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I had a great time reading your diary and to have a look at a class in Argentina. Obviously, you master a great deal of things in ICT ! I particularly liked, among many things: - "mystery hangouts" just a great idea. - Nao the robot, that shows amazing perspectives. I just didn't know it existed and that it could have its place in a school. Children showed that they really liked it .It is a powerful tool in a classroom. - Last, I enjoyed reading your lesson plan on "Biomes in the world". I keep this idea for next year, it will be a good occasion to test Kodu. Thanks a lot !

by Jpierre Bourgeois

The Learning Diary is the proof of involvement and preoccupation for the topics proposed for debate. The ideas stated by the author indicate that the author has reflected over the ideas proposed.

by Iuliana Ivan

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The Learning Diary includes answers to the questions raised in each module

This is an excellent Learning Diary. It is comprehensive as you have mentioned most of the topics discussed in each of the modules. As a result, it will be a great resource to go over the entire course at a later stage. I will keep your link so that I can revisit your Diary later myself.

The learning Diary shows that the author has reflected about the questions and topics raised on the course in the context of her/his own situation

While you answer the questions posed in each of the activities in the module, you give examples relating them to your own situation and school projects. Through your answers and reflection I can have a clear picture of your school and class. Well done!

The Learning Diary includes a lesson plan that follows all the criteria identified in section 4.8.1

This is a great lesson plan integrating many elements covered in the course and making use of the training of fundamental skills such as problem solving. The plan has a very good balance of activities and there is a clear link to the stated aims.

The Learning Diary includes resources, posts, ideas, etc. directly from the course, from other course participants or from anywhere on the web that are relevant to the topics discussed.

You have done a great job at collecting resources from many different sources. I like how you have built yourself a catalogue of videos and material from each module on the course.

Congratulations!

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The Learning Diary includes answers to the questions raised in each module

This is a very good Learning Diary. It is comprehensive as you have mentioned most of the topics discussed in each of the modules. I will keep the link to your diary so that I can access later on to try out the resources you recommended.

The Learning Diary shows that the author has reflected about the questions and topics raised on the course in the context of her/his own situation

While you answer the questions posed in each of the activities in the module, you give examples relating them to your own situation and school projects. I liked the photos and videos you posted, they show you are a step ahead regarding computing in the classroom.

The Learning Diary includes a lesson plan that follows all the criteria identified in section 4.8.1

This is a good lesson plan integrating elements covered in the course and making use of tablets. You could have develop other activities since there is only production. It is good that you used a topic you are already familiar with such as QR codes since you already know the lesson worked well!

The Learning Diary includes resources, posts, ideas, etc. directly from the course, from other course participants or from anywhere on the web that are relevant to the topics discussed.

You have done a good job at collecting resources from your own school projects which are relevant to the course and you’ve shown reflection as well

Well Done!

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I'd like to share a padlet I've been having a look at, it has a very interesting lesson plan on QR codes! It belongs to Astrid.

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Module 4, 4.4: Digital Literacy and e-safety resources

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Module 4, 4.4: Digital Literacy and e-safety resources

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At school students have a special workshop in 4th form which deals with cyberbullying. The teacher in charge of it is Ana Lucía Castells Ruiz and she's been dealing with this topic at school for a couple of years. Students watch videos, reflect and make posters to talk about cyberbullying to the rest of the school.

Apart from that, I have regular talks with my students about posting online. They generally post pictures in their social networks and they even add pictures of friends who didn't want to be online.

I think that the videos and recommendations shared in this module are really useful to develop further talks and meetings with my kids.

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I think I can use this video with my primary school students

https://vimeo.com/29383001

http://www.thinkuknow.co.uk/5_7/leeandkim/

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Computing Primary | M4 Who am I Talking to?

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This video is part of the How to Teach Computing at Primary Level course on the European Schoolnet Academy. For more information visit www.eunacademy.eu

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This video is very interesting to use with my secondary school students!

https://www.youtube.com/watch?v=nOUu1fldBbI

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This video is part of the How to Teach Computing at Primary Level course on the European Schoolnet Academy. For more information visit www.eunacademy.eu

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This video is part of the How to Teach Computing at Primary Level course on the European Schoolnet Academy. For more information visit www.eunacademy.eu

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Recommended site to make your own apps and websites

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Module 4, 4.3: Tools & resources for teaching internet search, web editing, and computer networks

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Module 4, 4.3: Tools & resources for teaching internet search, web editing, and computer networks

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My students have their personal sites in which they show their own process of learning the best way they can. They add each activity carried out in bearing in mind their personal style, interetsts and preferences.

I always have my blog to show students how to publish things and then they use their own to share their knowledge with the world. There is a variety of activities which cater for the different type of learners.

Here you'll find the links to some of my students' sites:

https://sites.google.com/a/colegionuevomundo.edu.ar/octi/

https://sites.google.com/a/colegionuevomundo.edu.ar/manu-d/

https://sites.google.com/site/emiliadellapaolera/

https://sites.google.com/a/colegionuevomundo.edu.ar/gaston-2014/

As far as searching information in google, I generally give them a variety of pages to read. I pre-select the pages I want them to read as I don't want them to find anything inapropriate for their age! However, when we need to carry out research, I always recommend students to check the extensions of the webpages to see if they are realiable or not. Next time I ask my students to investigate, I will ask them to go for KidsRex or Google Education.

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Module 4, 4.3:  Tools & resources for teaching internet search, web editing, and computer networks

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Module 4, 4.3:  Tools & resources for teaching internet search, web editing, and computer networks

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James Abela, an experienced primary school teacher and currently Head of IT Bangkok Patana School, addresses how we can explore the theory and dynamics behind something most of us do multiple times a day: searching the internet.

A list of links helpful for Primary Computing curated by James Abela

http://www.scoop.it/t/primary-compu

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Teaching computational thinking to primary pupils

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For once Google, Microsoft and Will.i.am agree, teaching Computing is important and it is important that children learn to think computationally from an early age. James Abela will take you through a hierarchy of visual tools that enable students to think computationally, code and solve problems in a logical way.

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Queensland Curriculum and Assessment Authority

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Computing Primary | M4 Tablet Tools and Tips for Curriculum Implementation

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This video is part of the How to Teach Computing at Primary Level course on the European Schoolnet Academy. For more information visit www.eunacademy.eu

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Neil Rickus, a primary school teacher and university lecturer from the UK tells us about his recommendations for using different tablet-based apps. You can find more information about Neil at his website, http://computingchampions.co.uk. Below you will find a list of apps recommended by Neil.

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Computing Primary | M4 Using Tablets to Teaching Programming in the Primary Classroom

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This video is part of the How to teach Computing: An Introduction to Concepts, Tools and Resources for Primary Teachers course on the European Schoolnet Academy. For more information or to enroll on the course see here: http://www.europeanschoolnetacademy.eu/web/how-to-teach-computing-/course

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By Reneta Raicheva

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

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Module 3, 3.5: Advanced Game Design Tools

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Module 3, 3.5: Advanced Game Design Tools

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Not only secondary students can create games!!

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Module 3, 3.1: Using robots across subjects 

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Module 3, 3.1: Using robots across subjects 

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I have neber used robots in my schools but I imagine that can be used to study programming, maths, physics among others.

I found this video on the net which gives an example on how to use robots in literature. In this case the robot sees an image of an element from one of Shakespeare's plays and it tells the lines from the character who is related to that item!

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NAO Workshops in Primary & Secondary Schools

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Module 3, 3.2:  Educatinal Robotics Activity

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Module 3, 3.2:  Educatinal Robotics Activity

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I have never used robots in my classroom or anything similar. We just created crafty robots once, but there was no coding in it!

I would like to keep this vide in my diary so that I can come back to it in order to use the ideas suggested.

At school students started using scratch. Actually, some years ago one of my students created a game with scratch and showed it to all my class. He did it on his own and he created a beautiful game related to the project we were studying at that moment.

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Computing Course | M3 Getting Started with Educational Robotics

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Module 2, 2.4: Linking computing to other subjects

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Module 2, 2.4: Linking computing to other subjects

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During these first months of the school year in my country my students have been carrying out a History project 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. In this way, we linked the project to literature.

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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In my particular case, I cannot notice any difference with my primary school students. Both boys and girls are eager to use the computers and work with technological tools to create different products.

I do notice that, in general, girls take more time to make their products look nicer and colourful. They pay an extra attention to aesthetics, whereas boys pay more attention to the content in itself or the resolution of the activity.

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Whenever I have to plan a collaborative activity I start by giving them a clear objetive for the task.

Then, I give students an assessment rubric so that they know what they will be evaluated and how they are expected to work during the task. I share those rubrics and in some cases we design them together.

After that, I give each student a clear role within the group, so that they understand that the efficiency and success of the group will depend of each of them paying their parts accordingly.

I liked the metaphor of the driver and the navigator to use in class with my kids !

FInally, when the task is shown, each students self evaluates their performance and we share our thoughts and impressions, following the rubrics.
Of course, we sometimes find obstacles, but if students know their objetives, their roles and the expected performance we reduce the amount of difficulties.

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Team of researchers and teachers from New Zealand who have developed a large range of resources for activities without computers which are especially useful at primary school level and have even been translated into many different languages.

http://csunplugged.org/

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I'd like to share this video created by Ale Redin for another MOOC from European Schoolnet Academy. In this video, students from secondary school become teachers and aid primary school students in their attempt to use tablets in the classroom.

Our school is called Newlands, a bilingual school where students start using notebooks from an early stage. Secondary school launched the "bring your own device" (BYOD) programme a couple of years ago, so this year 6th form students in primary started bringing their devices to school, which can become rather difficult because each of them have a different device (notebook, tablet, smartphone) and even different operational systems. That's why Ale Redin (our ICT coordinator) decided to organize this activity in which secondary school students teach my students how to go about devices in class.

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One of the activities we do at schools and students love is Mystery Hangout.

Students communicate with anothers school in the world to ask yes/no questions in order to guess where the other school is located before they guess where we are.

These activities are part of a school project called "Bringing the world into the classroom".

Students communicate meaningfully with another school, they use the English language to ask questions and give answers. They also use their critical and analytical skills as they have to think carefully of their next questions which should give them crucial information to guess and win the game.

Besides students need to work as a team as they class is divided into different groups and each concentrates on different tasks: some do research on the interenet, some others use maps to locate the country, some others take desicions regarding the next questions and another group talks in front of the camera. Students need to work collaboratively if they want to guess where the other school is located.

As part of an asynchronous Mystery Game, students created this video with answers and clues so that another country like South Korea could play the game with us. Due to the fact that there is a wider time difference, there are some countries that we can't connect synchronusly, so we started sharing videos!

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Uploaded by Daiana Martinez on 2014-04-24.

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Module 1, 1.2: Explaining the importance of computing

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Module 1, 1.2: Explaining the importance of computing

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I always tell my students that I wasn't born with a computer at home, I had my first PC when I was 15. Now I can't imagine life without the device. It aids me in everyday life, it simplifies things that used to take longer. But I also tell them that I don't want to be a passive receiver of programmmes, software and tools. I want to have the chance of "assembling" whatever ideas come to my mind. Humans are creative beings, we just need to offer them the tools and possibilities to make that creativity visible outside their minds.

Students love playing games, why not creating their own with their set of rules characters and places?

The simplest thing I can tell students is that, at least, they need computing knowledge to make devices work when they get stuck!!

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In Argentina, has introduced a programme called "Conectar Igualdad" (Connect equality) which consists of giving netbooks to secondary school students who belong to state-run schools. If they finish thei course of studies successfully they can keep those netbooks. Besides, the government launched a postgraduate course about Education and TIC. The idea is to give teachers the necessary tools to incorporate netbooks to their lessons.

Some private schools took the decision to buy some netbooks which can be booked by teachers to use with their students. Both schools where I work bought 25 netbooks so that students profit from them.

One of those schools started a pilot programme in which students bring their own devices to class, so now almost all students from secondary school ad 6th form primary bring their netbooks or tablets to school.

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Hello! my name is Daiana Martinez. I am a teacher of English in two different schools in Argentina. I work with both primary and secondary school students in the suburbs of Buenos Aires.

I looooove my job and enjoy spending time with my students. I love planning projects which are enhanced with technology as I find electronic devices crucial for the XXI century education.

I also enjoy reading books, watching films and travelling around the world. Every time I have the possibility, I pack my bag and start a new adventure to different countries and different cultures. I have a curious self which is delighted to learn about others even during the holidays.

I would like to share with you my reflection blog in which I write posts related to education, both in english and spanish.

http://daimartinez1.blogspot.com.ar/

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Quisiera compartir en este espacio el discurso que preparamos con Claudia Pugente para despedir a nuestros alumnos.

¿Como podemos empezar a despedirlos? Desde nuestro lugar queremos hablarles de manera sencilla, directa, sin tantas vueltas como tal vez sí tiene este idioma que nos tocó enseñarles. Queremos que hoy se lleven más que un recuerdo, o un momento, deseamos dejarles palabras llenas de sentido y significado, (que tal vez hoy a esta edad solo sean eso, palabras) pero sabemos que algún momento de la vida este discurso va a tomar forma más real, tipo en 3D.

Hoy No los vamos a remontar a épocas pasadas, y preguntarles si recuerdan sus primeros pasos por el jardín, si recuerdan como lloraban en la puerta del colegio pidiendo ir a casa con sus papás. Tampoco los vamos a llevar a través de los 6 años de primaria, recordándoles spring concerts, actos escolares, gallery nights. No es necesario, sus papás probablemente tienen digitalizada cada etapa de sus vidas.

Sí, en cambio queremos hablarles de lo que está por venir. Es simplemente una nueva etapa. Están pasando al siguiente NIVEL de sus vidas, como en los videojuegos. ¿Y Cuál es la característica de un nuevo nivel, en Minecraft por ejemplo? Desafíos. Nuevos objetivos

La vida es como un juego, y es importante ser consciente de que estoy jugando mi partido, y ganar o perder, depende de mí. Cómo lo juego, también. Cada nueva etapa es un nuevo nivel que hay que atravesar y que nos ayuda a llegar a nuestro objetivo. Y tal como en los juegos, cada nivel ofrece desafíos cada vez más importantes, los cuales requieren de la experiencia adquirida en las etapas anteriores, de las habilidades logradas y las estrategias que fuimos y seguimos desarrollando. Y acá está nuestro deseo, que disfruten de este nuevo nivel y los próximos que están por venir de la misma manera que disfrutan jugar al Minecraft. Sean perseverantes, insistan, muevan las fichas, los bloques. Construyan, armen, desarmen y comiencen de nuevo si hace falta.

Y Si es necesario, tomen distancia, observen, reflexionen. No está mal pausar la jugada para analizarla con tranquilidad. Esto no quiere decir que la partida se termine. Siempre podemos darle PLAY nuevamente y a seguir jugando, pero esta vez con más fuerzas, más estrategias. En la vida también planificamos nuestras decisiones antes de avanzar, armamos la jugada, pensamos qué táctica funciona mejor en cada situación. Además puede pasar que la maniobra no salga como pensaban y es también parte del juego. De eso se aprende, se asumen las consecuencias, y se intenta otra vez y se sigue adelante con el juego. Siempre avancen porque, aunque más tarde se den cuenta que fue una mala jugada, la misma sirve para descartar, aprender y no volver a pasar por ese mismo lugar ó circunstancia.

¿Cómo juegan cuando juegan al Minecraft? ¿En equipo, solos? Cada jugada es individual, cada uno de ustedes debe mover sus propias fichas para avanzar. Pero nunca están solos, siempre hay un compañero que les da una pista, que los ayuda a desarrollar una estrategia, que los guía. También hay compañeros con quienes jugar juntos, colaborativamente, con quienes complementarse y aunar fuerzas para ganar el partido. Entonces si no están solos, esas jugadas que ustedes arman repercuten en otros que juegan a su alrededor. Por eso tengan en cuenta que sus movimientos pueden afectar a estos jugadores, para mejor o a veces no tanto. Pero todos estos pasos nos llevan a algo nuevo. Tampoco es bueno mirar todo el tiempo la jugada del otro porque se pierde concentración en la propia jugada. Ténganse confianza, no busquen siempre la idea ó el apoyo del otro. Si están convencidos que es ahí donde quieren llegar, sigan para adelante. Hasta acá sabemos que cargan muchos conocimientos y vivencias en sus espaldas, y eso los ayuda a ser criteriosos: a nuestro parecer un aspecto fundamental para poder tener los pies sobre la tierra (estar bien plantados).

Y por último, aunque no menos importante, todo lo contrario, DISFRUTEN. Es la mejor manera de transitar por esta vida Disfrutar mientras se juega, pasarlo bien en cada decisión, ser consciente de cada paso y aprovechar cada momento; además de ser la mejor forma de perseguir el éxito, ya es el éxito del ganador. Ganador es aquel que juega con alegría, vive con entusiasmo y aprende de sus errores, para seguir siempre avanzando, y creando nuevas formas de conseguir lo que se propone. Y si no tenés aún una estrategia muy elaborada, lo ves difícil o imposible: puede ser, pero NUNCA dejes de mover tu ficha, ya que la peor decisión es la que no se toma. ¿¿¿Seguimos jugando???

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Quisiera compartir en este espacio el discurso que preparamos con Claudia Pugente para despedir a nuestros alumnos. ¿Como podemos empezar a despedirlos? Desde nuestro lugar queremos hablarles de manera sencilla, directa, sin tantas vueltas como tal vez sí tiene este idioma que nos tocó enseñarles.