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amazing...

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This is my learning diary for the course "Creative use of Tablets in Schools" by European Schoolnet Academy

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Kougiourouki Angeliki's Learning Diary for the Creative use of tablets in school

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Kougiourouki Angeliki's Learning Diary for the Creative use of tablets in school

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Thank about a lot of ideas. You are a "open" teacher !

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ThinkLink Astrid is amazing

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So Simple...I'am in Love... by Astrid Hulsebosch

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

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Thank about a lot of suggestions , ideas and new tablets tools.
Franca

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Antonella Giles - 7 phases of a Learning Scenario

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Antonella Giles - 7 phases of a Learning Scenario

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1. Dream

2. Explore

3. Map

4. Make

5. Ask

6. Remake

7. Show

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I think about Prehistoric Art.. main question....

"Now, we are men and women of Prehistory. We don't write, of course! We paint, we make little sculptures, we built megalithic architectures, we engrave pictures into the surface of stones.... We think about men of the future: what will they tell about us in 21st century? W hy do we create this artifacts? How? What kind of tools do we use?" We  read a prehistoric masterpiece and create expressive compositions like an artist of Prehistory

I focus on content creation scenarios.

I hope I be fairly accurate and plane.

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4.6 Apps and Tools for Personalisation and Flipping the Classroom

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4.6 Apps and Tools for Personalisation and Flipping the Classroom

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Collettive padlet

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Collettive padlet

Flipping the classroom with tablets

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collettive padlet

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Collettive padlet

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collettive padlet

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Collective padlet

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3.5 Franca, Apps for collaborative learning

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3.5 Franca, Apps for collaborative learning

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I'm studing Google App for Education.

I used prezi, padlet, blogs but without tablets!

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Collettive padlet

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3.3  Success factors of school-to-school collaboration projects

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3.3  Success factors of school-to-school collaboration projects

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Collettive padlet

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Collettive padlet

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Collettive padlet

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Collettive padlet

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2.2 What kind of content can we create with tablets?

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2.2 What kind of content can we create with tablets?

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Collettive padlet

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Collettive padlet

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collettive padlet

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

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

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collective padlet

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

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

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Collective padlet

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collective padlet

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60 Smarter Ways To Use Google Classroom
by Terry Heick

Google Classroom is quietly becoming the most powerful tool in education technology.

It may lack the visual appeal of iPads or the student credibility of a BYOD program. It may not be as forward-thinking as we'd like here at TeachThought, but Google Classroom excels in providing solutions for a broad swath of teachers who have a variety of expertise and comfort levels with education technology. It also uses Google's familiar template that many teachers have used for years. As such, it scratches the itch for many teachers in many classrooms right here, right now.

So below are (at least) 60 things you can do with Google Classroom. We'll be updating this list as new ideas come in, the platform changes, and we learn more about its subtleties on our own.
60 Smarter Ways To Use Google Classroom

1. When an assignment, lesson, or unit doesn't work, add your own comments-or have students add their own feedback), then tag it or save it to a different folder for revision.

2. Align curriculum with other teachers.

3. Share data with your professional learning community.

4. Keep samples of exemplar writing for planning.

5. Tag your curriculum.

6. Solicit daily, weekly, by-semester, or annual feedback from students and parents using Google Forms.

7. Share anonymous writing samples with students.

8. See what your assignments look like from the students' point-of-view.

9. Flip your classroom. The tools to publish videos and share assignments are core to Google Apps for Education.

10. Communicate assignment criteria with students.

11. Let students ask questions privately.

12. Let students create their own digital portfolios of their favorite work.

13. Create a list of approved research sources. You can also differentiate this by student, group, reading level, and more.

14. Post an announcement for students, or students and parents.

15. Design more mobile learning experiences for your students-in higher ed, for example.

16. Have students chart their own growth over time using Google Sheets.

17. Share due dates with mentors outside the classroom with a public calendar.

18. Email students individually, or as groups. Better yet, watch as they communicate with one another.

19. Create a test that grades itself using Google Forms.

20. Control file rights (view, edit, copy, download) on a file-by-file basis.

21. Have students curate project-based learning artifacts.

22. As a teacher, you can collaborate with other teachers (same grade by team, same content across grade level).

23. Encourage digital citizenship via peer-to-peer interaction that is documented.

24. Use Google Calendar for due dates, events outside the classroom, and other important "'chronological data.'

25. Communicate digitally with students who may be hesitant to 'talk' with you in person.

26. Streamline cross-curricular projects with other teachers.

27. Aggregate and publish commonly-accessed websites to make sure everyone has the same access, same documents, same links, and same information.

28. Vertically-align student learning by curating and sharing 'landmark' student assignments that reflect mastery of specific standards.

29. Encourage a common language by unpacking standards and share district-wide.

30. Encourage students to use their smartphones for formal learning. By accessing documents, YouTube channels, group communication, digital portfolio pieces and more on a BYOD device, students will have a chance to see their phone as something other than a purely for-entertainment device.

31. Create and publish 'power standards' (with students, other teachers, and other schools) for transparency and collaboration.

32. Promote peer-to-peer and/or school-to-school interactions-students with other students, students with other teachers, and teachers with other teachers.

33. Create 'by-need' groups as classes-based on reading level, for example.

34. Check which students have accessed which assignments.

35. Provide student with feedback.

36. Add voice comments to student writing (this requires a third-party app to do so).

37. Help students create content-specific YouTube channels.

38. 'Closed-circuit publish' annotated research papers according to specific styles (MLA, APA, etc.) or other otherwise 'confusing' work.

39. Share presentations.

40. Create a digital parking lot"' for questions.

41. Administer digital exit slips.

42. Instead of homework, assign voluntary 'lesson extensions' for students. When questions arise about mastery or grades, refer to who accessed and completed what, when.

43. Create folders of miscellaneous lesson materials. digital versions of texts, etc.

44. Enjoy smarter conferencing with students and parents with easy-to-access work, data, writing, feedback, access data, and so on.

45. Save pdfs or other snapshots of digital resources in universally accessed folders.

46. Create a data wall but with spreadsheets and color-coding.

47. Make substitute teacher work or make-up work easy to access.

48. Collect data. This can happen in a variety of ways, from using Google Forms, extraction to Google Sheets, or your own in-house method.

49. Give prompt feedback for learning.

50. See who's completed what-and when-at-a-glance.

51. Track when students turn in work.

52. Since access is tracked, look for patterns in student habits-those that access assignments immediately, those that consistently return to work, and so on-and communicate those trends (anonymously) to students as a way of communicating 'best practices in learning' for students who may not otherwise think

53. Differentiate instruction through tiering, grouping, or Bloom's spiraling.

54. Create groups based on readiness, interest, reading level, or other factors for teaching and learning.

55. Use Google Forms to poll students, create reader interest surveys, and more.

56. Model a 'works cited' page.

57. Create reference sheets.

58. Design digital team-building activities.

59. Create a paperless classroom.

60. Share universal and frequently-accessed assignments-project guidelines, year-long due dates, math formulas, content-area facts, historical timelines, etc.

60 Smarter Ways To Use Google Classroom

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60 Smarter Ways To Use Google Classroom by Terry Heick Google Classroom is quietly becoming the most powerful tool in education technology. It may lack the visual appeal of iPads or the student credibility of a BYOD program.

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I've already posted my MindMomo with all apps. I'm adding here two ThingLinkswith lots of iPad apps to improve your Englis. Hope you'll like it!

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EDUCATIONAL APPS TO LEARN ENGLISH by lacimetta

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

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I'm used to create videolessons by recording my voice in a PowerPoint presentation ; then I export it in mp4.

Anotheruseful tool I recommend is Camtasia Studio.

Here a complete collection of tools we can use to Flip our Lessons.

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Here are a few apps that could be useful for the flipped classroom and personalised learning:

Evernote

Students could keep private or shared personalised learning logs.

Tumblr

Similarly, Tumblr could also be used as a learning logging platform, much like I have used it for this course.

Google Classroom/Edmodo

Perfect for any teacher who wishes to share content with students in a flipped setting.

ShowMe/Educreations/Explain Everything

Record video tutorials on your iPad and share them with your students. An essential app for the flipped classroom.

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4.6 Franca, Apps and Tools for Personalisation and Flipping the Classroom

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4.6 Franca, Apps and Tools for Personalisation and Flipping the Classroom

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I will use Googleclassroom enviroment, Drive, Prezi, Thinklink, Video (http://www.ovo.com/, http://collezioni.scuola.zanichelli.it/,http://www.annibalepinotti.it/, Yuotube), padlet, blendspace, http://www.raiscuola.rai.it/startLezioni.aspx

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4.5 Franca, Challenges of the Flipped Classroom

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4.5 Franca, Challenges of the Flipped Classroom

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First challenge: time. How long will I use to prepare a lesson? Second challenge: time The boys never work flipped: are they able to finalize their work without wasting time? third challenge: Internet Not all of my students have internet at home ... Fourth challenge : Internet at school wifi doesn't run every day fifth challenge: families sixth challenge: colleagues Eighth challenge: I I'm afraid to leave my old professional and cultural background

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Of course there are several key challenges in setting up the flipped classroom scenario:

selecting the right meaningful, achievable and pedagocially relevant activities

assuring that every student has access to the web outside the school

involving parents by sharing clear goals with them

providing one to one feedback to those students who require it

selecting or producing good learning videos and other content

Very useful is the trick to give students a small question on the topic, as mentioned by  Monica Storgard in the first video, to make sure they have watched and undestrood the flipped lesson.I find EDPUZZLE very helpful for this purpose

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Easily create beautiful interactive video lessons for your students you can integrate right into your LMS. Track students' progress with hassle-free analytics as you flip your classroom!

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It requires redefining the idea of teaching and learning. Challenges are:

time devoted to prepare videos or select the ones already available;

familiarity and self-confidence with the use of technology: e.g.screen capture apps like Screencastomatic;

planning carefully an clearly all activities to be done by students both  at home and in class;

making sure students have watched all videos and thus using apps like EdPuzzle or Zaption or EduCanon

setting measurable goals;

assessing the process and not only the final outcome

being open to learning new things every day!

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The method I used at times with my students is very similar to the flipped learning but because it always alternating with other methods (including lectures) I prefer to call "blended learning". When I decide to use the method of the flipped classroom preparing the materials that kids can use at home with their devices. To collect these materials using three different instruments: 1) the site RaiScuola that allows you to create collections of materials using resources YouTube, Wikipedia, from the archive of RaiEducation and other sites; 2) Blendspace that is a true collector of online resources of various types and also allows the inclusion of quizzes; 3) My blog service "The blog of Prof" (http://gcorsaro.wordpress.com. Sometimes I edit video assets used cutting them and putting questions with tools like Zaption, Educanon or EdPuzzle.

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Per preparare un path (percorso) o una mappa concettuale che possa fungere da guida/riferimento durante il colloquio multidisciplinare che è parte dell'esame di terza media. Consiglio l'uso di una delle due applicazioni seguenti: 1) Prezi Presefy HaikuDeck Emaze Ripassiamo le congiunzioni con il video della Professoressa Chiara Spalatro.

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Sometimes i use the flipped classroom. It 'a very interesting approach that stimulates the study and encourages pupils to overcome together the difficulties of understanding in the classroom. Look at the website that I made.

The topic is ... digestive system. for pupils of 7th grade

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I can Try flipped classroom with the study of Art history: example Baroque Art in Rome 1. homework in GoogleClassroom: students watch different dedicated videos about Baroque Art, they watch pictures of main monument and place and study documents and textbook. They prepare questions on a shared padlet . 2. In class I and the class discuss about questions and we bring answers on padlet together. 3. then we decide what Infomations must contain the study of a particular masterpiece (Googledoc). 3. I divide the class in groups of three students. They choose a monument or place; they define roles; they choose tools (ex Thinklink) to present their study. they performs the task. 4. each group explains his masterpiece. 5. We fix discoveries and new knowledge, in a new class padlet. 6. Each student reflected on his working methods, knowledge and skills acquired, following a rubric. 7. Each student evaluates a groupmate with analogue rubric.

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I can’t agree more with my colleagues about all it has been said about tablets and learning personalisation. I will summarize the main points: 1) A tailored curriculum for each student We are able to give each student access to a personalized learning “center”. This means that teachers no longer have to broadcast knowledge, their role shift from a mere broadcaster to a guide in the learning process. Additionally, when every student has access to a tablet, they can progress at their own pace. The difference between students with different learning curves now disappears and the importance of the type of learner too due that each of them can choose their types of activities. 2) Instant access and feedback Educational technology resources and content provide the teacher the ability to monitor, reinforce, or advance a student. This provides us the ability to see which students may need one-on-one, to add extra enrichment to an excelling pupil. 3) Learning environment variability Learning process gets free from the classroom and can take place everywhere (home, at the library, and pretty much anywhere, with or without internet connection) 4) Individual communication and group collaboration options Immediate communication with the teacher and students mate that promote peer to peer learning. We have more time to offer personal instruction assistance. It's important to note that tablets and notebooks are not the means of student learning. During the implementation of the 1:1 program as IT coordinator I’d like to mention a problem that some teachers find with the use of tablets about the empowerment they feel from the students and tablets due to the fact that they control more a tool and the enormous quantity of apps that can be used and the lack of criteria to use one or other. To overcome this problem for me is important to begin with little steps that will make teachers more confident about the technology and in no time they will discover the apps that fit better they students and their learning progress.

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I think the use of a tablet is a useful to personalise learning and to make the student more indipendent in creating, working and planning. With tablets, ICT in general, the students shows a more skilled approach in their performance and they are more self-confident in their planning and self-assessment.

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I want to customize learning so: providing different resources through Edmodo or with a list of QR code. asking to organize knowledge in different ways and with different app. sharing the tasks in order to build a complex map of the same topic, with Popplet or Padlet.

In the image, a flyer with QR code on the topic MY LAND...MY FOOD:

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4.2  Franca, Tablets and Personalisation

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4.2  Franca, Tablets and Personalisation

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I'm sorry... :-( I have no tablet to use in class, so I have no direct experience. I can not share ideas or concrete learning activities. With a tablet (with app and learning environments suitable) I can : listen, read , watch videos , take pictures and edit them, draw , store, share. This means that a student can obtain informations expressed through different languages ​​(iconic , video , audio , written , augmentative). I think a multitasking lesson is more engaging than a traditional one because our students are multitasking; it involves more learning, because senses and emotional relationships are involved. A teacher must learn how to use different tools together and learn to manage them in order to define every moment of learning process in a precise and effective way. This is my challenge...

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I usually gathered information about the learning styles of my students by observing the students during their work. It is good to speak with them about it too. A school psychologist works at our school, she can help us with approach to students with special needs. I thing that everybody is unique, everybody is good at something. I found a test "What´s your learning style?" a few minutes ago - you can try it: http://www.educationplanner.org/students/self-assessments/learning-styles.shtml

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EducationPlanner.org, a public service of the Pennsylvania Higher Education Assistance Agency (PHEAA), offers practical and easy-to-understand advice and information on how to deal with common financial situations facing today's college students and recent graduates.

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http://www.odessa.edu/dept/govt/dille/brian/courses/1100orientation/learningstyleinventory_survey.pdf

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How I gather information about the learning styles of my students? How do I know what types of learners there are? What are good strategies to identify this? Is it enough to simply ask the students as is done in the video above? Are the students, are we, always fully aware of how we learn best? I think that Katja's introduction is very effective because she clearly emphasizes two key points: 1) learning paths must be customized not simply because "the world is beautiful because it is different"; 2) the objective must be that the students "gain ownership over their learning and to foster a sense of personal responsibility for their learning". I do not think a teacher should be able, after having eventually identified all the cognitive styles of his students, the design of individualized learning paths for each student. It would be a task too far. I think the teacher should make a good backward design, setting out clearly the essential content to be learned, and establishing what performance tasks will provide him the necessary evidence of the fact that students have achieved their objectives in terms of knowledge acquisition, skills and essential attitudes development (in agreement with the K-S-A model of the 8 key competences). After that, I leave my students the freedom to choose the path that students prefer, and I discuss with them the objectives, strategies that they have identified, how they organize their work individually or in groups. While they work, I closely monitor their work trying to understand their difficulties in group or individual, giving advices and suggestions. The best and most effective personalization criterion I think it is the future job scenario that each student dreams for himself. This scenario should be specified in the portolio design sheet, I have made for my purposes.

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Access Google Sites with a personal Google account or Google Workspace account (for business use).

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I used to gather information about my pupils' learning styles using Edmodo tool Learning Style. When pupils signed up to Edmodo, we used to start with this activity - choosing one of the learning styles: hands-on, listening or visual. Later I used to observe pupils, give some recommendations, encourage them to try new things, etc. Now I see that there are more different approaches and I think that this might not be enough... So in future I am going to prepare more detailed surveys of my own (with a deeper focus on language learning) or even quizes on Edmodo following recommendations by researchers as I see now how important it is. P. S. You can see Edmodo tool below.

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4.1 Franca, Learning Styles of your Students

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4.1 Franca, Learning Styles of your Students

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Honestly I have never investigated the learning style of my students in a systemic or structured way. I do this in an informal way : - I talk to them about the strengths or weaknesses; I watch them How they work (I teach Art ): how they organise the work and how they complete it; - I talk to their parents; I- talk about them with my colleagues; - give them different tools to study (book to read, maps with pictures join with keywords , recordings). I like three video's suggestions: 1. propose individual learning plans and targets. 2. encourage my students to make self-evaluations, to practice self- reflection and to define personal goals 3. coordinate with their parents because they are supervisors of their children and supporters of their learning.

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Canale Youtube help for teachers

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Presentazione Canale Youtube Jessica Redeghieri

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great idea!

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His favorite LD by Simbaloo

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A collection of my favorite Learning Diaries. I examined a lot of learning diaries, I think around 350. These are my favorites for content and form

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Quaderno Alternativo e Innovativo del MOOC " 5 Abitudini del Docente Altamente Creativo"

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Her LearningDiary2week

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Her learning diary! Thanks

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Tackk.com : votre guide shopping et guide d'achat !

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I think that in a collaborative work is important to have tools of self-assessment about "how I'm working , how I relate, how I'm learning" and the same for team work. This can be done through rubrics. As described in the case study, teacher has to observe and share his reports based on defined critera with pupils. Good the idea to film the work of one group! At least he has to evaluate what a student learned and his know-how by traditional test, queries, new situated experiences (skills).

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3.3 Franca, Success factors of school-to-school collaboration projects

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3.3 Franca, Success factors of school-to-school collaboration projects

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In these projects, the involvement of the students is evident as is evident that their knowledge is built step by step and It's not given by teachers. I think that the exchange of experiences and the work remotely in European working groups are fundamental opportunities to grow European citizens really. Pupils have to improve use common foreign language to speak and write and they learn to have not fear.

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3.2 Franca, Challenges of Collaborative Work

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3.2 Franca, Challenges of Collaborative Work

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I think... I try to keep my students focusen and on track giving quickly dead line for every little step of collaborative project. So they have to work, becuse they have to share discoveries, goals, ideas, summary maps that are required. They have to describe "Who do What" in a sort of "work-diary". At least everyone explane a part of collaborative project to the class.

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Groups are indeed the good opportunity to teach to our pupils collaborative skills. I agree with the idea stating that a teacher would better start groups from pairs. To compose groups, I think that teacher can (waiting to define pupils profiles and learning styles) compose random pairs (using a name picker for example, it's always funny to do that with pupils inside classroom!). The second video (with kids) is very important in terms of pupils feedback : - we can work together and decide what to do ; - we can make mindmaps ; - we can show ideas to others ; - we can discuss in group ; ... and we can plan to work everywhere in schools : tablets are very mobile!

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Her Learning diary! Wonderful!

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Creative use of tablets in school - European Schoolnet Academy Course by Cristina Nicolaita | This newsletter was created with Smore, an online tool for creating beautiful newsletters for educators, nonprofits, businesses and more

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"You cannot teach people anything. You can only help them discover it within themselves" - Galileo Collaboration is a skill that needs to be learnt and which requires guidance and planning by the teacher. It puts students at the center of learning. Students will share ideas, knowledge and resources with each other. Tablets support peer learning, mobile group work and project work. Number of students, students' age and skills and gender need to be taken into consideration during collaboration. The bigger the groups, the bigger the chance of inactive members. Students enjoy working on a project based learning if they are trained because they can decide on what to do and how to do it. This will be facilitated with the help of tablets, smartphones, computers, apps, software etc... This creates lots of discussion whilst learning is taking place. During eTwinning sessions where I used mobile devices, it is very evide

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3.1 Franca,  Forming group for group work

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3.1 Franca,  Forming group for group work

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During my Art lessons, my pupils can sit next to whoever they want. The classroom is organized in "islands" of 4/6 desks: this allows a continuous exchange of ideas, discussions and mutual aid to make artistic and creative works. I could say that we work collectively every day but "informally". Instead when I structur lesson in working groups, I organize groups with children with different capabilities. Each has a specific role (decided peer), all have to explane a part of collective end-work. Often I accompany this school's activity with evaluating rubrics about what they do and how they work: this allows pupils to think about method, about how they relate, about what strategies they used to overcome to difficulties. I listen, I ask, I highlight, I observe, I rise when the situation demands it, I accompany, I learn ...

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I did not know the Learning Scenarios.

The seven stages (Dream, Explore, Map, Make, Ask, Remake, Show) describe extended units of study organized around a particular theme. Dream: you chose object Explore: You answer to a big question and I know you have to research Map: You relate thoughts and ideas Make: You create a product or an activity practicies Ask: You best product through suggestions and criticisms of others Remake: You complete a high quality product Show: You publish and present product to a real-life audience. In my teaching experience, I've only used the phases Dream, Make, Remake and Show, but now I will add the two phases are missing, because it seems that it takes place in this way a complete job that promote the development of critical thinking skills.

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2.  Franca - What kind of content can we create with tablets?

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2.  Franca - What kind of content can we create with tablets?

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My first experiment: a ThinkLink about Architecture in Como... I image this experience for 13/14 years old

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

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All very interesting. But all is now, for me. I observe, I reflect, but I can not answer your questions, for now.

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2.2 Franca - Post at least one idea for content you could produce together with your students that has a wider purpose and meaning than just the classroom activity. Make sure this is realistic and - very importantly - something that you think your students will care about.

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2.2 Franca - Post at least one idea for content you could produce together with your students that has a wider purpose and meaning than just the classroom activity. Make sure this is realistic and - very importantly - something that you think your students will care about.

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I can ask my students to organize a virtual tour about more significant architctures, squares, parks of my town. This works can be used during real tour as a dinamic guide. The tablet can be used to research informations, write shared documents, make video, record comments, compose a sort of "augmented reality": from an image we can discover all about a monument.

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Last year I followed the Future Classroom Course in this occasion I wrote my first learning scenario. The Project is called Pietro e Paolo 2.0

I linked the post on my blog to SHOW and SHARE the realization & learning scenario of the project

A very special moment was the peerview between two classes of two different schools in the area using Tricider.

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Ho avuto la fortuna di poter participare ad un corso online ( MOOC) con moltissimi docenti di tutto l'Europa. Questo corso era promosso dall'INDIRE e organizzato dal European Schoolnet Academy.

All'interno del corso abbiamo creato un scenario di apprendimento secondo le linee guide del FCL Future Classroom Lab. Queste linee guide promovono le competenze del 21 secolo. Durante il corso ci è stato chiesto di scrivere un scenario di appprendimento. In queste settimane ho realizzato il percorso ideato con i ragazzi delle classi quarta e quinta di Silvelle. E' stata una bella esperienza per Tutti che speriamo di ripetere inun no lontano futuro.

Oggi con le classi quarte e quinte abbiamo provato a leggere i brani della Bibbia online utilizzando

Chi sa cosa avranno pensato gli uomini quando si stavano per sostituire i rotoli...quando i libri non erano più soltanto scritti a mano ma quando cominciavano ed essere stampati per la prima volta!!??

Per l'attività di oggi abbiamo usato alcuni link, da un altro percorso, creato nel mese di novembre, sul blog Feste di Luce

Ora vogliamo creare una mini Bibbia con le parole di Pietro e Paolo. Ecco il link per svolgere l'attività a scuola oppure da casa:

Aiuto ora tocca a NOI!!!

I ragazzi della Primaria di Fossalta all'opera

scoprendo il lavoro dei loro compagni di Silvelle.

Hanno analizzato con interesse tutto il percorso

preparando un feedback semplice realizzato

con un webtool chiamato Tricider.

"Grazie Ragazzi del vostro contributo prezioso!"

Link Learning Scenario

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Ho avuto la fortuna di poter participare ad un corso online ( MOOC) con moltissimi docenti di tutto l'Europa. Questo corso era promosso dall'INDIRE e organizzato dal European Schoolnet Academy. All'interno del corso abbiamo creato un scenario di apprendimento secondo le linee guide del FCL Future Classroom Lab.

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2.1 Franca - Learning Scenarios What do you make of the Learning Scenarios concept?

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2.1 Franca - Learning Scenarios What do you make of the Learning Scenarios concept?

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It's the first time I've heard about Learning scenarios and its seven phases. I think it's an relevant opportunity to put kids and their learning styles in the learning focus. I like that we should make, then consider asking and listening and then remake and rebuild knowledge. I will try this teaching approach soon. I think that what Alessandra P. writes is right: LS helps a teacher to keep everything under control and work in a appropriate way during a complex acitvity.

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Interessante articolo sull'uso dei tablets 1:1

http://linkis.com/www.lastampa.it/2015/mgr0S

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My free thinks, documents, researches ...

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I'm glad that I was able to listen to the advice of Diana's challenges if you use a tablet. Diana advise what the class using the pills we expect challenges:

*"I can" statements, rotating tasks, small groups, students "trainers", lessons with a colleague;

*Classroom rules, school rules and teacher expectations must be set from the start;

*Establish class rules when students using tablets;

*Tablets should be used only for learning;

*Learning spaces: must be some new classes layout for using tablets in them. It can be very motivating;

*to set the right task (appropriate to different levels and interests of pupils) because will then have no behaviour problems at all;

*New pedagogical approaches: learning outcomes must be defined, formative assessment and monitoring students individual progress. Students become more independent in choosing what apps do they need for their goal.

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Edmodo is easy, social, performing. It does not require student registration (It's important for under 13 years olds).

I love the possibility of integrating this virtual environment with apps like blandspace!

but.... I don't use Edmodo. I'm using a wordpress enviroment with buddypress+Common in a box (a project of the City University of New York and the Graduate Center, CUNY). It's complex, but nice to e-learning experience.

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E-c@ampus - Olgiate Comasco | Spazio online della Secondaria "Michelangelo Buonarroti"

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Ti diamo il benvenuto in E-c@mpus: spazio di incontro e lavoro online della Scuola secondaria di primo grado "Michelangelo Buonarroti" di Olgiate Comasco

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1.4 Franca Vitelli, What classroom challenges do I already face or do I anticipate facing when using tablets?

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1.4 Franca Vitelli, What classroom challenges do I already face or do I anticipate facing when using tablets?

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The biggest challenge I face is certainly the change in method of organizing the lesson by new pedagogical approhaches. The boys have to become protagonists and constructors of their own knowledge. Then I think I have to try PBL (Project-based learning) or the ESL (Episodies of Situated Learning) seriously. Although I didn't use the tablets at school, I used a virtual-social learning environment. About rules, This experience has taught me that build rules with the students is beneficial because they are accepted and self-regulated. As Diana said the basic rule is "the tablet to be used to learn." Students trainers allow to spread skills much faster than the only teacher.

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

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

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For now , the challenge I face It's not apply to students but my fellow teachers: it is able to work together on a common, simple and "traditional " learning project. In my school every day we work for the subject matter. The second challenge is to make desirable to use for my colleagues virtual environments to communicate , find materials and models , share and edit documents online, view tutorials ... I think next year I will use Google apps for education to resolve this challenge. The third challenge is to share that the tablets and ICT are not a threat but a great possibility if there are educational policies of use among students , teachers and parents. I will organize meetings to discuss and share about this problem. The last challenge is: have a good and running wifi in 5 places where my school is splitted! At last, I will propose the use of BYOD because there are no funds to buy school instruments and because I think that pupils should use what they have (also smartphone). To have "a standard" I will start to use GA4E, implemented by choices apps.

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The greatest challenge, I believe, is involving all members in a shared planning and assessing of the process and I mean students, colleagues, parents, head teacher and technical support. Cooperation is not something we're used to in the Italian educational environment, nor the sharing of resources, ideas and achievements. In order to succeed in the creative use of tablets, the following issues must be addressed in my school. It's therefore necessary: teacher training for a new vision of "learning" and therefore "teaching" may be done by teachers who already have a good knowledge on the "creative"use of tablets and pass it on to other colleagues who are interested ; a fast wi-fi connection; a clear policy about safety and privacy; new spaces such as subject classrooms: "taking off" with one monitored class having more that one "technician" for a whole school and facility of 1,400 students.

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These last years I ve been following experiments with tablets not as a teacher but rather as a co-pilot of the projects in general. However, I have seen many uses and reflections about them. I'd like to say a few things : first, tablets don't not change pedagogical pratices, they allow to develop digital skills and to prepare pupils for the future because they will be using them and they will have to have a global understanding of our digital environment. Secondly, what are the specific characteristics of tablets compared to PC or other tools : they are fast to be on; there are no cables around (if charged!); they are flat on the desk, so no walls of screens between the pupils (it eases collaborative work); they are multimodals (they can read all kinds of resources); they are connected, so one can get access to resources (through Internet or to a dedicated school server); they are tactile (but what to do with this function apart from puttingg aside the mouse and the keyboard ?); they can include apps, even specific apps linked to their mobility specifity. Thirdly, what is needed is teachers' training to imagine lessons integrating 21th century skills. So, tablets can be the right tool to prepare pupils to face the future because it allows them to work collaboratively, to be creative, to learn at their own pace.

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3 - 1.2 Franca Vitelli, Italy Why use tablets at school?

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3 - 1.2 Franca Vitelli, Italy Why use tablets at school?

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I teach Arte e Immagine, and I have never used tablets at school. The first reason to use this kind of device is that all, created in class or at home by each student or group of students, can be shared and archived on classcloud in virtual learning enviroment or a share-place (like padlet!). I think about photos, documents, videos, projects, ideas, resources, voice-recorder, presentations: all in one tool! Tablets provide opportunities for cooperative learning and personalised paths of knowledge; as I read, tablets foster creative thinking and peer collaboration. Tablets are light and easy to use, and you can take them in every experience in school or out of school, documenting processes and discoveries easily. I think tablets are a good tool to improve Competences for 21st Century

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1.2 Why use tablets? Marie Šebková, Czech RepublicI 

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1.2 Why use tablets? Marie Šebková, Czech RepublicI 

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I'am not sure I want to use tablets at school myself now. We use computers and interactive Smart Boards. I hope this course will explain my doubts and will persuade me.But if I imagine the situation how I would explain to a parent or school leader why I want to use tablets in my classroom, I think that there are lots of advantages:various teaching method - frontal, collaborative, individual - not only passive learning (teacher must know how to teach students with tablets, how to use tablets at the class - courses for teachers are needed - not only how to use tablets, but how to teach with them in the classroom)teacher must have a clear plan in advance - what to do with a tablet - so that students don´t play games during the lessonI thing it´s good to combine using books, exercise books and tablets in the class - not only tablets (for example I prefer reading in print to reading on screen)to choose good applications suitable for my subject - it´s good to collaborate with other teachers, changing experiencesource of informationmulti-media (photo and video during experiments, projects) - sharing with other students and a teachertaking notes, sharing notessharing is also good if somebody is absent from schoolcreativity, activitymobility, flexibilityteacher can see who has collaborated and whenI thing there are more adventiges...I´d like to know more about using tablets in Maths. Other teachers´experience. How much, how often do you use tablets? What is good, what isn´t. How do students like theese lessons? Is using tablets more effective than for example using SmartBoard and exercise book? And what about Informatics? Can you compare using computers with using tablets?

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My School is an "Istituto Comprensivo"; It includes: three kindergarten, four Primary schools, one Secondary school in three different towns, for 1200 pupils.

My students are 11-14 years old; they are 200 (more or less); class size are between 20 to 25.

I don't have my own classroom/art laboratory. I have to alternate in Art  laboratory with another teacher; so I have to create good art work conditions every day in every classroom.

Usually I setup my classrooms with three/four works-islands (as in photo below) so my students can discuss, work, create, draw and help one with other.
I have one projector, one pc + whiteboard, internet in all my classes, but no tablets or laptop computers.

There is WiFi  but every day there is a problem and It can't be used by students (mainly because it's forbidden!) .

There is a computer room where, sometimes, I can take students during lessons.

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I'm a teacher at Scuola secondaria di primo grado -Secondary school-, teaching to 11-14 years olds.

I'm an Architect and my subject is "Arte e Immagine", I think I can translate in English as " Art and picture". On February 2014, I achieved DOL (Diploma On Line for experts in new Technology-enhanced didactics - Politecnico di Milano). My English isn't very good, but I will try to explain my opinions and share my ideas and dreams for a school where ICT are integrated with traditional teaching and learning tools.

Hands, sheets, colours, brushies: my students at work!