in order to make a digital story.Their objective in writing this script was to boost their peers’ confidence by showing them that no problem is unsurpassable and no failure irreversible no matter how difficult and devastating they may seem at a certain moment of their life and inspire them to keep on trying to learn from the mistakes and try to become “winners of life”.

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I could produce a digital picture dictionary together with my pupils.

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I haven't used tablets yet in my classroom. I am going to try on it working on a project about the protection of environment in Europe.

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My content creation experience with my students has been the creation of an online catalogue of mechanisms. They have investigated about technical aspects of differents mechanisms and machines and create an online catalogue using Picktochart.
Althougt we used computers, I think you can design a similar project using tablets.
You can see an example here:

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Cómo funciona el Piano | Piktochart Visual Editor

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We haven't done very much yet with the three tablets that we have in out classroom but we have used them in our eTwinningproject to create texts and combine them with pictures in order to exchange information with other countries.

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A project-work through a webquest on Ireland for students aged 15 belonging to a second class of Linguistic Liceo. They were divided in sub-groups and searched information on different aspects of Ireland: geography, history and society. They also looked for images, videos, music. At the end they produced rich prezi presentations which were officially presented in English in a public event to other students and teachers. They were assessed using rubrics on quality of process and product

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One particular activity I can think of is related to editing a newspaper. Of cource, you could say it is a product with a restricted purpose, if you think that we edit it, publish and distribute and that is it. But, if you think of it, being a part of the team that contributes to editing a newspaper builds communication and collaboration skills. Also, each student had a different role (some are great at words, so, they had to write; others are great at images, they took the pictures; others like to talk, so, they interviewed and so on...). The idea is that they were working on something they liked, they took initiative, they decided what is good and wrong, what had to be redone and so on. Here it is an example of content created with my class.

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Content Creation Scenario

This academic year, together with my students I created a content scenario regarding the creation of the digital material for a visit in a museum (War Museum of Thessaloniki), in order other schools can use this material while they visit the museum using mobile devices or not.

The students took photos from the museum exhibits, they used them in the quizzes and crosswords they have created and they uploaded them in the museum webpage (http://www.warmuseumthessaloniki.com/) in order to be easily accessible to everyone who wants to discover the museum using their digital creations (activities).

Groups of students can use a tablet or a smart phone, in order to find the answer of a question while discovering the exhibits of the museum. Alternatively they can download and print the quiz or the crossword in order to give the answers on the paper.

All type of schools or individuals can use the digital material.

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In my last year's eTwinning project with a school of Estonia, I wanted from my pupils - as a first step - to introduce themselves and so I asked them to write a small text about them. After the text, I asked them to choose a picture or to create on to use it as background for their introduction with the "TELLAGAMI" App. Some pupils had difficulties with the recording. They spelt a word wrong or forgot to say something and they started from scratch all over again and again :-)!

It was very motivating for them and for me as a teacher!

Finally, I added all their Gamis on thinglink and send it to our friends in Estonia.

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TOUCH this image to discover its story. Image tagging powered by ThingLink

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In the course of Progest students using computer presentation program built a presentation with the theme addictions and human effects. They  included photos and videos. I think that would be an excellent idea for contect creation specially for the secondary school.

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The Erathostenes Project was something kids enjoyed and had fun, while taking measurements and solving Maths.

This is what I think I can produce: Maths while having fun!

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The European Hour of Code was a great opportunity for my students to create content. They played with scratch, they made their little stories and at last they used lego we do in order to make a project for the environmental use of the windmilles, that we have here in Salamina island.

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I had a good experience with FLL (First Lego League) when it comest to student/pupil content creation. There they make a research project and have to publish their research in the end. The report also have to contain information on other parts of the project than just the research, but thats less important to the publishing. This year we have not participated in FLL, but Im trying out "Nysgjerrigper" that is a science research project where the students in class decide on and do a research project that is to be published online in the end. Id like to do even more of the process digitally, but I currently progress towards that in simple steps. Doing more digitally would make it easier to use multimedia in it.

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I had a nice experience with my students in regards to content creation. They though about economizing our energy consumption and their final product was a film that the various groups uploaded on the internet and are at the moment participating in a national “Energy reduction” school contest. My students care about their environment, the bills that their parents have to pay and then they are also stimulated by the possibility of winning a national school contest. This project was done with tablets (the students that had their own) and school computers.

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Visita de Estudo ao Lar de Idosos César Cabido

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As três estrelas brilhantes mostram o caminho para a energia e a sua poupança. Elas vão iluminando as mentes sobre os comportamentos de consumo. Assim, uma a uma brilha ao mostrar as melhores práticas para a poupança de eletricidade nas habitações.

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students create quizzes , presentations and content to colleagues using Edmodo , explain everything , Kahoot , picollage , tallagami , nearpod , ...

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With my class I can produce different kind of content:

Website using a CMS or WAMP framework (Last Year a class produced a web site about their school trip)

Brochure ( Some students helped to produce a brochure of the school this schoolyear).

Younger students can create games using Scratch, that is an easy and fun way to start coding.  Presentations can be created using powerpoint or Prezi.

I can create an app using AppInventor (some weeks ago a group of girls compete with other schools to build an app about cyberbullying)

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I organized a content creation last December for the hour of code. I developed a learning scenarius to design with the students an interactive holiday card using scratch that they made and sent to their family and friends for Christmas.

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I think we can traduce our static project in a dinamic way. Topic is "my dream for future of earth". This project stars with a brainstorming phase on what pupils absolutely desire for their future on earth. Communicating pupils on which are intermediate and final purpose of this project, in the second phase with tablet they can start document their project, research information about sustinability, elements table, green action for earth and so and connection between chemistry and art..Sharing their result everychild can focus on one element and try to "translate" and make it in an artistic way with recycled materials. With teacher feedback and documentation they can with the tablet rewrite their process and share what they have learned in the way they like

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I think my first step will be the creation of a scanvanger Hunt/Paper Chase to present on the last week of this school year. With this activity I believe it will be easy to engage students, organise them, set time limits and all the other procedures covered on the videos. Later, I and my students can self-assess the activity and draw conclusions on what went wrong/well during the activity.

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Two weeks ago eight students and two teachers came to visit our school after 6 students of mine and I visited them in Germany. This exchange tool place in the context of an eTwinning project. The task for my students will be to collect the fotos, reflect on the week they spent in Germany and Greece t they spent with their german classmates and describe it. The final product (PPT, Video, Poster, ebook etc.) they can choose by themselves in order to be more engaged and willing to commit to the task. It doesn't have a wider purpose but I am sure that my students will care about it because they want to show to their german classmates that they had a great time. They know as well that the products will be posted on the school blog and some of them on the local online newspapers and blogs, they will therefore try their best.

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The content can be 'Nature' as the word stands for itself in general. Students can use 'Popplet' to create several ideas relating the 'issues' of our 'Nature'. Then, the groups can change the outcomes from 'Popplet' and try to come up with ideas about the issues mentioned previously. After that, students can use tablets to go out in the free time at school, and record answers about the issue from students and teachers. Groups come together to discuss the answers on the videos. A member of the group can create a theme video for the answers by using 'MovieMaker (A Windows App)'. Groups try to create different solutions that can be done in the 'school area', and record their every steps as video and also the diary that can be added to both 'Blogspot' and 'Padlet'. After the solutions, the results can be shown as posters via 'Phoster (An AppStore App)'. After all, the motto can be 'Green schools will change the world.'

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Here are some of the recent tasks for my students: I invite them to identify the themes of the class projects with Tricider by adding ideas, arguments and voting. On Padlet I ask them to add a new idea regarding the content and how they would like to be involved in a project. I use a class Wiki and ask them to fill spreadsheets on Googledocs (like The family tree). They build a map of the places where their parents used to go using Tourbuilder. They download their photos, upload images. On Googledocs the students produce a document with their ideas. Sometimes I organize the students into groups with http://teamup.aalto.fi. I ask the students to draw a sketch, scan it and then upload it to the Project Pages, or using http://drawisland.com.

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I can create content share, specially for presentations, audio files, pecha kuchas, my students for example create different presentations with music and images to understand the culture of an specific country and show to all the group, It was very interesting because they was very connected and involved with the class and also they were learning at the same time.

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I can produce videos, cartoons, comic strips and animations. We also use Tellagamiwww.tellagami.com to practice speaking and writing speeches.

We also going to start a video based project soon simulating TV news and TV broadcasts (EAL class). We'll use phones and tablets and video editing software.

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Me and my SS are newly involved in an eTwinning project. The last activity was to introduce our school to the other two schools. Each S has created a glog in the glogster about one feature/place/activities of our school. The content will be shared with our SS, parents, the two foreign schools and eTwinning activity 'Let's play with eTwinning'. So the work will have a larger impact. It is actually the only complex info with pics on our school website to be, I have realised.
SS had to take photos, look for info about the history of school, make interviews with Ts. Their glogs are creative, some of them pretty good.
It is important to check the progress of SS if there is a deadline and SS work at home. 1 student of 13 did not deliver it. I had checked the progress but in his case it did not help. They work voluntarily and I do not want to punish him. I think that the task was difficult for him, he would need a partner to make it -work with another student.
It is a good idea to agree together with students on quality criteria beforehand. I do it in my lessons to have clear grading later.

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Presentation: Gymnázium Děčín - INTRODUCE YOUR SCHOOL | Glogster EDU - Interactive multimedia posters

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Glog Presentation on the server Glogster.com

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I haven't used tablet in my classroom yet. But I use computers, and I started an e-portifolio using padlet. They should share there reflections about the contents we worked. The next step will be the content creation (video, audio, presentation, etc.). I am very excited with the new things I am learning every day in this course. Thank you all.

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Sometimes I do with my students a kind of a radio show with audacity freeware software. They have to plan, to write the script, select and record sound, make the mixing, adjust technical features, and publish the final podcast, about some topic from the lessons.

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The new project that I have in my classroom will be on roman history.

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I made an interesting project with a class of 16 year-old students using tablets. Before the project, I gave them indications about the work to be done to know the places that we had to see. A bike jouney from Lecco to Paderno d'Adda along the Adda river which included moments of observation of flora, fauna and landscape including the visit of the Bertini hydroelectic power plant. Each student had a specific task to carry out before, during and after the journey about the above themes. During the journey students  took photos, videos and made interviews and in classroom they mad a movie regarding their experience. Students worked with enthusiasm and produced original and creative media, and, what is very important, the media were scientifically correct.

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I have just started my career as a teacher, so I have not had the opportunity to use it.

Teaching in my "digital" classes (the ones that use tablets), It occured that sometimes the usage of tablets came in a handy to produce padlet, in order to gather ideas from students, in particular activities, by way of examples, for the halloween party.

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As everyone will be able to see in my Lesson Plan, I can produce with my class different content with apps which can work offline. We use different apps about augmented reallity, as QRAFTER or AURASMA. And apps to record videos, as iMovie or showing the way in which you can solve a problem with Showme. Obviously, as a Math teacher, my learners will use Geogebra.

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the one that i m dealing with those days is scratch

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During these first months of the school year in my country my students have been carrying out a proyect called "Industrial Revolution, curse or blessing?". During this proyect students used their devices to read an adpated version of Oliver Twist, they investigated about the author and the period in which they lived and then they used their devices to create a comic of a similar boy living similar situations but in a 21st century Argentina. Thye used storyboard that.

Then, they watched and listened to some diary entries children working in factories wrote, so they replicated those entries, they wrote their own and now they are going to use fotobbable to record their own voices reading those letters.

Now, as a final task, we are planning to hold a forum to debate about the topic with schools from other parts of the world. We will use google hangouts and students will use their notes on the devices. Some students will become the jury and they will use todaysmeet in order to chat and come to an agreement on the "veredict".

These are just some activities a I have carried out recently, but last year I used other tools such as collaborative google docs to share information and create presentations; glogster , mural.ly, padlet or linioit to create posters in different situations, videos with slide.ly, animoto or even movie maker.

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I haven't used tablets yet in my classroom. I am going to try on it working on a project about the reuse of plastic and paper.

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2.2 Content creation project

I created this sway https://sway.com/tNpswlLuVPzQhwYT  using sway.com for my upcoming lesson with my secondary students. I also created a padlet for them to share their work

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We prepared a digital dictionary for a reading activity where words was replaced with pictures. The new vocabulary was determined together with the students in the class and then students determined and searched the unknown words and their meaning from the normal dictionary and took pictures to explain these new words with their own photographs/pictures taken with their tablets without using any turkish. Then after we chose the best pictures to create a digital dictionary for the reading passage where students with best explaining pictures won the contest.

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I teach maths to 15 years old students. I usually use educreations in my classes to create videotutorials in groups of 3 to understand concepts and maths process by explaining to their classmates. I give my students aims and they develop in educreations sharing to classmates for be analyzed and discussed.

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In my class i can use origami apps for mathematics lessons and use several apps for science lessons to make some difficult and dangerous experiments. I can also use it for almosts all contents for primary school curriculum.

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Creativity is very important for me and my students. The extracurriculare’s activities are interesting because is out of the school and the students like to do activites in diverses places.

Ideas for content I would produce with my students.

·A webpage or a blog that provides information on issues that are important for the community.

·Stories and fairytales ( The students could write stories and fairytales on a subject we are exploring in school . It’s very important doing this because they will enrich their vocabulary and their creativity will grow)

· Creating presentations with the work of the students

· Simulations and animations can be useful to apply and illustrate learning.

·Creating games( I never have tried with my students but I will try because it’s very interesting and very funny, too).

- projects with different themes such as the enviroment, my village etc.

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This is the first year that my students use tablet, and are learning to use different link, use Padlet, Bloggif, how to make the virtual map etc .. they learn how to search for images, they create their own work and save it, they understood as copy the URL and what is it, once finished their creations posting them on the eTwinning platform

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Ideas for content I would produce with my students.

· A webpage or a blog that provides information on issues that are important for the community. This could be a whole year project, where students would write the posts connecting the lessons they have to real world issues, for example how to recycle and save energy.

·  A poster/invitation/leaflet for an event the school organises that would be given to their parents.

· A psa movie on bullying or internet safety or any other issue that is important to them. They could share the movie on youtube and other channels to raise awareness.

·  Stories and fairytales. There are multiple applications they could use to write stories and fairytales on a subject we are exploring in school and is important to them.

· Creating presentations is something I have tried a lot of times with students and they are very proud of themselves when they present them.

· Comics are also amusing final products for expressing their feelings on a subject and to present what they have learned.

· Simulations and animations can be useful to apply and illustrate learning.

·  Creating games is something I haven’t tried with my students but I think it can be very interesting and fun.

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I have been lately using Pixton and Bitstripsforschools to make students create a comic and they had great fun doing so.

It is a good idea to make students think of the topic and then to make them reflect on the process of learning. This way they become more active.

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I would be great to use the tablets to make virtual simulations with a program like NetLogo. With it you can explain a lot of topics!

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One of the skills I teach is body language. I encourage students to form groups of pairs or threes and set them with the following task: They are to play the part of the creators and central characters of a commercial about living in a city near the sea. They are also encouraged to use any tech resources they like. The final product has to be a video uploaded to a video channel. The conditions are that it has to be strictly 30 seconds in duration, keep in mind the most fundamental rules of body language and contain information about hot spots such as museums, sightseeing, traditional food and activities, etc. Each group presents its work to their peers. The rest of the pupils give a constructive feedback regarding their classmates’ work. This is a brief project designed to be repeated with different subjects and also different life-cycles. It is an ideal Learning Scenario for open-space environments and can include all 7 phases: Dream, Explore, Map, Make, Ask, Remake and Show.

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In my school, there is model aircraft club and there, I guide some of my pupils to create a simple flying aircraft model. For the last year's exhibition, I asked them to create a poster to announce and they created posters.

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I decided to concentrate on using my top set year 7 class (aged 11-12) as guinea pigs for this course. We are working on Mathematical constructions as there are some good practical aspects to the subject. I plan for them to work in groups and produce a presentation showing formal and informal methods of describing Loci. Their presentations can be shared with other students who are studying the same topic via Edmodo

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Using tablets students can make short movies on science topic, assembly photos and post them on wiki or blogs or as final products for educational projects ( eTwinning, other school projects). They can share ideas and expertise, collaborate using virtual environment, communicate with others.

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My students create comic in comic creator...they make up a story and use tablets to create dialogues between caracters....then they share they comic on a blog for others to read....students also create slides or film about school to put on project page...and they create tutorials with subtitles how to cook some dishes or make drinks or chek in guest in a reception.

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Math is great for making content with students. Students can show their creativity in many ways. For example, they can make the game "Who wants to be a milionare/mathematician" by using presentation at the end of each chapter since we do not have tablets yet.

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As a teacher of Science in Primary school I think it is a good idea going outside the classroom with the tablets. An excursion to the forest is a good oportunity to encourage the collaborative work. The students are more motivated because they are learning outside and also using tablets. The students will be divided into groups and they will take pictures with the tablets of different plants they find. Later in the class they will look for information on the Internet and make a presentation about it.

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This year, my 9th graders made a video which addressed the Diabetes disease, its different types, symptoms and how to prevent and treat, under a contest launched by a Portuguese Foundation. They were given information and a script where they had to plan the different stages of work: research, organize the story, write the script, planning the scenes from the movie with all the necessary material, shoot and edit the film. The objectives and evaluation criteria were given at the beginning of the activity. The end result was very interesting and I think the students really learned important aspects about the disease and its impact on the human population. My role as a teacher was to follow the different groups of students, and to ensure that there were lost in the process, at the end of each class of work, the groups had to give me the script sheet, with what they were doing and the decisions they were taking. Then I gave feedback to all groups.

It was fun for the students and at the same time they learned a lot, including how to organize a project.

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2.2 In our school we have an annual shortfilm contest which they do in English about Moral Values, this helps them practice their English as well as to reflect on their actions. They have used many tools for this, like, imovie, abode premiere etc.

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As I teach physics and one important topic is electricity, I think students could create ebook about electricity safety.

Another import topic to introduce widely is harmful effects of noise. Students could use apps to measure noise level in their school.

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My students use Tellagami and they practice speaking. Usually they work in groups of 6 / as the class is big , 27 students/ , they brainstorm ideas , create their own text and then using Tellagami they produce either advertisements or any other activity. They find it fun and at the same time, they share it helps them learn easily.

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I'm a kindergarten teacher, that means my content is a bit different. I have made animation with children and eBooks for children. I would love to try making an app with children for learning. Children have some great ideas and they love teaching, so why not make an app with children, where they can teach younger children. :)

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What kind of contet can you produce with your class?

I think that tablets for their flexibility, portability and conectivity are the ideal tool to make mind maps. I consider a powerful tool that let the students represent on a graphical way the concepts and idea about a topic .

I use the project base learning on my classes where students have to develop a solution to the topic presented creating an artifact.

Here you can see an example:

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Module 2- What kind of content can you produce with  your class

I wish to use different apps to increase cooperation between teacher- student and student - student.
In classes where I would conducted the work with tablets I would like to use several techniques that I met such as : the preparation of e -books , digital postcards , blogs, own videos , a comic strip, a presentation, an audio recording ....

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Two years ago my school began a project for preventing violence in the school. The project involved the the local community, teachers, students and parents and covered several different activities such as promotional campaign, workshops for teachers, parents and children, educational materials etc. My students were involved in all components of the project that required several learning activities: working in groups and collaboration (among pupils, but also with school project coordinator, local representatives, teachers), creating content (promotional materials, educational materials for the workshops, educational materials for the project blog https://zabezbednouciliste.wordpress.com/). What is very important for this project is's sustainability i.e creating new materials, contents and school activities.

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I have not created anything with tablet, but my ideas are to try treasure hunt (QR) and book(students can use tablets for reading...)

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I was involved in an etwinning project in which we were supposed to send postcards to other schools participating in the project. My students decided that instead of buying postcards we should make our own. So they drew famous buildings, monuments and sites of our town, scanned them, and using some online programmes turned those drawings into nice postcards we sent (another thing that could be done is to make calendars). One of the colleagues mentioned that we could exhibit and sell them and donate the money earned. We used the  computer for this but the postcards could also be made by using apps on tablets.

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In the maths year 7 class we are working on surveys and data. I would like the students to create content around a topic and present their findings. An area of interest could be social media use of children 13-17 years old. There is data available but it is usually old and does not include this age group. I am going to present the project and ask students to look at the passed surveys and infographics and then go about creating questions and surveys they can ask classmates to create current data, compare the data and create new infographics or ebooks displaying the data they found and interpreting the data as it relates to students today.

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I am going to try sway.com to help my students create content.. I am thinking of creating a small video where everyday each student will have to add what he or she had learnt in class and the final product could be a video with the outcomes of the lesson.For example I could help my students create a small guide book for other students that is going to help them understand the theory and exercises of circle.

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Sway: Create and share interactive reports, presentations, personal stories, and more.

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Sway is an easy-to-use digital storytelling app for creating interactive reports, presentations, personal stories and more. Its built-in design engine helps you create professional designs in minutes. With Sway, your images, text, videos, and other multimedia all flow together in a way that enhances your story.

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We have created an Augmented School Staff Bulletin Board. New commers to schools could learn about teachers and directors.

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I feature 3 concepts after listening to the videos: content creation as a learning process, self organized learning as a very important ability to foster in students and

designing and creating content in an authentic, problem-solving context.

I share some projects that I've developed in collaboration with other teachers in relation to this subject.
1. “Donar es amar” / "Giving is love" (https://donaresamar.wordpress.com/) was a project in relation of organ donation. Students produced a web page with own information, generated a publicity campaign and a charity event.
2. "Nuevas miradas: indagaciones significativas desde la escuela secundaria"/ “ New glances: significant inquiries from high school” (http://www.webconectados.com/2014/05/nuevas-miradas-en-la-up/)
This other case is a project where students worked with the method of scientific research about one relevant topic from them and produced an online publication per group.

3. Finally, I share a selection of content made by my students on their blogs (as eportfolios). I created a publication to show how they work in secondary school: http://www.scoop.it/t/blogosfera-es-newlands

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Desde las áreas de "Ambiente, desarrollo y sociedad"; "Problemáticas geográficas contemporáneas"; "Metodología de la investigación" y con la colaboración de "Literatura", todas ellas conectadas y atravesadas por las TIC, se ha desarrollado un trabajo con alumnos de 6° año de la Escuela Secundaria Superior. El mismo propone a los alumnos investigar sobre un tema elegido a partir de una experiencia activa de indagación.

Reflexionar sobre las categorías del sentido común con las que se suele interpretar los procesos sociales y naturales para situar la propia experiencia bajo marcos de interpretación de saberes actualizados y diversos que permitan el ejercicio de la crítica y la reflexión acerca de la sociedad y la naturaleza.

Introducir las prácticas de investigación en Ciencias Sociales y Naturales incorporando metodologías de corte socioantropológico, geográfico, biológico, físico y matemático.

Incorporar, con distintos grados de complejidad, la enseñanza de la Geografía y las Ciencias Naturales mediante las Tecnologías de la Información y la Comunicación en conectividad (TICx) y las Tecnologías del Aprendizaje y el Conocimiento (TAC), a los fines de que sean utilizadas para el desarrollo de preguntas, formulación y tratamiento de problemas, así como para la obtención, procesamiento y comunicación de la información generada.

Favorecer el aprendizaje en red sobre las bases de: Autonomía, Interacción, Diversidad y Apertura (AIDA*) propiciando la generación y la distribución de conocimiento.

Asistir, mejorar y fomentar las habilidades textuales sobre textos académicos tales como estrategias de lectura; búsqueda de información; planificación y revisión de escritura; exposiciones, debates, comentarios u otras prácticas del lenguaje oral;
2. Contexto:
La experiencia ha sido desarrollada por docentes y alumnos de 6to año de la escuela secundaria del Colegio Newlands, institución privada y bilingüe. La escuela secundaria posee dos orientaciones: Humanidades y Ciencias Naturales. Todos los alumnos poseen un blog personal a modo de carpeta digital o e-portfolio y llevan dispositivos propios al aula (netbooks, tablets o smartphones).
3. Antecedentes:
Desde el año 2008 se ha considerado que el trabajo de investigación que los alumnos de la orientación en Humanidades deben realizar esté atravesado por las TIC y pueda generarse una versión navegable además de la impresa tradicional.

Desde ese entonces hasta ahora se han modificado muchas acciones y actividades a partir del seguimiento de experiencias realizadas por referentes en tema de innovación educativa:

Uno de ellos es Howard Rheingold con su documento abierto y colaborativo: "Plan de estudio en alfabetización sobre social media". Se destacan algunos objetivos mencionados en él:

aprender a utilizar las herramientas de social media en el trabajo colaborativo,

comprender la necesidad de consumir críticamente la información disponible,

adquirir experiencia sobre los modos, las consecuencias, las responsabilidades y los peligros de los diferentes tipos de participación digital, de curación de contenidos y del ser editor blogger.

Dentro de la dinámica de sus clases, algo interesante es el hecho de que los estudiantes realizan toma de apuntes colaborativo, se establecen roles rotativos donde deben generar producciones en diferentes formatos: apuntes convencionales, mapas conceptuales, notas visuales, etc.

Otro referente es Alejandro Piscitelli , desde su cátedra en la carrera de Comunicación Social. Se ha realizado un seguimiento de la dinámica de trabajo y el estilo de presentación de proyectos de sus alumnos intentando replicar en parte esta experiencia en la escuela secundaria.

Por último, se consideran las bases del conectivismo un modo de promover el aprendizaje en estos tiempos de nuevas alfabetizaciones, en espacios conectados y colaborativos, donde el conocimiento circula y es generado por todos. El promover un proyecto en la escuela secundaria bajo la metodología de investigación científica con estas características pretende desarrollar ese modo de aprender. Se busca que los estudiantes puedan elegir qué investigar para que disfruten y les interese profundizar en el campo seleccionado. De este modo se fomenta aprendizajes significativos.

3. Metodología: Aprendizaje basado en proyectos a partir de la investigación científica.

Aparecen en esta experiencia muchos de los elementos específicos que se consideran parte fundamental de proyectos auténticos

Centrados en el estudiante, dirigidos por el estudiante.

Claramente definidos, un inicio, un desarrollo y un final.

Contenido significativo para los estudiantes; directamente observable en su entorno.

Problemas del mundo real.

Investigación de primera mano.

Sensible a la cultura local y culturalmente apropiado.

Objetivos específicos relacionados tanto con el Proyecto Educativo Institucional (PEI) como con los estándares del currículo.

Un producto tangible que se pueda compartir con la audiencia objetivo.

Conexiones entre lo académico, la vida y las competencias laborales.

Oportunidades de retroalimentación y evaluación por parte de expertos.

Oportunidades para la reflexión y la auto evaluación por parte del estudiante.

Evaluación o valoración auténtica (portafolios, diarios, etc.)

La planificación se realizó online, utilizando documentos comunes y compartidos, con acceso hacia los estudiantes desde la comunidad privada de GooglePlus. Se utilizaron:

Planilla de seguimiento: Datos personales de los alumnos como su dirección de correo electrónico, su cuenta de Twitter, usuario Delicious/ Diigo, nombre de la publicación que reúne la investigación. Evaluación del proceso.

Rúbrica (ver) : pautas de aprobación desde el contenido teórico, metodología desarrollada, calidad de la escritura, socialización del proyecto (oral y publicación digital),

Cronograma de actividades: detalle de las actividades realizadas clase por clase y previstas para el siguiente encuentro. Fecha de entrega de trabajos impresos y digitales.

Anteproyecto y proyecto final: Indicaciones de la estructura de presentación del trabajo, formato y referencias bibliográficas.

La evaluación final se realizó durante 2 jornadas con el formato de coloquios y cada docente volcó en un mismo documento sus impresiones. Los alumnos presentaron en sus blogs personales una reflexión sobre la experiencia y completaron una encuesta (ver) de autoevaluación, valoración de la experiencia y evaluación del equipo docente.

3. Etapas:

Reflexión sobre el aprendizaje en red y el entorno personal de aprendizaje.

Selección de temas, problemas, casos

Formulación de hipótesis

Organización de datos: mapa conceptual.

Redacción del marco teórico

Presentación del Anteproyecto

Relevamiento de datos (entrevistas, encuestas, etc.)

Triangulación (datos y marco teórico)

Ponencia y defensa oral y pública

Valoración sobre el entorno personal de aprendizaje enriquecido al finalizar el proyecto.

4. Valoración:
En el año 2013, la experiencia dio como resultado la publicación de 16 trabajos con temas como: Censura en los medios, biomecánica y hockey, edificios verdes, reacciones cerebrales y la música, enfermedades de transmisión sexual, fractales en la prevención del cáncer, entre otros. Se pueden visitar éstos y los trabajos de años anteriores (desde el año 2008 se han realizado un total de 63 trabajos y se están terminando 12 más) en Blogosfera Newlands, nuevas miradas.

Reflexión de la alumna Candela Moure sobre su trabajo de investigación: B iomecánica y hockey

"En este último año de colegio, nos dieron la oportunidad de desarrollar un tema que nosotros queríamos. Yo elegí la biomecánica aplicada al hockey. Un duro trabajo que dejó como fruto este . Fue difícil adaptarme a los tiempos pero fue lo mejor que pude hacer, sé que no está perfecto. Con este trabajo conseguí algo que no creía que fuera capaz, la ciencia y el estudio con algo que me gusta como es el hockey.

Mi interés por este tema surge porque siempre que le corregíamos algún gesto técnico a una jugadora, se le miraba el cuerpo, y el movimiento que éste realizaba. Este proyecto simplemente ayuda a una persona a realizar correctamente un gesto técnico que, si lo hacemos mal, puede producir lesiones no sólo a uno mismo sinotambién a un compañero, ya que el hockey tiene dos elementos muy peligrosos como el palo y la bocha. De este modo podemos cuidar nuestro cuerpo, mejorar nuestra salud y así estaríamos satisfaciendo una de nuestras necesidades básicas.

Por suerte este año me sirvió para aprender nuevas herramientas de la web 2.0 que usé en el proyecto, y que me van servir para todo lo que se viene..."

Reflexión del grupo de docentes:

"Trabajar con alumnos del último año de la escuela secundaria, ha sido siempre, un desafío. Esta propuesta de trabajo, ha generado sentimientos encontrados en ellos, ya que, hubo etapas que cumplir, con producciones que publicar y fue necesario un grado de compromiso que no estaban dispuestos (en un principio) a dar.Fue una manera novedosa de trabajo y sobre todo, que generó un espacio de libertad, de toma de decisiones, por parte de los alumnos. Y como todos sabemos, si bien están a pocos meses de comenzar sus estudios universitarios, y cansados de ser tratados como chicos, se resisten a emprender tareas que impliquen mayor compromiso.

Las presentaciones orales de los trabajos mostraron excelentes resultados. Ellos, orgullosos de sus producciones, quedaron satisfechos.Nosotras, muy emocionadas al verlos tan comprometidos y tomando con tanta seriedad la experiencia de tener que estar delante de profesores, compañeros y alumnos de otros cursos, compartiendo un trabajo que les llevó casi un año. Contuvimos y alentamos a los más tímidos y nos maravillamos del carisma que demostraron algunos, cautivando a la audiencia y contagiándola con su entusiasmo."

Este proyecto se ha llevado a cabo en los años 2013 y 2014 por el siguiente equipo de docentes: Valeria Engelhard (Problemáticas Geográficas Contemporáneas), Graciela Catalá (Ambiente, Sociedady Desarrollo), Jimena Lara (Proyectos de investigación), Eliana Gallego y Florencia Casanova (Literatura) y Alejandra García Redín (TIC TAC).
5. Presentación de la experiencia:
El proyecto fue presentado en mayo del 2014 en el II Congreso Interfaces de Palermo, organizado por la Universidad de Palermo y en el Congreso Iberoamericano de Ciencia, Tecnología, Innovación y Educación organizado por la OIE en noviembre del 2014. La ponencia está recogida en las Memorias de este último congreso, editadas en forma electrónica por la OEI con el ISBN: 978-84-7666-210-6.

* Así lo menciona Diego Leal para referirse a las cuatro condiciones que propone Stephen Downes para una red de conocimiento conectivo
6. Fuentes consultadas:
Competencias TIC para alumnado [website] Madrid: Fundación Telefónica. [Fecha de consulta: 06/09/14]

ÁLVAREZ, D. (2010) Diseña tu propio PLE [blog] e-aprendizaje [Fecha de consulta: 24/08/14]

DICKINSON, K.P., SOUKAMNEUTH, S., YU, H.C., KIMBALL, M., D'AMICO, R., PERRY, R., et al. (1998). Providing educational services in the Summer Youth Employment and Training Program Washington, DC: U.S. Department of Labor, Office of Policy & Research. (ERIC Document Reproduction Service No. ED420756)

KATZ, L.G., & CHARD, S.C. (1989). Engaging children's minds: The project approach. Norwood, NJ: Ablex.

LEAL, D. AIDA, cuatro condiciones para una red de conocimiento conectivo. [blog] Reaprender.org [Fecha de consulta: 07/09/14]

MARTIN, N., & BAKER, A. (2000). Linking work and learning toolkit. Portland, OR: worksystems, inc., & Portland, OR: Northwest Regional Educational Laboratory.

PERKINS, D. (2012) ¿Qué cosas valen la pena enseñar y aprender hoy? Buenos Aires: Conferencias Internacionales de Educación y Tecnología, Fundación Telefónica. [Fecha de consulta: 02/09/14]

THOMAS, J.W. (1998). Project based learning overview Novato, CA: Buck Institute for Education. [Fecha de consulta: 02/09/14]

SIEMENS, G. (2004) Connectivism: A Learning Theory for the Digital Age [website] Elearnspace [Fecha de consulta: 02/09/14]

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Nuevas miradas: indagaciones significativas desde la escuela secundaria.

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Desde las áreas de "Ambiente, desarrollo y sociedad"; "Problemáticas geográficas contemporáneas"; "Metodología de la investigación" y con la colaboración de "Literatura", todas ellas conectadas y atravesadas por las TIC, se ha desarrollado un trabajo con alumnos de 6° año de la Escuela Secundaria Superior.

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Powtoon as a tool for creating video about my favorite greek math blog! We can use this tool for presentation. Alsa aw I'm a math teacher Geogebra is my favorite application. Actually thiw year I watch a seminar about Geogebra and similar math tools of dymnamic geometry!

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Created using PowToon -- Free sign up at http://www.powtoon.com/join -- Create animated videos and animated presentations for free. PowToon is a free tool that allows you to develop cool animated clips and animated presentations for your website, office meeting, sales pitch, nonprofit fundraiser, product launch, video resume, or anything else you could use an animated explainer video.

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Using slidely. The collaboration was the point. Students did it in our meating for an etwinng project.

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Lykeio Schimatariou , Greece, STOP BULLING Part 1 | Online Slideshow by Slide.ly

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This is the first part of the project about: STOP Bulling. Lykeio Schimatariou, Greece 2014-2015 by Class B1-2 and teacher Katerina Atmatzidou - Powered by Slidely - Create & experience your photo collections as beautiful slideshows

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We created a treasure hunt in the countryside using QR codes. The students in groups had to find QR Codes scan them with QR Reader, read the question, find the answer and take a photo of the subject. For example a question was: "I divide one field from another and protect the soil from being drained in storms" The answer was ' a rubble wall' and the students had to take a photo of the rubble wall. Another question was "Record a video in which you tell how shall we protect the natural environment"...and many more questions. We invited the parents to participate in the same activity. It was really fun and fruitful for students, for parents and for us as teachers

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I have already made with my students some videos about the safer internet, and about solving math problems, they have also made some projects with the scratch and some infograms. The bigest content-project we run this time is a interschool digital magazine.

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My 6 years old pupils used Google Draw to create nice drawings that I collected in an only sheet to make a new year calendar as parents'present for Christmas. Below the result

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Amind map on electricity

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I've organized a project Art Project BOOM. One learning activity was a creating video using iMovies. During the project my class invited the smallest students to visit Elisavetgrad Gallery where we discussed the objects of art. Students snapped the photos and after created the video.

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Uploaded by Margarita Kalyuzhna on 2013-12-24.

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I'm Kindergarten Teacher so l think book creating is an idea l can produce with my students  (5-6 year).

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I initiated an eTwinning project basis without fear. Students with age 7 afraid of frogs, wolves, spiders, snakes and other animals. To defeat fear every student sought information about these animals using tablets. Then they created a portfolio with poems, drawings, paintings, collages, photographs they submitted their colleagues.

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I teach physics in a Nautical Institute; my target are 15-16 years old students. You can imagine that there is a lot of work about that!! For example, the stability of a ship is a fundamental topic...Why not to think about a possible activity about that? We could use some simple material to develop simple experiments to approach Archimede's principle; they could be video recorded with a tablet. Then the use of Thinglink would give us the possibility to make interactive images, where we could show how the laws just discovered works in practical cases...

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During the upcoming year some of my students will carry out a playground design project; this is a quite advanced project (students will do it during their 9th schoolyear out of 9 mandatory ones). During their previous years they have gone from working in groups to pairs and this will take them into working more singlehanded but with interaction between them when it comes to these types of projects.

Knowing that the playground belonging to our school and the school itself soon will be renovated and changed in order to be more suitable for younger children is an excellent way to get our older students (like the ones in my group) to give contributions and ideas for possible changes. Many of my students also do have younger siblings that will be using the playgounds after the renovations and they want their younger siblings to have a great experience in school. Good for motivation.

The student outcome will include 3D-models, posters, possible videos/photos etc that can be seen by the ones deciding upon the renovations.

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For this I will use story bird. Its a tool to create stories. Its creative, innovative. Students work in art but also in Languages. It will be a good idea to have a class story and children can continue creating the story by using their tablets

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We could produce a project about reflection or refraction of light. We could use apps like crocodile physics or interactive physics along with pictures (or videos) of live demonstration in classroom. Videos and pictures from internet can easily add to the final product. Experiments inside classroom can easily take place (lighten a glass of water with a lazer beam in darkness from different angles) and -if we are lucky- an observation of a rainbow would bring great results.

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Recently, I used StoryboardThat. Studens were writing their own stories (composition). After that they made comic from their stories. Optional they made cards for Mothers day or such from comics.

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As I am a teacher of Spanish to foreign people, I am thinking about an activity to use with my foreign students. Therefore, I think a good activity to create with tabets would be to design a project for students of Spanish to know about "El Camino de Santiago” and so a lot of tools would be used for that: for instance, we could use thinglink with apicture of the Cathedral of Santiago so as to explain different historical facts; students could also do some research about the different ways to arrive to Santiago using google maps. Then, students could collect all sort of information about it (places to visit, different possible routes, kind of food in each community and so on). Later on, all the information could be used in a free publishing platform so as to publish digital magazines, interactive publications and online documents.
Image: Alfonso Román Muñoz

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2.2 Introduction to content creation

I am involved in Environmental Education and have created a lot of videos, power point presentations, pdf and word documents. This year I have an eTwinning and I have created with my Italian partner schools 2 blogs. We used a lot of tools and there are more yet to explore!

Here are the links of my projects: http://twinspace.etwinning.net/620/home

http://www.itas4expo.gomilio.com/it/welcome http://twinspace.etwinning.net/620/home

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I created flashcards "Places Around Us" using the app "Bitsboard" added the description of the words I'd like the to learn better. It's the first time I have ever tried to create some content for my lessons. I have not explored all the ways how to improve those flashcards, but I really enjoyed creating them. They are simple, but I am sure that my younger pupils will like studying the vocabulary this way. But you can try them if only open this app and choose the set under the name " Places Around Us". I am also going to try to make a presentation using "Keynote". I think it's a great tool. I also tried the app 'Book Creator'

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I like that the videos make the point that the learning process is just as, if not more, important than the end product. I feel it is important that teacher's take the time to plan the lessons well so that pupils have the opportunity to experience a variety of tools and can 'up-skill' before beginning the creation process.

I think I need to think more about 'How?' the pupils will create their products and make time for more meaningful discussion so that pupils can have a chance to reflect on the learning required to make their end product.

With a previous class, I challenged pupils to create a class calendar to sell. Pupils worked in pairs to create a different page/image for each month. They worked through the whole design process to create their calendar. Finally, they chose and voted for a local charity for the money to be donated to. The pupils were highly motivated to do well because it had a sense of purpose. There a huge number of apps that could be used at each stage of this type of project.

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As an Art teacher for primary children, I tought I could use tablets for teaching photography; not only the history of it, but also the way of touching images, changing light, background, etc.