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Twitter: https://twitter.com/felocho

Linkedin: http://goo.gl/fgGtXJ

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Hi !! I'm Felo, Special Education teacher searching ICT solutions. Some years working on the adaptation of educational software for students with SEN, as well as various ICT resources Now browsing the Android universe, thanks to a project 1×1 in my classroom and in my school, EES NUESTRA SEÑORA DE LOURDES-ASPRONAGA in A Coruña.

www.ceelourdes-aspronaga.org

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ENTORNO FÍSICO El Centro está situado en la zona de Ciudad Jardín de A Coruña, en un chalé proyectado en 1927 por el arquitecto D. Leoncio Bescansa, adquirido por la Asociación ASPRONAGA, transfor...

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Ya puedes visitar Santiago de Compostela con la app de visita Áppside de Fundación Orange y GVAM. La app, destinada a todos los públicos, cuenta con audios e imágenes adaptados a las necesidades de las personas con disfuncionalidad visual o auditiva, con audiodescripciones, subtitulado y vídeos en Lengua de Signos Española.

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Hemos descubierto esta web donde puedes desde leer un cuento y responder a preguntas, hasta repasar matematicas, etc

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Descubre la app de Smile and Learn con más de 12.000 actividades educativas para niños y niñas de 3 a 12 años en una única plataforma.

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Descubre la app de Smile and Learn con más de 12.000 actividades educativas para niños y niñas de 3 a 12 años en una única plataforma.

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The project is for my 5 pupils classroom with SEN and our 1x1 project (1 tablet per child) . The standard activities can be organised in rotating roles (NOTE: By the characteristics of my students, the teacher's presence is permanent offering only help guide and direct the activity)

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Module 4.6.: Apps and Tools for Personalisation and Flipping the Classroom. Share any other apps and tools you know about for personalisation and flipping the classroom.

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Module 4.6.: Apps and Tools for Personalisation and Flipping the Classroom. Share any other apps and tools you know about for personalisation and flipping the classroom.

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Explain Everything Explee Youtube Editor Moodle Takk Socrative Storify eduClipper Piktochart Canva Curriculet Edpuzzle OneNote PowToon Clarisketch Sky Map Aurasma Socrative KhanAcademy QRCode MovieMaker Google Drive MindManager

http://www.appitic.com/index.php/flipping/apps-for-flipped-classroom/category/creating

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Best Apps and Websites for the Flipped Classroom

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Help students brush up on key content at home so that they come to class eager to clarify, explore, and use what they've learned. Explore this Best Apps and Websites for the Flipped Classroom Top Picks list of 34 tools curated by Common Sense Education editors to find relevant and engaging edtech solutions for your classroom.

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Module 4.5.: Challenges of the Flipped ClassroomAfter watching how Monica set herself up for the flipped classroom and hearing about other CCL teacher's experiences, what do you think are the key challenges to implementing the model in classrooms?

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Module 4.5.: Challenges of the Flipped ClassroomAfter watching how Monica set herself up for the flipped classroom and hearing about other CCL teacher's experiences, what do you think are the key challenges to implementing the model in classrooms?

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To make a flipped classroom is necessary to ensure that students have a computer or tablet with internet connection at home, or alternatively, we can download the video and put a mp4 file to the tablet without internet. Also students need to have an autonomous management Teachers must have the necessary ICT skills to perform these actions: lesson planning, script, record the video, download, etc.

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Module 4.4: Flipping the Classroom. Have you tried out the flipped classroom model already? If so, share your experiences here. You've never heard of the model before but are curious to try it out? How would you start to implement it in your school and classroom context?

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Module 4.4: Flipping the Classroom. Have you tried out the flipped classroom model already? If so, share your experiences here. You've never heard of the model before but are curious to try it out? How would you start to implement it in your school and classroom context?

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I never used the flipped classroom strategy with my students with SEN but I find very interesting. I try to make an adaptation to realize it in my classroom.

http://www.theflippedclassroom.es/

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Module 4.2: Personalising learning with tablets. What other ways can you think of how tablets can be used to personalise the learning experience of your students? 

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Module 4.2: Personalising learning with tablets. What other ways can you think of how tablets can be used to personalise the learning experience of your students? 

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In addition to adapting visual reinforcement materials such as pictograms and other apps like the one I mentioned in a previous module Pictodroid, I find very interesting the use of augmented reality and QR codes for example to make books accessible to students not reading readers.

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A continuación se muestran una serie de enlaces para descargar material con el que trabajar con niños con Trastorno del Espectro Autista, y como no, con cualquier otro que consideres que le va a ser útil.

Recomiéndalo? Please share!

Sitio web de Información.

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Enlaces para descargar material para TEA

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A continuación se muestran una serie de enlaces para descargar material con el que trabajar con niños con Trastorno del Espectro Autista, y como no, con cualquier otro que consideres que le va a ser útil. Recomiéndalo? Please share! Sitio web de Información.

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Module 4.1: Learning Styles of your Students. Reflect on how you gather information about the learning styles of your students. How do you 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?

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Module 4.1: Learning Styles of your Students. Reflect on how you gather information about the learning styles of your students. How do you 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?

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Since I work in a center for special education, all my students with SEN have a comprehensive report on its characteristics, adapted curriculum proposal, evolution, etc. My main purpose in addition to providing the greatest possible autonomy is to adapt materials to their needs and learning style, for that ICT and tablets help me a lot.

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Module 3.5: Apps for collaborative learning

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Module 3.5: Apps for collaborative learning

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Module 3.4: Assessment of group work with tablets. What other strategies have you used to assess group work? What are the main challenges for you when it comes to assessing group work?

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Module 3.4: Assessment of group work with tablets. What other strategies have you used to assess group work? What are the main challenges for you when it comes to assessing group work?

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To evaluate the work with my students I make two questionnaires, the first acquisition of evaluation criteria originally proposed; then I ask themselves according to a satisfaction survey of each activity, the activity helpful to you ?, you would like to repeat ?, which aspects don'tliked ?, what you would like to include etc.

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Module 3.3: Module 3.3: Success factors of school-to-school collaboration projectsWe know many of you on the course are already etwinners, so take this opportunity to share your successful school-to-school collaboration projects here, in particular if they involved tablets. And even if you are no etwinner yet, what do you think are the success factors for a school-to-school collaboration project?

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Module 3.3: Module 3.3: Success factors of school-to-school collaboration projectsWe know many of you on the course are already etwinners, so take this opportunity to share your successful school-to-school collaboration projects here, in particular if they involved tablets. And even if you are no etwinner yet, what do you think are the success factors for a school-to-school collaboration project?

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I'm not eTwinner, but I was the coordinator in my school of a Comenius project with five centers of other countries in Hungary, Germany, Belgium and the Czech Republic (over Spain). We didn't use tablets but other ICT resources and contact through email and video conferencing. The students are highly motivated and interested to maintain contact with students from other countries, it is important a good internet connection and WiFi, have a good pre-planning of objectives and a clear timetable. Perhaps it is here that some Comenius partner? ;)

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Module 3.2: MODULE 3.2: Challenges of Collaborative Work. How do you keep your students focused and on track during collaborative projects? How do you ensure all students contribute to the task?

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Module 3.2: MODULE 3.2: Challenges of Collaborative Work. How do you keep your students focused and on track during collaborative projects? How do you ensure all students contribute to the task?

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To keep students on task, it is important that everyone has a role and make a activity by himself. This is vital for students with special needs, are the protagonists of their learning and do not make decisions for them Our activities in the area of "Community Life", involving among others make autonomous use of a cafeteria where students have to ask for a drink using the tablet and communication app based pictograms AAC. And the same in other real environments adapting the vocabulary communicator pictograms: supermarket, pharmacy, hardware, stationery, etc. My favorite AAC communication app is Picto Droid

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PictoDroid Lite is an application for Android devices that allows users to communicate through the use of pictograms or Picts (signs that represent schematically a symbol, a real object or a figure).

Kids with communication problems enjoy communication thanks to PictoDroid Lite, it offers pictographic communication for everyone. Used by many kids with Autism Spectrum Disorders (ASD).

This Lite version only allows to express very specific actions in the punctual mode, creating sentences starting with:

-let's go to...
-I want to play...
-I want to go to the bathroom...
-I want to drink...
-I want to eat....
-I am...

Upon the selection of each Pict, the system proceeds to read the pict selected.

In accumulative mode, it allows the creation of simple sentences, by the selection of subjects, verbs, objects, adverbs and adjectives. Upon the completion of the whole sentence created by picts, the system reads the complete sentence.

All Picts may be modified or deleted and you may add as many as needed. The process is explained in the application manual available in www.accegal.org. If you have questions or difficulty in setting PictoDroid Lite you can contact us by email contacto@accegal.org and we will try to help you.

The user's guide is available in http://www.accegal.org/wp-content/uploads/2011/11/manual-pictodroid-lite-english-v2.pdf

The picts in english for the punctual mode can be found in http://www.accegal.org/wp-content/uploads/2011/11/PictoDroidLite.zip and for the accumulative mode in http://www.accegal.org/wp-content/uploads/2011/11/PictoDroidLite_AC.zip. To use them just remove the folders PictoDroidLite and PictoDroidLite_AC in the internal memory of your tablet or cell phone, and substitute them for the folders in the previous zip files.

The application uses the Picts of ARASAAC (http://arasaac.org/), created by Sergio Palao and distributed with Creative Commons license (BY-NC-SA), but you can configure it to use other Picts and even real images.

To make the voice synthesizer work:
For version 2.1:
- Go to page http://code.google.com/p/eyes-free/downloads/list and download packages "tts_3.1_market.apk" and "com.svox.langpack.installer_1.0.1.apk". Install them on the device.

From version 2.2:
- Go to "Settings> Voice Input and Output", click on "Settings speech synthesis" and then "Install voice data files."

Privacy Policy: http://www.accegal.org/privacy-policy-pictodroid-lite/

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PictoDroid Lite is an application for Android devices that allows users to communicate through the use of pictograms or Picts (signs that represent schematically a symbol, a real object or a figure). Kids with communication problems enjoy communication thanks to PictoDroid Lite, it offers pictographic communication for everyone.

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Module 3.1: Forming Groups for Group Work. How do you form groups of students for group work and why do you take this approach?

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Module 3.1: Forming Groups for Group Work. How do you form groups of students for group work and why do you take this approach?

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In my classroom, 5 students form a group, but with different capabilities and different tasks. Sometimes we use one tablet per group and we agreed by majority the tasks to do each role, or sometimes each student using his tablet for a task. This would be similar to that in a class of 25 students 5x5 groups are formed using 5 tablets. For example, we are trying our classroom "solar house". To do this we first need to brainstorm on the issue, first verbally and then picking up some little notes. Of the 5 students in the first task, one searches Google from the tablet, another draw on paper, the third looking at the classroom newspaper about solar energy, the fourth investigates how can influence the temperature and fifth audio recording In Tasks 2, 3, 4 ... the students rotate roles with the new tasks and so on to make the necessary number of tasks to achieve the learning objectives set by the teacher. What do you think?

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

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

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The pupils in my classroom created, with my verbal directions for help, several videos with Youtube editor https://www.youtube.com/editor , the app Explain Everything I have helped translate the Spanish collaborating with Morriscoke https://play.google.com/store/apps/details?id=com.morriscooke.explaineverything, Explee web tool www.explee.com etc. etc. are some examples: https://explee.com/video/m8bvn https://www.youtube.com/watch?v=5POTPPibZyc

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Exposicion La Configuración del Automóvil

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Exposicion La Configuración del Automóvil. Fundación Jorge Jove en el Centro Comercial Los Rosales. Creado con Explain Everything (c) Morriscoke https://play.google.com/store/apps/details?id=com.morriscooke.explaineverything y editado con (c) Microsoft Movie Maker Clase Roja. 10 noviembre 2014 Proyecto "Mi ciudad" de RENUEVATIC http://lourdesvirtual.com/renuevatic/ del CEE Ntra Sra de Lourdes www.ceelourdes-aspronaga.org

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

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

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In the classroom we documented all our activities, especially using images and photographs because in most cases the reading and writing skills are not my students and therefore not a goal. To create content and students are the main protagonist of the activity, students first decide what item in a list of activities that offer them will work. After they are the ones that take pictures with your tablet each phase of the process. The easiest activity we do, is to upload those pictures of the tablet to youtube and the editor, build a video with these images that must be sorted, choose transitions, choose background music and write a little explicative text. I attached an example of our latest creation after trying in class on solar energy and how it affects us in our daily lives

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Kit de Montaje Avion Solar, realizado por la Clase Roja del CEE NTRA SRA LOURDES He creado este vídeo con el Editor de vídeo de YouTube (http://www.youtube.com/editor).

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Module 2.1: Learning Scenarios: What do you make of the Learning Scenarios concept? Maybe you have even used Learning Scenarios yourself (in another project)?.

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Module 2.1: Learning Scenarios: What do you make of the Learning Scenarios concept? Maybe you have even used Learning Scenarios yourself (in another project)?.

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We work with sequences that share some features with this concept, but really I didn't know the concept of "learning scenarios" so well developed and sequenced in 7 phases. I think a developmental process of learning activities very useful and comprehensive, which also allows to customize and tailor activities to the needs, characteristics and rates of student learning: dream, explore, map, make, ask, remake and show

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I know Edmodo and I taught a training course on it, but today don't use it in my classroom by the characteristics of my students with SEN: do not fit what they need: reading and writing are not goals for them and employ pictograms

Moreover I think a very useful tool for elementary students

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

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

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Earlier this year, at the meeting of preparation my school programming with families, I coordinated with them and informed of how it would be the development of the course with tablets We form a team with other teachers at the school, to discuss general aspects and select apps for different subjects of the curriculum. We also create, a ICT didactic unit about Android tablets with the objectives of knowing the basic operation and use the tablet independently: on/off correctly, privacy, using the camera, to record audio, the sd card, etc In my case classroom, students thought convenient take home tablets; first as reinforcement during the weekend from Friday to Monday, and daily thereafter.

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The situation in my school is that the tablets are not a problem of time and money because the tablets are the property of the students through the program of free textbooks and alternative materials ICT (250 € per SEN studentS).http://goo.gl/2FMyVx (automatic translation)

Although a 1x1 project, this does not make students often work in groups of five around a collaborative project: transports, feelings, professions, etc. The biggest challenge in my school, is to continue working on projects with a PBL, problem-based learning methodology and adapt to our students with SEN. I like school ICT coordinator, made a list of recommended apps that after teachers use creatively

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Quad-Core Android 4.2 Mini PC Google TV Player w / 2GB RAM 

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Quad-Core Android 4.2 Mini PC Google TV Player w / 2GB RAM 

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http://goo.gl/zmiJzy

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http://www.samsung.com/uk/consumer/mobile-devices/accessories/others/EAD-T10UDEGXEU

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I work at a special education school in a classroom with 5 students with SEN and all have a tablet to take home in a shool bag with apps compiled to work skills at all times approached from the classroom. Either cooperatively or individually for language and communication, attention, calculation, personal care, writing, community life, housework, social skills, etc. but not only as consumers of content, but also using apps for creation content in the tablet The tablet is for my students an alternative access to curriculum and adapted contents to their needs; It's a "textbook" also allows them: - Use AAC to communicate ideas and feelings that might otherwise not orally through pictograms - Mobility in the classroom-house direction and portability to use the tablet in real life, on the street, in a coffee shop to ask for something, the supermarket to see the shopping list we have developed in the classroom, etc. - Facilitating cognitive structure through agendas and schedules - Win in personal autonomy - More collaboration between teacher and student and especially among school-family, so I have made at least one briefing with families. - Tablets allow us greater autonomy, give us the Ability to research, flexibility (time and space), creativity, collaborative work and comunication (students-teachers, students-students) - Increase satisfaction, motivation and self-esteem

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Music: Kids song Machine: https://play.google.com/store/apps/details?id=com.gm.android.kidsSongMachineAds.main

Autorap: https://play.google.com/store/apps/details?id=com.smule.autorap