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Qué es The Flipped Classroom #infografia #infographic #education - TICs y Formación

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Valora este post Hola: Una infografía sobre qué es The Flipped Classroom. Vía Un saludo Relacionado

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40 herramientas para aplicar Flipped ClassRoom en el aula #infografia #infographic #education - TICs y Formación

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Valora este post Hola: Una infografía con 40 herramientas para aplicar Flipped ClassRoom en el aula. Vía Un saludo Relacionado

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Cómo crear tu Flipped Classroom en 6 pasos #infografia #infographic #education - TICs y Formación

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Valora este post Hola: Una infografía sobre Cómo crear tu Flipped Classroom en 6 pasos. Vía Un saludo Relacionado

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Cómo aplicar la pedagogía inversa o flipped classroom en 10 pasos #infografia #education - TICs y Formación

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Valora este post Hola: Una infografía sobre Cómo aplicar la pedagogía inversa o flipped classroom. Vía Un saludo Relacionado

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Module 4 Activity: 1. Preparing a lesson plan

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Module 4 Activity: 1. Preparing a lesson plan

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My lesson plan is "Tour guide A Coruña".

http://v.gd/XriKwz

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An example of reverse tab to plan our class

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An example of reverse tab to plan our class

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interesting blog

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Un ejemplo de ficha para planificar nuestra clase inversa

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Desde este interesante BLOG hemos encontrado un modelo de ficha para invertir nuestra clase. Nos hace preguntarnos sobre cuestiones clave a tener en cuenta. Abajo podéis ver la versión en español que hemos preparado:

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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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My criteria for selecting a tool are: - Easy to use by students. - Make it free. - If the tool has APP (Android) to work on the tablet, it would be preferable. With these criteria I have selected the following tools: To share content with students: 1) Classflow 2) Edpuzzle 3) Educanon 4) Nearpod 5) Edmodo

6) Wiki Spaces To prepare the content there are many. I was amazed: - storyboardthat -educreations -Knowmia -Youtube -imovie

- Explain Everything

- StoryMarker

- TinyTap

-Lensoo Create

- Tellegami

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By Antonio Garrido

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Introducción | Edmodo. Redes sociales para el aula

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es una aplicación cuyo objetivo principal es permitir la comunicación entre profesores y alumnos. Se trata de un servicio de redes sociales basado en el microblogging creado para su uso específico en educación que proporciona al docente de un espacio virtual privado en el que se pueden compartir mensajes, archivos y enlaces, un calendario de aula, así como proponer tareas y actividades y gestionarlas.

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Equipo de Talentos

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Top 20 ipad apps to flip your classroom in #tabletscourse

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Top 20 ipad apps to flip your classroom in #tabletscourse

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I try to make a list of applications for Android, but not out me 100

http://linkis.com/list.ly/list/ykWpc

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4.5. Challenges of the Flipped. What do you think are the key challenges to implementing the model in classrooms?

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4.5. Challenges of the Flipped. What do you think are the key challenges to implementing the model in classrooms?

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I think the "Flipped classroom" is a challenge. Perhaps overcome barriers would be: - The internet connection of households (the center I think it might be) - The mentality of the educational community (parents, students and families) - Be clear about the structure or strategy work by teachers. Although we have seen a good approximation, at least I need to see more cases, more real applications ... I found it very good work scheme attached. - Send "many jobs" to make at home can be a problem. Other related issues that I see: - In my case the need to develop and prepare materials would not be a big problem too but I guess not everyone would think so. Therefore collaboration between teachers would be necessary: ​​bank of resources, production of material ...(to prevent the methodology is implemented only in a class and not in the center). We NEED A WORK PLAN - This work / methodology should be complemented by strategies and methodologies of cooperative work, construction of learning, content creation by students ... - Essential work with families

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4.4. Flipping the ClassroomHow would you start to implement it in your school and classroom context?

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4.4. Flipping the ClassroomHow would you start to implement it in your school and classroom context?

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I had not tasted or heard of this methodology. I think in my case (my students with intellectual disabilities) can be tricky. I encourage you to try on a topic. Perhaps something similar if I have done since the beginning of some projects seek to introduce the topic videos and students must estraer there some information that I indicated to them. In my class, an important goal is to know how to extract information from videos, TV, and other visual and auditory resources. Not so far from our reality as it might seem. Would have to think how to structure and organize it to be effective (make such an important part of the work at home, it is not viable.

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In my school (we work with students with intellectual disabilities) we have made a compilation of apps that are using in our work. I hope you find it useful.

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Interesting article the Government of the Canary Islands (Spain)

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4.2. Tablets and Personalisation What other ways can you think of how tablets can be used to personalise the learning experience of your students?

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4.2. Tablets and Personalisation 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 my school we have a moodle but is for use by teachers. I have seen several applications that might be interesting for the issue we have today tried but have not really clear whether it would be particularly useful in my case. I have 8 children with special educational needs. The work is very individualized. Each has a Android tablet where you have installed applications that help in developing their individual learning goals. On the work projects the division of tasks and functions performed it with them and record in the whiteboard. In this I think there are applications that could help better organize and that they could be more independent and self organized. With regard to the evaluation criteria and indicators that we can customize the maximum. Set personal results is relatively simple although I think there are applications that could help customize, visualize strengths and weaknesses, reinforcing concrete tasks ... I think I'll try some of the applications I saw and if possible (for reasons of time, obviously) share my conclusions. Thanks to all

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4. Questionnaire for the evaluation of learning styles in students with special educational needs

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4. Questionnaire for the evaluation of learning styles in students with special educational needs

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Cuestionario para la valoración del estilo de aprendizaje de alumnos con necesidades educativas especiales

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Cuestionario para la Valoración del Estilo de Aprendizaje de alumnos/as con necesidades educativas especiales. ...

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4.1. Learning Styles of your StudentsReflect 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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4.1. Learning Styles of your StudentsReflect 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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I Work with pupils with special educational needs and sometimes learning styles are determined by the patogolgías own students. While not always true at 100% (run the risk of students mislabeled). There is a test to evaluate this but I've never used. I think it's important for my job to study this issue more deeply. Multiple intelligences may be a good guide. So far, the observation is what I about the learning styles of my students (and the reports and tests performed on a general level). This allows us to identify strengths and weaknesses. It should also guide us in providing different types of activities from which they can choose and facilitate different learning styles. In this issue I think I must also go deeper.

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Aula invertida - Wikipedia, la enciclopedia libre

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El aula invertida (en inglés, flipped classroom) es una modalidad de aprendizaje semipresencial o mixto. El término "aprendizaje mixto" es la traducción del anglosajón blended learning. Este tipo de aprendizaje pretende utilizar dos estrategias, la presencial y la virtual tomando en cada momento lo mejor de ellas.​

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La Innovación educativa - What is the Flipped Classroom

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Descripción del modelo the flipped classroom como un proyecto dentro de la innovación educativa. What is the flipped classroom. Qué es the flipped classroom

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Experiences And resources

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“The flipped classroom” España: experiencias y recursos educativos para dar “la vuelta” a la clase. How to flip classroom, teaching methods and technology in education

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3.5. Apps for collaborative learningShare any apps for collaborative learning here.

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3.5. Apps for collaborative learningShare any apps for collaborative learning here.

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Still I have not entered a lot of applications for the learning colaborativo in the classroom. Only: Evernote, Explain everything and "show and explain". However during this course and in this module have seen many. Some have seemed me very interesting and applicable to my work. It would stand out: - NEARPOD - Piccollage - Lino - Popplet - Padlet And those that already included in other modules (module 2) Is important to add: - Wikis - Tools of google and other similar

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3.4Assessment & CollaborationAfter participating in the webinar or reading the case study report (link above), 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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3.4Assessment & CollaborationAfter participating in the webinar or reading the case study report (link above), 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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When I start a project I like to explain to students what I'm going to value. For me the process is more important than the product but I think both are important and all are closely related. This year I started using rubrics to assess the vocabulary they have learned, that there was communication between them, collaboration and participation. I also appreciate the contents of the subjects themselves. In project work, as I have a small group (8 students with special educational needs) observation is not a problem and help me in the assesment of participation, communication and collaboration. Self-worth in my case is complicated. They need support through questions to be objective. Still, it is a tool very little spontaneous and directed to them. I also appreciate the individual work of each student - external memory (see bimodal curriculum Pere Marqués) These can be done on paper or on the tablet.

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3.3. School-to-school collaboration with tablets

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3.3. School-to-school collaboration with tablets

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I have not participated never in Etwinning. It seems me very interesting and would like me participate. I work with students with intellectual disability (they have between 12 and 16 years). The communication could be a problem as my students do not communicate in English. I suppose that it could look for a solution. Probably we could begin for collaborating with students of Hispanic speech. Regarding the project think that is very interesting. So that it work well I think that: - The schools have to have a good connection to internet, - Has to exist a good planning and definition of the project in all his phases. - We have to have of good tools of work in team (that they have to can use in distinct platforms, supports and languages) - In the schools has to exist a good support to resolve technical problems. Like profits of the project consider the following: - it Facilitates the individualisation of the learning, - Improves the communication - Help to know other realities and people (professors and students) - Help to feel valuable (improves the self-esteem)

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3.2. Challenges of Collaborative WorkHow do you keep your students focused and on track during collaborative projects? How do you ensure all students contribute to the task? If you have organised a similar project share your experiences (positive and negative) here.

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3.2. Challenges of Collaborative WorkHow do you keep your students focused and on track during collaborative projects? How do you ensure all students contribute to the task? If you have organised a similar project share your experiences (positive and negative) here.

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In my experience, the work by projects is motivating in case same. If besides the subject is interesting for the students and consensuado with them, is even more easy that all are motivated. To keep the motivation and the interest of the students is important that: - The groups are small (2/3 students in each group), - The roles and the norms have to be clear as well as the goals and the product. - I think that the professor has to be slope of the doubts and the contributions of each student. - It is important to adapt the work to the capacities of each student (individualizar the learning) - Finally think that is important to schedule well the distinct parts of the project.

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3.1. Forming Groups for Group WorkHow do you form groups of students for group work and why do you take this approach? Based on your experience what strategies of forming groups work and which do not work? Why? Share your ideas on these questions here.

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3.1. Forming Groups for Group WorkHow do you form groups of students for group work and why do you take this approach? Based on your experience what strategies of forming groups work and which do not work? Why? Share your ideas on these questions here.

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When we do groups of work, are used to to be of 3 or in some case of 4 students. Sometimes they choose the groups but does not be used to to go out well because the groups remain too homogéneos (the students with more difficulties can remain together). These groupings depend on the task. What if I do is to leave very clear the aim of the work, the product and especially the norms that have to fulfil (participates and thinks all the world, the responsibility is of all, etc.)

The strategies that employ to do the groups depend on the task. I procure that in each group there is a student that can realise some part of the task. That all can have a role. I pretend that they learn to listen to the other, share ideas and arrive to agreements. That they learn to negotiate.

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2.4 Share apps for content creation here and identify pros and cons

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2.4 Share apps for content creation here and identify pros and cons

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I have worked with the following applications: Explain Everthing: it is very complete and quite simple for students with intellectual disability. It liked me a lot Book creator. In my opinion has the limitation that it does not include the possibility to put links. Thinking Link is brilliant and also very simple. The one who more liked me was Glogster but has two problems: the price and that there is not still version for android. I tested also applications to do murales and maps. There are applications really interesting that did not know and saw in works of other mates. Thank you very much To all.

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2.3 What kind of content can we create with tablets?

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2.3 What kind of content can we create with tablets?

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I have prepared a presentation with POWTOON to explain him to the students the work that have to elaborate. I chose POWTOON after testing several apps that resulted me very interesting. By problems of time chose this application.

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Una guía turística de A CORUÑABienvenidos a...¿Qué partes queremos que tenga?Algo de la historia de la ciudadHaz clickSitios interesantes para visitarServicios (hospitales, colegios, supermercados, transportes...)Ánimo!!!

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2.2.3 What kind of content can you produce with your class

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2.2.3 What kind of content can you produce with your class

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My opinion on these 2 experiences is that they were interesting approximations to the proposal that pose us. But something lacking. Perhaps the active participation of the students to the hour to choose the final product, Perhaps was missing me define the distinct phases of the work / project (phase MAP, ASK and REMAKE) Regarding the proposed creation of new contents occurs me the possibility (that already it had posed me at the beginning of the work in the project MY CITY) to realise a "tourist Guide of A Coruña". This guide will publish in the web page of our class and will put to disposal of other schools of the city through the web RENEWS TIC our educational centre (http://lourdesvirtual.com/renuevatic/) In relation to my original proposal would try to structure more properly the distinct phases of the stage of learning.

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2.2.2 What kind of content can you produce with your class?

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2.2.2 What kind of content can you produce with your class?

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Another example that would approximate to the concept that are working is the one of the work that are realising on our city: we Treat to know the city in which we live. The first that we want to know is the neighbourhood where is our school. So armed with the tablets, paper, pencil and rubber go out with the intention to do a MAP. While we walked we were drawing the streets and writing his names. Also we annotate the buildings and those things that called us the attention or could serve us of Reference Like the hospitals, cabbages, the beach, park. We Take out photos with the tablets!! When we went back to the school did a workshop in which students of another class taught us to plastificar the photos that take out. Already we were smart to do our plane of the neighbourhood in 3D. To the photos put them a support and place them in the map. While ones did this work other mates were doing routes in the callejero for averiguar by where will have to go to our next activity.

LINKS:

http://lourdesvirtual.com/renuevatic/?p=124

http://lourdesvirtual.com/claseazul/?cat=9

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Estuvimos mirando en libros cosas de la Ciudad de A Coruña.
Hicimos una lista de sitios que queremos conocer.
Hoy nos pusimos manos a la obra porque la profe nos dijo que teníamos que colocar los sitios que queremos visitar en el plano de A Coruña.
Fue difícil pero al final lo conseguimos entre todos.

A Coruña, DEFINITIVAMENTE, ES MUY GRANDE!!!!

Trabajando con el callejero

Aquí os dejamos las fotos del plano /maqueta ya terminado.
Mi enhorabuena a la clase azul por el trabajo!!!

Para ver las fotos en tamaño completo debe habilitar javascript en su navegador

Seguimos a traballar no plano do barrio.

Nesta ocasión, volvimos a facelo pero mais grande. Engadimos algunhas sinais (pasos de peóns), e lle puxemos unha base de cartón que tamén decoramos.

Só nos queda engadir as imaxes e así xa será unha pequena maqueta!!!

Aprendimos moitas cousas: a buscar o nome de algunha rúa no google maps, a medir e debuxar coa regla...

Cando rematemos veredes que ben queda, pero de momento... ahí van unhas poucas fotos:

Para ver las fotos en tamaño completo debe habilitar javascript en su navegador

Esta semana semana empezamos las visitas a nuestra ciudad.
Podéis ver nuestro trabajo pinchando en este ENLACE
También podéis ver las fotos en la galería.

Hicimos un taller de plastificado. Los compañeros de la clase lila nos enseñaron.

GRACIAS CLASE LILA!!!!

Para ver las fotos en tamaño completo debe habilitar javascript en su navegador

Os dejamos 2 actividades que también usamos para trabajar "MI CIUDAD"

Ya hemos comenzado a trabajar en el Proyecto "MI CIUDAD"
Comenzamos viendo cómo son las ciudades, cómo es el campo...
Lo hicimos viendo unos vídeos y hablando de lo que nosotros conocemos:
PODÉIS VERLOS PINCHANDO AQUÍ
Después también trabajamos servicios y edificios que hay en las ciudades (PODÉIS VER LA ACTIVIDAD PINCHANDO EN ESTE ENLACE)

Seguiremos contándoos las salidas e investigaciones que vamos a hacer.

Ya estamos aquí otra vez para contaros nuestra visita a la biblioteca "Ágora".

Fuimos con las clases Roja, Blanca y Rosa.

Nos recibió Belén y nos dijo que la biblioteca se llamaba Ágora como un edificio de la antigua Grecia.

Tres diosas griegas (Hera, Afrodita y Atenea) se habían perdido y estaban en la biblioteca en vez de en su casa.

Las buscamos y conseguimos encontrarlas. Ellas nos contaron como había sido su vida y alguna de sus travesuras.

Fue muy divertido. Nos gustó mucho. Seguro que volveremos.

Para ver las fotos en tamaño completo debe habilitar javascript en su navegador

La ciudad es un lugar donde vivimos muchas personas.

Hay muchas cosas: coles, parques, plazas.

Es importante que los conozcamos.

La ciudad

Aquí veréis todos nuestros trabajos e investigaciones.
HASTA PRONTO!!!

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Estuvimos mirando en libros cosas de la Ciudad de A Coruña. Hicimos una lista de sitios que queremos conocer. Hoy nos pusimos manos a la obra porque la profe nos dijo que teníamos que colocar los sitios que queremos visitar en el plano de A Coruña.

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2.2.1 What kind of content can you produce with your class?

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2.2.1 What kind of content can you produce with your class?

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I have 8 students with special educational needs. They have between 12 and 16 years. I think that any of the "projects" that have realised this year can answer to the module of creation of contents. I put 2 examples: 1) meteorological Station: Every day we collect the data of the time in our city from the meteorological station. Previously the students had to familiarise with the vocabulary typical of the subject (raingauge, anemometer, thermometer...). They looked for information in internet, looked for images. We did groups of 3 students. We deliver tasks: Some students recorded with the tablet, others explained, etc. When finalising did a simple setting with an app that all have installed. Finally they shared the recordings in the web of class. It was a very interesting experience. I leave you the links to the final product.

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Esta semana hemos hecho 2 experimentos para aprender cosas nuevas.

Aquí dejamos el vídeo de Laura y Emilio explicando ¿qué es la lluvia?

También el vídeo que hicieron Gabriel y Nuria para contarnos "el día y la noche"

Hicimos dos grupos para trabajar.

Primero averiguamos lo que es un pluviómetro y un termómetro. Lo escribimos en la libreta y en la tablet.

Después nos grabamos explicándolo.

Fue un poco difícil pero al final salió bien.

Os dejamos el vídeo del equipo 1 explicando algunas partes de nuestra estación meterologógica:

También os dejamos el vídeo del equipo 2.

d

Hemos puesto un PLUVIÓMETRO en el jardín.

Todos los días vamos midiendo la cantidad de agua de lluvia que cae.

Hoy os dejamos el ejercicio de Nuria sobre el PLUVIÓMETRO

Con una linterna y la bola del mundo estuvimos investigando
¿por qué se hace de noche?
Descubrimos que la tierra da vueltas pero el sol no se mueve.

La tierra tarda un día en dar una vuelta completa y

Cuando a un sitio no le llega la luz del sol... ¡ES DE NOCHE!

El tiempo

Una estación meteorológica es un lugar donde se mira el tiempo.

¿Qué miramos?:

¿Como está el cielo? Sol, nubes, con tormentas...

¿llueve? ¿Cuanto llueve?, medimos cuanta cantidad de agua ha caído.

¿hace viento? miramos la velocidad del viento.

¿Hace frío o calor? Medimos la Temperatura

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Esta semana hemos hecho 2 experimentos para aprender cosas nuevas. Aquí dejamos el vídeo de Laura y Emilio explicando ¿qué es la lluvia? También el vídeo que hicieron Gabriel y Nuria para contarnos "el día y la noche" Hicimos dos grupos para trabajar. Primero averiguamos lo que es un pluviómetro y un termómetro.

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

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

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I had not heard to speak of the learning scenarios. The idea seems me very interesting. It is important because it improves the creativity, the initiative and the work collaborative. I think also that facilitates the inclusion of students with different capacities because it allows different levels of participation.

It seems me important differentiate between results and productions. It would stand out also that this type of work favours a process of constructivist learning. This appearance to my seems me very important because the learnings are significant. The results are better. This year I am trying to work by projects and think that the learning scenarios have common appearances. My experience,with this methodology is that the process is quite directed (work with students with special educational needs), perhaps because of the fault of experience of the students and to mine own in this type of work. However the results are hopeful: - Every time the students are more autonomous in the work, - Begin to work in team and to look for creative solutions. - They learn contents that seemed difficult to achieve (vocabulary, competitions...) The learning scenarios can organise and structure better the work. It seems me an experience that can be interesting.

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The success or the failure depends especially of the pedagogical model and of the training of the professor.

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- ¿Qué sabemos del uso educativo de las tabletas? (metainvestigación DIM)

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Las mejores actividades de aprendizaje que se pueden hacer en los diversos cursos y asignaturas con las tabletas - ¿Cuáles son sus principales aportaciones? ...

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Technology is only a tool how useful it is in class will always depend on teachers and how they use it

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While for some teachers, iPads in the classroom are already a familiar part of everyday life, as of Pearson's 2014 Student Mobile Device Survey, only 16% of students attended schools that provide tablets 1:1. For all the news stories and chatter in the educational industry about using iPads in education, many teachers haven't gotten a good look at just what the technology can do for their students.

But there's reason to believe that could well change in coming years. The same Pearson report found that:

51% of students think their school should be providing them with tablets.

89% say tablets make learning more fun.

81% say using a tablet in the classroom allows them to learn in the way that's best for them.

71% believe tablets help students perform better in class.

As much as the opinions of students should be given heavy weight in these conversations, many of you will reasonably also want to see evidence of results.

From Apple:

Kindergarten students using iPads in the Auburn School Department saw a 40% increase in reading proficiency.

4th graders at the economically challenged Coachella Valley Unified School District experienced a 95% increase in proficiency.

85% of Victorian primary teachers reported that iPad use made their students more engaged and motivated.

And that's just a small sampling of the many examples they provide in the report above. Apple may not be an entirely unbiased resource in this conversation, but they probably have greater access to data and feedback on the subject than any other organization, making their results worth checking out.

While some teachers and school districts are finding that iPads aren't for them, we've seen enough evidence to suggest that teachers will continue to encounter them in their classrooms in the years to come. For that reason, we want to address some of the main concerns about tablet use in the classroom, as well as offer some tips that may serve useful if iPads do come to play a larger role in your classroom.

Common Concerns About iPads in School

iPads in the classroom can help teachers track how students are doing, enable more personalized learning, introduce students to tools that encourage more creativity and collaboration, and make assignments more interactive. But you've probably already heard most of the benefits. What about all those nagging concerns?

1. Disruptive Tech Problems

Any introduction of a new technology in classrooms comes with a certain amount of risk. Software flaws, Internet outages, usability issues - no teacher wants to find herself awkwardly dealing with a tech problem in the middle of an important lesson. With iPads, you have to worry about battery life and the logistics of making sure everyone has access to the same apps and knows how to use them.

What You Can Do About It:

A little preparation can go a long way. You may need some help from your IT department or administration on this, but making sure you have enough available outlets to charge the iPads during class or overnight is important to ensuring your kids can actually use the devices in class. To avoid some of those awkward tech troubles during class, spend time with each new app you consider using before introducing it to the class to ensure that it works well and you know how to address any issues with it.

2. Physical Storage

The iPads must be stored in a place where they won't be damaged and they'll be reasonably safe from theft. Ideally, you also want to be able to leave them charging overnight. All together, that's a pretty tall order.

What You Can Do About It:

A locked classroom door overnight should help with the security issue. And if your budget includes enough for an iPad charging cart you're pretty much set. If not, you'll have to get a little creative.

Luckily, you can find several different approaches to putting together a DIY iPad-charging cart online. Here are some that may be helpful:

You'll have to be careful that the solution you go with is one that students can use without harming the iPads, but you may be able to get around the cost of an expensive iPad cart.

3. The Cost of Broken or Lost Devices

Kids make mistakes and even if you go to great pains to express to them the value of these devices, there's no guarantee one won't be dropped or misplaced (adults do plenty of that themselves). A 2012 study in the UK found that, while teachers and parents had mostly been concerned about theft, that turned out not to be a problem. Whereas 5-7% of the tablets issued broke. Schools have to expect that some of these costly devices will break within the first year of use (and more within the second, and so on) and have a plan to address the problem.

What You Can Do About It:

You probably can't do anything that will ensure 100% of the devices make it to the end of the year. What you can do is:

Establish rules to minimize how often devices break, like no one's allowed to eat or drink near them or leave them unattended.

Pay extra to have the devices covered by Apple Care, so having them fixed or replaced is affordable.

Have a policy in place for what to do when a device is broken. Does the school provide a new one? Do they ask parents to help cover the cost? Figure it out in advance, so you know how to address it when it comes up.

4. Distraction

If you're handing students a device they can use to access Facebook, the web, and any number of games, how can you expect to keep their attention on the topic at hand? Students get distracted and always have, but a tool with endless access to games and social media seems to many teachers like courting disaster.

What You Can Do About It:

There are ways to lock the device from the more distracting apps, so students can only access the ones you want them to. You can also aim to provide lessons that require a level of engagement that makes it harder for students to get distracted. If they're regularly asked questions, given quizzes, or otherwise expected to engage with the class or materials, they won't have as much room to wander from the assigned content.

5. Are iPads Even Right For You?

Some teachers don't find that they add much to the classroom. Maybe they are more of a distraction than a learning aid, or maybe the good old-fashioned methods of teaching just feel more natural and effective. Technology is only a tool; how useful it is in the classroom will always depend on the teacher and how they use it.

What You Can Do About It:

Consider seriously what you want to get out of tablet use before making the investment (or encourage your school district to). Your goals may be better suited to the apps and functionality available on one of the other brands of tablets than the iPad, or you may find that tablets just aren't what your school needs right now after all.

Conclusion

A lot of teachers have found success using iPads to increase student engagement and enable more opportunities for creative and interactive assignments in the classroom. That doesn't mean it automatically makes classrooms better. As with any other technology, teachers and students will only get those results if they find an effective way to put the devices to use. As more and more schools experiment with iPad use though, teachers can share their experiences and tips so that future classrooms can better implement the technology to improve student learning results.
Editor's note: This article is a revision and combination of several older Edudemic articles, updated and re-analyzed to reflect the latest innovations.

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While for some teachers, iPads in the classroom are already a familiar part of everyday life, as of Pearson's 2014 Student Mobile Device Survey, only 16% of students attended schools that provide tablets 1:1.

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It seemed me very interesting the opinion of Stavrula Lada's Learning diary on the collaboration between the profesorado. In my city there are people working and investigating on this, but the true is that we share little the experiences and results. We multiply the work.

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Bases para el nuevo paradigma formativo de la Era Internet

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16 propuestas para mejorar la enseñanza y lograr mejores aprendizajes (recogiendo el legado de los grandes maestros de la Educación)

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Competitions of the professor in the era of internet

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Competitions of the professor in the era of internet

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Competencias docentes en la Era Internet (v. 6.0)

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¿Qué competencias necesita hoy un docente en el marco del nuevo paradigma formativo? CONSIDERAMOS AQUÍ: Competencias didácticas Competencias digitales La fo...

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Ahora nos centraremos en su difusión a toda la comunidad educativa (a través de redes educativas, medios de comunicación social, jornadas, cursos...) y proporcionaremos asessoramiento y formación a los profesores y centros que quieran implementarlo.

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It did not know the application but what have seen has seemed me interesting. I will try to test it.

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"Technology and methodological innovation in the school", by Pére Marquis

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"Technology and methodological innovation in the school", by Pére Marquis

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Tecnología e innovación metodológica en la escuela

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¿Qué tecnología?, ¿por qué?, ¿para qué? ¿Cómo utilizarla? El nuevo paradigma formativo Competencias docentes y formación del profesorado El plan de innovación...

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Learn doing with aim and internet and purchase vocabulary.

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Learn doing with aim and internet and purchase vocabulary.

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This is the blog blue classroom

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A metodoloxía didáctica será fundamentalmente comunicativa, inclusiva, activa e participativa, e dirixida ao logro dos obxectivos e das competencias clave. Neste sentido prestarase atención ao desenvolvemento de metodoloxías que permitan integrar os elementos do currículo mediante o desenvolvemento de tarefas e actividades relacionadas coa resolución de problemas en contextos da vida real.

A acción educativa procurará a integración das distintas experiencias e aprendizaxes do alumnado e terá en conta os seus diferentes ritmos e estilos de aprendizaxe, favorecendo a capacidade de aprender por si mesmo e promovendo o traballo colaborativo e en equipo.

A lectura constitúe un factor fundamental para o desenvolvemento das competencias clave; é de especial relevancia o desenvolvemento de estratexias de comprensión lectora de todo tipo de textos e imaxes, en calquera soporte e formato. Co fin de fomentar o hábito da lectura organizarase a incorporación dun tempo diario de lectura non inferior a trinta minutos.

Para unha adquisición eficaz das competencias e a súa integración efectiva no currículo, deberán deseñarse actividades de aprendizaxe integradas que lle permitan ao alumnado avanzar cara aos resultados de aprendizaxe de máis dunha competencia ao mesmo tempo".

Considero importante adicar un tempo á mellora de habilidades específicas de lectura e escritura, das habilidades matemáticas (detección e prevención de dificultades) ... pois son aspectos que teñen que afianzar, mellorar e dotar de funcionalidade.

Por outra banda, as habilidades para o coñecemento e manexo na comunidade (coñecemento do medio) son especialmente importantes xa que poden e deben fomentar a comprensión do medio e polo tanto á interacción co mesmo.

A nivel metodolóxico intentaremos crear un contexto que dote de funcionalidade ás habilidades lectoescritoras e matemáticas do alumnado, e no que se traballen transversalmente as outras competencias (comunicación; competencia dixital; c. matemática; c.matemática; científica e tecnolóxica; aprender a aprender; c.social: sentido da iniciativa; conciencia e expresión cultural).

Por iso propoño a organización da aula a través de diversas metodoloxías: currículum bimodal, proxectos de traballo, traballo cooperativo, investigacións...Propondranse non só exercicios senón tamén actividades e tarefas que contribúan á adquisición de contidos significativos e funcionais.

Debe potenciarse a variedade de materiais e recursos, considerando especialmente a integración das tecnoloxías da información e da comunicación no proceso de ensino-aprendizaxe.

Se é preciso incorporaranse contidos de ampliación para aqueles alumn@s que acaden o desempeño mínimo inicialmente previsto.

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A metodoloxía didáctica será fundamentalmente comunicativa, inclusiva, activa e participativa, e dirixida ao logro dos obxectivos e das competencias clave. Neste sentido prestarase atención ao desenvolvemento de metodoloxías que permitan integrar os elementos do currículo mediante o desenvolvemento de tarefas e actividades relacionadas coa resolución de problemas en contextos da vida real.

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I leave a video that features such as our school, as you work, etc.

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REPORTAJE DE POPULAR TV. CENTRO DE EDUCACIÓN NTRA. SRA. DE LOURDES

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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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I began entering the tablets through apps in some matters.

I looked for apps that worked those appearances of the curriculum that more difficulty supposed to my students (students with special educational needs). Of this way began to handle the tablet of a simple way. I incorporated in his tablets a LAUNCHER that allowed me block the access to the operating system and organise the applications in the tablet by matters. In a second phase began to apply some principles of the curriculum bimodal of Pere Marques:

- Practical Activities for the development of competitions (work by projects), - Preparation of a glossary of basic vocabulary that save in an external device (external memory auxiliary). For this employed the applications indicated previously. All this in the individual work offers good results and facilitates the individual project of each student. I follow having difficulties to achieve cooperative work to elaborate works, definitions...

Also I tried to begin the cooperative work employing some apps (Evernote, Show and explain, explain everything...) The result was not very good.

In summary, my challenge is the cooperative work.

I leave you links to the applications that commented previously

https://play.google.com/store/search?q=MOSTRAR%20Y%20CONTAR&c=apps&hl=es

https://play.google.com/store/apps/details?id=com.morriscooke.explaineverything

https://play.google.com/store/apps/details?id=com.kiddoware.kidsplace

https://play.google.com/store/apps/details?id=com.evernote

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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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I think that in my school there are not too many technical problems (connection of wifi, have a tablet by student). This happens in all the classrooms. The families show a big support to the work that do with the tablet. I think that our challenge is more in creating a proposal of common work. We have to decide for what want the tablet (that use can give him with the distinct students and the different disabilities that they have). It would be well put in common experiences. In this common proposal of work would have to be important the training of the professors to use properly the tablet, to know the possibilities that have and to work with the families.

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1.2. Why I want to use tablets? What is the added benefit in general and, more importantly what is the benefit of my own situation.

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1.2. Why I want to use tablets? What is the added benefit in general and, more importantly what is the benefit of my own situation.

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I have worked already several years with tablets and are many the profits that observe: -Ease of transport and use. They are light and small, more comfortable that books and notebooks. - They can contain a big quantity of information. - They allow to connect to internet to access to information, images, videos... - There are applications to work distinct contents of the curriculum. Many of them are are free. - It allows us create own materials and share them (using photos, it videos realised by the students) - The individual adaptation to each student is simpler. Each one can have personalised materials (very different to what occurs with the books of text).

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I am working in a centre of special education of A Coruña. Have 8 students. We are using the tabletas and other resources TIC. They exist tools with a lot of possibilities that would like me know and explore. In my class each student has a tableta. There is an interactive digital blackboard. To create the content employ the software of eBeam. Also we have worked with edlim and any one another similar software.

In my group of students some have not purchased the reading and the writing fluently. This reality conditions a lot my work with the tablets from a perspective of work in collaboration and creation of materials, products in common...

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Hello,
Hello, My name is Esther. I am professor from 22 years ago. It loves me my work and the technologies. I have collaborated with Professor Pere Marques in his investigation on the use of the tabletas in education and in an investigation on the curriculum bimodal. I have collaborated in some workshop on the use of the tabletas digital with people with intellectual inability.
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