# data[].attributes.body
The future of education...yes, but I'm very skeptical.

http://www.wired.com/insights/2013/09/the-future-of-education-byod-in-the-classroom/

# data[].attributes.attachment_link.readable_text
As children across the nation return to school, many are going armed with their own computational tools. From laptops to tablets and smartphones, schools and universities across the globe are testing out a more dynamic learning environment, where students bring and use their choice of technologically assistive devices in the classroom. Despite the obvious benefits, the influx of mobile technology in educational systems has also provoked backlash from parents and teachers alike, similar to the BYOD backlash witnessed within enterprise IT departments in the past few years.

Educational institutions are ultimately presented two options: adopt a BYOD program, embracing the technology trend, encouraging student participation, and expanding curriculum to include BYOD-driven topics, or to impose of a BYOD policy, setting rules to govern the presence and practice of these potentially disruptive devices.
Welcome to the 21st Century, Parents
In the Policy camp, concerned parents site the potential negative impact of allowing unfettered digital connectivity in schools. No parent I know would argue for unrestricted, unmonitored online access for kids of any age - kids will be kids after all. And these concerns are valid. Concerns include:

Distractions of games and videos

Unmonitored social networking leading to bullying or predation

Consumption (and creation) of inappropriate content

Social status and stigma of devices

But let's face it. Personal computing changed the nature of human life forever. It's latest incarnation in the tablet and smartphone makes the information revolution more personal and ever-present, certainly. The smartphone's connectedness and portability gives us a glimpse into what life will be like in the middle and end of the 21st Century.

The impact of these devices on the lives of adults and children of today is amazing but it is only the beginning. We are experiencing a wave of innovation in digital assistive devices which has more water ahead of it than behind it. Consider the hints of the next generation that are already coming to life in wearable devices like Google Glass. The end of the wave will leave us in the realm of science fiction, perhaps the direct augmentation of the human form to incorporate computational aids. Exciting. Scary.

OK. Take a step back. You need not be a visionary to grasp the obvious reality that in today's world people are never without their smartphone and rarely out of range of a network connection. Why? Because the human condition is radically improved by the immediacy of information and social interconnectedness that these devices enable. My smartphone has become a seamless compliment to my human brain. With my brain and my smartphone on, I am more powerful. And being more powerful is naturally addictive. We are all more powerful beings armed with our devices. We can also be more distracted beings but naturally every adaption comes with drawbacks. But asking someone to give up their smartphone is akin to asking a citizen of the 1950's to surrender their clothing. So, whose responsibility is it to teach our children to leverage these mega powerful tools for their own betterment? Whose responsibility is it to teach responsible use?
BYOD in the Classroom
In this decade, it is no less important to teach children how to use their other technology "brains" as it is to teach them to use their physical brains - to ignore such an obvious and powerful augmentation would be irresponsible. Certainly there are better ways to use digital devices to make us more effective beings. These better ways should be taught.

Consider for a moment that Writing is a technology - an old technology but, at the time of its introduction, a revolutionary one. Written language allowed humans to capture and store knowledge: to disseminate that knowledge beyond the natural boundaries of time and space. And knowledge is power. Today it would be unthinkable not to teach children how to read and to write - to leverage this old technology - in order to expand their horizons beyond the spoken word. By the end of the decade, it will be considered just as unthinkable to deprive children of their computational tools for the very same reasoning as we apply to writing technology.

So how are teachers and administrators to cope with the risks of unfettered online access with the responsibility to teach students how to leverage this irreplaceable technology? Look to lessons learned in the parallel adoption of desktop computers in the educational environments for patterns and best-practices to adapt and adopt. Seek tools to manage content access to block for young users, to advise for older users. Put policy and technology in place that recognizes that the devices will beyond the control of the school today. Surround the access points with security not the devices themselves. Leverage the speed of these new technologies to discover and participate in experiments with pioneering institutions in the digital world.
Beyond the Classroom
And how are parents to cope with the risks of unfettered online access at school and on the bus with the responsibility to teach your children how to safely embrace digital technologies without loosing sight of the real world? Start by supporting your local school in their efforts with BYOD and technology initiatives. Associating technology with learning in the minds of our children is an important psychological link to establish. These are not JUST tools for playing games. When you read to your children, consider doing so with both physical books and ebooks. Help children to expand their association with the devices beyond the short-attention span media that they are encountering in the entertainment arena by exposing them to deeper, calmer sources of interaction like ebooks. Demonstrate that devices can be used for knowledge consumption and knowledge contribution. Show them how you manage your work life and home life with the help of your own devices. Talk about etiquette for email and SMS in the same way that you discuss the polite ways to interact personally.

By acknowledging that smartphones, tablets, and laptops are a factual component in the lives of every human being and by embracing openly and actively in the exploratory use of these tools for both education and entertainment we are opening the door for our students that leads to the heart of the 21st century experience.
Tim Panagos is CTO of Point.io.

# data[].attributes.attachment_link.title
The Future of Education: BYOD in the Classroom

# data[].attributes.attachment_link.description
As children across the nation return to school, many are going armed with their own computational tools. From laptops to tablets and smartphones, schools and universities across the globe are testing out a more dynamic learning environment, where students bring and use their choice of technologically assistive devices in the classroom.

# data[].attributes.body
An amazing infographic: it's very clear.

# data[].attributes.body
I think Extensive Reading is very useful to promote the pleasure of reading, in L1 too!
I've designed a CLIL ER lesson about Science and Fiction, but I've found difficult this task because, in my opinion, the subjects I teach are not  suitable for the ER/CLIL methodology,

http://v.gd/ZqLAdH

# data[].attributes.body
The aims:
to create a more positive attitude towards reading,
to acquire language by exposure,
to enrich vocabulary,
to promote pleasure in reading.
How to select books:
A step above the level already acquired. The text will be neither too difficult nor too easy,

# data[].attributes.body
The 'extensive reading approach' involves students reading long texts or large quantities for general understanding, with the intention of enjoying the texts.

Principles and reflections:
1. The reading material is easy.
Often finding adapted or simplified texts isn't easy for me, despite "a great variety of high-quality language learner literature is published for learners of all ability levels (see Hill's best picks, 1998, and survey review, 2001)".
2. A variety of reading material on a wide range of topics must be available.
3.. Learners choose what they want to read. I don't agree with this principle, because I think a teacher have to help the students  to discern good books, high quality, aesthetical value.
4.Learners read as much as possible. We need much more time to spend in reading activities!
5. The purpose of reading is usually related to pleasure, information and general understanding.
6.Reading speed is usually faster rather than slower
7. Reading is individual and silent.
8.Reading is its own reward
9.Teachers orient and guide their students
10.The teacher is a role model of a reader. I'm totally agree, so I usually show the books I am reading to my students and read what they read to speak about it.

# data[].attributes.body
I'm agree

# data[].attributes.body
Cultural awareness

Internationalisation

Language competence

Preparation for both study and working life

Increased motivation.

# data[].attributes.headline
CLIL lesson plan: landscapes in Geography

# data[].attributes.subject
CLIL lesson plan: landscapes in Geography

# data[].attributes.body
The tool learning designer is wonderful!! It's useful for planning lessons...here's the short link!

Click on it and after click on the other link!!

http://v.gd/OolRBC

# data[].attributes.attachment_link.description
This Unit has been used in a class where Clil has been introduced for the first time. The history teacher asked me to organise e lesson to revise in english the content studied in italian. The english level is A2/B1

# data[].attributes.body
Here's an important map.

# data[].attributes.body
If "Our culture can be defined a “Remix culture” (Valeriani, 2011), as youth culture today more visibly orients itself around creating media by extracting component pieces from other people’s media creations, then connecting them together to create something new"...is our culture only a "copy and paste" culture or really it creates something new?

# data[].attributes.body
The benefits of CLIL can refer to (Dalton-Puffer, 2007):

•Developing intercultural communication skills;

•Preparing for internationalism;

•Providing opportunities to study content through different perspectives;

•Accessing subject-specific target language terminology;

•Improving overall target language competence;

•Developing oral communication skills;

•Diversifying methods and forms of classroom practice;

•Increasing learner motivation.

# data[].attributes.body
An old PC. An old browser. The attempt to create an animated presentation with Powtoon: the ingrediets of a perfect nightmere!

Despite these problems, I think videos are a powerful and effective tools for teaching and learning, expecially in a society in which students are often expert users of this kind of media. In fact, the Web 2.0 philosophy is focused on producing, uploading, remixing and sharing content with the help of video clips.

So, I'll improve my skills in using powtoon, as soon as possible!!!

For now, watch my desperate experiment!

Click here:

https://www.powtoon.com/online-presentation/bYvfH0vae6C/my-social-learning/

# data[].attributes.attachment_link.readable_text
by Lisa Chesser, opencolleges.edu.au

A purple monster with wild curls spiraling out of control explains the economics of oil production in the Sudan to students in Los Angeles, Sydney, Berlin, Jerusalem, and Riyadh.

That is education and animation working together to teach students everywhere, everything they ever wanted to know. Educators need only utilize the tools available, most of them for free.

Some of the animation links cataloged here will give educators very basic tools and histories of animation while others have the animation already created and set in motion, it's just a matter of sharing it with students.

Educators need to decide which tool is best for them. If you want to create your own animation from scratch, then you want to go to sites such as Animwork. If you want to select from an animation that's already set up, for you then perhaps Explainia makes more sense.

One of the easiest ways to animate, however, isn't with your own camera and modeling clay, it's with your links to sites that hand you everything within their own forums.

See also How To Search For Tweets By Date

Use the first part of this list for creating original animation or using animation tools to create lessons. Use the second part to select animated lessons that are already completed and set to share.
1. Animation for Education
In this support system for educators, iCreate to Educate helps teachers and schools from primary through higher education become better learners by making animation more accessible throughout Europe. It offers some great resources and valuable animation software and resources. It also has a free stop-motion animation tool called SAM.
2. Animwork
A European partnership created this guide to help teachers learn more about using animation to teach. With some basics in place such as how to create a good story and what tools to use, Animwork puts everything into perspective for any teacher who wants to create his or her own animation.
3. GoAnimate for Schools
Easy and quick, GoAnimate for Schools is a one-stop shop for creating custom animation that's well-made and easy to use. Globally accessible to any educator, it's also secure and educators get a major discount. Schools can sign up about 200 students at a time.
4. GoAnimate
If the purpose of using the animation tool is solely for teaching and sharing educator-created animation, take another route to GoAnimate for business. This tool has a free sign-in where educators can use basic tools to create animation with whatever message they need to get across to their students.
5. Devolver
Quick animation with some bizarre characters and sleek backgrounds that help make a point or send students into the beginning or end of a lesson makes Devolver a great tool for the educator who moves fast. Students can also use it to email professors their interpretation of a theory or lesson.
6. Voki
Adding an interesting twist to communication and lecturing, Voki allows educators to create avatars that speak for them. Record or type in messages and send or embed the clips on a site. Voki even offers educator logins with free extras.
7. PowToon
A free business presentation tool, PowToon helps users create animated presentations with quality graphics. It even has a home dedicated to educators at any level. PowToon touts itself as being as easy to use as Powerpoint and educators seem to think it is.
8. Make It Share It
For those who prefer to draw, there's Make It Share It. Create your own drawings from stick figures to sketches to full cartoons and animate them all online. This might be an online tool to share with students who like to draw or to create a project.
9. Wideo
But, if drawing seems to just get in the way, go to Wideo. Some modern graphics with interesting selections and fonts give users the ability to make unique videos for business and education. Nicely done tutorials provide users with confidence and basic skills to begin quickly.
10. Mixeek
This free software allows users to design web animations based on Javascript, CSS3, and HTML5. One of the best parts of this tool is that users can make their animation interactive. Mixeek also makes it easier for beginners to start the whole process with simple tutorials.
11. Myths and Legends
Hailing from the United Kingdom, this site is best used as a tool for students to create their own myths and legends. For instance, students might want to turn a factual news story into a myth or legend using the Myths and Legends tools.
12. Zimmer Twins
Make a movie or watch a movie with animation tools set neatly in place at Zimmer Twins. Create scenes from scratch or choose from scenes that are already set up. Educators can take advantage of Zimmer Twins at School by creating accounts for up to 40 students including blogs for added communication.
13. Loogix
For simple movements and creative elements of photographs or short film, use Loogix. It's very basic and not as innovative or interactive but it gets the job done if the goal is to add a fun twist to images.
14. Blabberize
A hilariously fun site, Blabberize turns any image into a talking image complete with your recorded message. Now, whatever point any educator's trying to make is a lot more effective when a talking cat, dog, or lama says it.
15. Aniboom
If there's a need for something more tailored and none of the tools you've looked at so far meet your needs, try Aniboom. There you'll find access to actual animators. Just post your project then assign an artist to it. You can check on the progress during the process.
16. Creaza
Another online animation tool has both a free limited version and a version that you can get a quote on for pricing. With a large variety of backgrounds and characters, using the premium version might be worth it. Creaza's selling points are the video editor, an audio editor, a cartoon editor and a mind map builder.
17. Doink
An app for ipads, iphones, and ipods, Doink offers really creative tools that allow users to customize artwork and to create a library of drawings and animations. With a composition editor, animation appears professional and adds more versatility than a lot of other programs out there.
Ready To Go Animation
The following links will help educators find animation that's already set in motion. It's tried and true so educators simply search for their subject or their purpose and grab videos to help their students grasp concepts or even learn difficult material that otherwise may have eluded them.
18. TEDEd
Here educators will find brilliant animation with unique twists on a basic concept add new dimensions to learning with TED Ed. The clips are usually short, approximately 5 minutes, but they squeeze important information into that time frame and do it rather effectively.
19. Brain Pop
Another site with quick clips, Brain Pop simplifies difficult lessons in all the basic subjects including engineering and technology. Like TED Ed, it adds material constantly so there's always more to choose from; however, there is a fee to access the material.
20. BBC History
Walk through the architectural planning of the Colosseum, watch the reconstruction of the Iron Age Chariot, and learn about the Battle of Somme in World War I among many other animated insights. It can all be found at the BBC Interactive Content Animations.
21. ABC
An Australian site full of insightful and entertaining documentaries, ABC also has cool animated videos about Greek gods, Naval officers, and science plus lots of interactive video and gaming.
22. Explania
From learning how to save the oceans to how to calculate your body mass index, the animations seem endless on Explania. Just register and gain access to creative animations that explain almost anything.
23. Google Apps
Google Apps for Education is filled with animated apps that shed light on otherwise out of reach concepts and difficult problems that sometimes even the best educator can't perfect into a lesson readable by all students. GeoGebra and Desmos have sketchpads and graphing calculators and that's just the beginning.
24. Enlightenment
RSA brings power to intellectual debates with animation. Use their videos as a springboard for further debate or to introduce 21st century topics to any subject that thrives on arguments.
25. Brainpickings
Full of informational animations that give the learner visuals that transfer difficult concepts into understandable snippets, Brainpickings narrows the gap between confusion and understanding.
26. Literature
Openculture compiled a list of animations relating to various literature such as Emily Dickinson's poetry and Shakespeare. Explain the wonders of Plato and Kafka as well as Hemingway with these short clips.
27. Electric Literature
Find folktales, comedies, minidramas, and more, all animated with fascinating graphics and sound on Electric Literature. Bring story telling to students with these videos that offer unique perspectives.
28. WatchKnowLearn.org
With tons of videos to choose from, some aren't animated but you can sift through them to find the animated ones. WatchKnowLearn.org is broken into subject areas and acts as a database for rated videos that teach students. The ratings have stars and a review, which is really helpful because it saves time when choosing which one to use.
29. Canada Film
At the site for the National Film Board of Canada, educators will discover free streaming documentaries and animated films. Short animated films about poets, poetry, music, and other themes add interest and are a great resource for any educator.
30. National Geographic
While housing all types of great resource videos, National Geographic also has valuable interactive animations for teaching about the world around us and the world itself. Click through the steps of Greenhouse Effect and learn exactly how it works.
31. BioInteractive
Sleek, professional, colorful, and detailed animations at BioInteractive help educators communicate their curriculum with students. Educators choose from topics such as anatomy, brain, cancer, cardiovascular, organism behavior, and a lot more.
32. The Archeology Channel
Using Google maps, The Archeology Channel has created an interactive map that gives educators a visual guide of its animated videos of historical figures and finds according to the country or region. For instance, if educators click on Italy, they'll find a video about Matilda of Canossa.
33. How Stuff Works
Full of videos, the animated ones make understanding any subject or process much easier at How Stuff Works. Under the category Culture, you might click on the animated video How Murphy's Law Works.
34. Cell Biology Animation
John Kyrk created intricate animations explaining cell biology. Beginning with amino acids and protein and delving into DNA structure, the animation available on his site provides learners with complete visuals into the workings of cell biology.
35. Plant & Soil Sciences eLibrary
Access well-made animations of flower structures, plant breeding, gel scoring, gene cloning, genetic mapping, herbicide metabolism and so on. Plant & Soil Sciences eLibrary allows educators to access and use animated videos for free after they login.
36. Exploratorium
Split into categories such as Astronomy or Cognitive Science/Psychology, educators can find animated videos depending on the subject within the subject inside Exploratorium.
37. iTunes U
Find any and everything at iTunes U, just search or select a category and move through animation after animation. Sign up as an educator and add something even more useful to the equation by creating your own unique lessons or even videos.
38. MIT
Massachusetts Institute of Technology offers open courses with some great animation available. Check out some of the courses available at MIT and send students that way if they need extra guidance or even if they need a good challenge.
39. PBS Online
Inside PBS.org, educators have access to animations of such topics as growth, well-being, and jobs in what it calls the new economy or the story of Theodore Roosevelt's building the Panama Canal.
40. YouTube
Another helpful place to find animations, YouTube delivers any and every animation on almost any topic or subject imaginable. However, educators might have to sift through some unprofessional videos while searching.
41. Science Stage
Not just focused on science, Science Stage is worth visiting for almost any subject except literature. Anyone who wants to learn more about a chosen field will find all the videos fascinating, not just the animations.
42. NOVA
An animation of the Ã¢â‚¬Å"Island of StabilityÃ¢â‚¬Â for physics or animation of the growth spurts of a T. Rex give learners clear insight into the unseen worlds of learning on NOVA, a subsection of PBS.
43. NBC Learn
From sustainability of water to the science of the summer Olympics, NBC Learn makes education simple and understandable. The animations work alongside professional videos explaining various topics.
44. History
History actually partnered with Aniboom and created a contest where people use Aniboom to create a historical, animated video. On top of that, History online has awesome interactive games, maps, and timelines including Ellis Island: Then and Now and hilarious animation of Greek Gods.
45. LearnersTV
If educators need animated video of science subjects such as biology, chemistry, and physics, then LearnersTV boasts animated videos detailing these subjects. It also catalogues video on such subjects as engineering and economics but those videos aren't animated.
46. Maps of War
At Maps of War, the history of religion, the Imperial history of the Middle East, democracy, terrorism, the World Wars, and more map out the past and sometimes the future, depending on how you look at it.
47. Khan Academy
Well-respected and known as the place to go for all learners, Khan Academy masters teaching and animation with videos that lead a student to the unanswered questions.
48. See Math
See Math animations explain simple and complex math with animations that make learning precise and understandable. Educators can sign up and show the videos to students or have students sign up and learn.
49. Math is Fun
Animated cubes, triangular prisms, hexakis icosahedrons, gyroelongated square bicupola, or hebesphenomegacorona among other three-dimensional animated shapes fill the web pages of Math is Fun, offering learners various ways to manipulate and view the movements.
50. Vimeo
If educators search Vimeo, they'll find some nicely done animation of shorts about anything from sci-fi to love stories as well as beautifully done animation of challenging and enlightening concepts to spark creativity and innovation with any learner who needs a boost of imagination.
This post was first published on opencolleges.edu.au; image attribution deviantart user rtil

# data[].attributes.attachment_link.title
50 Animation Tools And Resources For Digital Learners

# data[].attributes.attachment_link.description
by Lisa Chesser, opencolleges.edu.au A purple monster with wild curls spiraling out of control explains the economics of oil production in the Sudan to students in Los Angeles, Sydney, Berlin, Jerusalem, and Riyadh. That is education and animation working together to teach students everywhere, everything they ever wanted to know.

# data[].attributes.body
Adding the (Inter-)cultural DimensionGrimalda recently examined the degree of interaction among individuals in the process of globalization (Grimalda, 2006). Preliminary results indicate that people’s willingness to cooperate significantly increases the better they know each other. This means that students need to learn about other countries. However, factual knowledge about other countries and cultures is not enough for successful intercultural communication; neither are foreign language skills alone. Cultures differ in many aspects including view of self, perceptions of time, and verbal and non-verbal communication styles, which need to be taken into account also.

CLIL can offer a significant contribution to that goal. Students do not only have to learn how to talk about key issues in the lingua franca. They also need to become aware of the hidden cultural codes and the appropriate linguistic and non-linguistic means and strategies to address them and they need to be taught how to keep the flow of communication going without offending the partner.Looking at various topics from different cultural angles, realizing that other cultures tend to see things differently, have different values and beliefs, is one of the most valuable experiences that CLIL may offer.

# data[].attributes.body
About skills: learning throgh CLIL needs also CALP = cognitive academic language proficiency.

CALP requires learners to do the kind of listening, speaking, reading and writing which learners do within subjects; they need to understand and produce the vocabulary of subjects; to follow and generate the kinds of sentences and texts which are characteristic of formal subject study and to use the L2 to engage in the kinds of thinking which teachers expect learners to use.

Verbs like consist, involve, occurr, increase: general and cross-curricular vocabulary. The biggest vocabulary which CALP contains is not specific to subjects, but specific to school learning.

I teach Italian and Latin: I believe teaching CALP and metacognitive skills is very important also for L1 and for classical languages. Sometimes we spend a lot of time in teaching Literature and History of Literaure but forget the skills that are important in a formal communication.

# data[].attributes.body
According to MARSH I think CLIL is "about using languages to
learn, installing a "hunger to learn" in the students."
Well, I'm a subject teacher who would work through the medium of
the English language in order to enrich my Geography lessons: I
think CLIL is a good practice because teachers have to use a lot of innovative tools and educational materials to ensure that the students were understanding the content.
Geography lessons need an intercultural approach and I think CLIL is the perfect method to make students able to understand the
value of different cultures thanks to the language as a medium of teaching and learning. This approach is not only for
higher-achiving students, so I hope it will be early a common
practice in my school.  It's  really a flexible method that involves, for example, a larger use of digital and technology tools and a deeper change in our ways of teaching.

# data[].attributes.body
The term content-based instruction is commonly used to describe approaches to integrating language and content instruction, but it is not always used in the same way. For example, Crandall and Tucker (1990) define it as “...an approach to language instruction that integrates the presentation of topics or tasks from subject matter classes (e.g., math, social studies) within the context of teaching a second or foreign language” (p. 187). Curtain and Pesola (1994) use the term in a more restricted way, limiting it to only those “...curriculum concepts being taught through the foreign language ... appropriate to the grade level of the students...” (p. 35). Krueger and Ryan (1993b) distinguish between content-based and form-based instruction, and note that the term discipline-based more appropriately captures the integration of language learning with different academic disciplines and contents.

# data[].attributes.body
The National Foreign LANGUAGE centre (an important resource for the future).

http://www.carla.umn.edu/cobaltt/modules/principles/decisions.html

# data[].attributes.body
Holmes notes:

" An essential feature of CLIL is that it places both language and the non-language content on a continuum without implying preference or dominance of one over the other [...] recognising curriculum development as part of this continuum has allowed us to be inclusive of a variety of approaches, methods and curriculum models adapted to meetneed soft helearners and flexible enough to match the readiness of the teaching force to provide appropriate and relevant learning programmes of a sufficiently high quality in both language and the non-language content subject. "

# data[].attributes.body
1. The improvement of quality and efficiency of language learning has become one of the key objectives of the Strategic Framework for Education and Training (‘ET 2020’).

2. The recent detailed comparative analysis of the Member States' foreign language teaching policies1reveals that despite significant investment in foreign language teaching in recent years, the competence level of European students continues to be below expectations.

3. The use of ICT and on-line learning material is stillnot fully exploited in education. Member States have raised problems associated with the use of ICT in language education, such as the lack of adequate training for teachers and the low quality of on-line teaching material.

# data[].attributes.body
THe definition I prefer: "CLIL is about using languages to learn, installing a "hunger to learn" in the student" (MARSH). It's a good practice because teachers have to adjust their methodology to ensure that the students were understanding the content.

It need a deep change in our mind.

It develops intercultural communication skills....

# data[].attributes.body
I'm not an expert, but I've scored 75!
yes, I really believe in CLIL methodology!!

# data[].attributes.headline
week 1: I've watched an interesting contribute.

# data[].attributes.subject
week 1: I've watched an interesting contribute.

# data[].attributes.attachment_link.title
CLIL for the Knowledge Society (David Marsh / Eurydice)

# data[].attributes.attachment_link.description
Content and Language Integrated Learning CLIL

# data[].attributes.body
I love classical Literatures.

# data[].attributes.body
I love books!!

# data[].attributes.body
Hi, everybody!!!

My name is Anna Russo, I was born in Monopoli (BA), a little city in the South of Italy, but now I live and work in Gravina in Puglia (BA). I'm a teacher of Italian, Latin, History and Geography. I love reading and some years ago I used to write on a blog about books.

I'd like to improve my English and my digital skills. Actually, I'm not very able in using digital tools... and I don't speak English very well, but I've been enjoying this course to learn! I also want to share my experiences and my knowledge with other teachers.

I think CLIL methodolgy is an important opportunity for teachers and for students, so I'd like to learn all about it.