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http://v.gd/iwXKvb

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Students: identify key criteria they can use to measure an important figures; use tablet to create a presentation of the chosen character.

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My Alphabook: teach your child to learn their letters and numbers from hearing them directly from you, and associating those letter or numbers with whatever image you like!

Booksy: it is a learning-to-read platform for young kids (4-9). It's designed from the ground up to help young children, K through 2nd grade, practice and develop their reading skills.

Mindjet Maps : to visually capture and organize information! Brainstorm ideas, take notes, and track tasks

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Educational Technology and Mobile Learning

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April 24, 2015
When it comes to screenshot apps, the Chrome app store is teeming with all kinds of apps but only few do the job quite perfectly. We have been experimenting with a wide variety of these apps and ended up with the short list below. These are the apps we trust the most for doing the job they claim to do. Using these tools, you will be able to easily capture all or part of any web page, add annotations to your screen captures that include shapes, text, comments, blur sensitive parts, and many more. Some of these apps are also integrated with Google Drive. Enjoy

This is by far our favourite and the one we use the most for taking screenshots. Lightship lets you grab quick screenshots of any page and share it with others. Besides being able to edit your screenshots, you can also save them to your local disk or upload them to the cloud to access them anywhere.
2-Awesome Screenshot

This is another powerful Chrome app with over 2 million users. Since awhile ago, Awesome Screenshot made all of it premium features free for everyone. Some of the things you can do with this app include:capture screenshots of any web page, annotate images with rectangles, circles,arrows, lines and text, blur selected spots on a page or image. Awesome screenshot is integrated with Google Drive meaning you can easily save your screenshots to your Drive.

3- Fireshot

FireShot captures screenshots of Chrome web pages. You can edit and annotate your screenshots. The screenshots are instant and produce no traffic. No 3rd party websites and logins required!

4- TechSmith Snagit

"The Snagit for Google Chrome™ Application lets you take screencasts and screenshots, then edit, share, and collaborate around your screen captures. Plus, use the Snagit for Google Chrome™ library to view and manage your recordings and screen grabs anywhere."

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The Best 4 Chrome Apps for Taking Screenshots

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April 24, 2015 When it comes to screenshot apps, the Chrome app store is teeming with all kinds of apps but only few do the job quite perfectly. We have been experimenting with a wide variety of these apps and ended up with the short list below.

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Make a flipped classroom is to be equipped with a high-class technologies, afford to "reverse the process of teaching / learning" so that students follow the lessons (audio, video, electronic texts, etc.) at home and carry out operational activities in class with their peers. The lessons are the input for the work assisted in class The teacher, freed from the lesson, follows the students while they work, in making a product, asking questions stimulus, starting a discussions on the issues raised, prepares the environment for learning, stimulates participation, monitors and evaluates. He is the coach and stimulator of the teaching / learning, Students participate in supported employment in the classroom, using the technologies, ask support to the teacher or mates, cooperate and collaborate, learn at their own pace, are continuously monitored . It is exceeded the lectures and class becomes real "community of practice".

The model of the flipped classroom makes it really possible to customize the learning because the teacher prepares resources for individual learning and self-assessment of learning. The lesson is always available for the student who can return to it according to its needs.The class time is time assisted. The realization of the flipped involves creating an online system (virtual classroom or repository ) where the teacher can put the lessons to be viewed comfortably by students, for discussion and for assessment. Naturalment this model of teaching / learning can not be left to chance but must be based on an efficient organization and planning.

In Italy the Cemit, coordinated by Professor Rivoltella, she explored this theme by carrying out studies and experiences in this regard and focusing very much on the programming model of EAS (episodes of situated learning )

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So far I never had a chance to use the tablet to school. With my students have achieved, however many good experiences using the netbook, the LIM and the smartphone. From my experience I can say that the use of technologies, especially mobile, allow you to create a learning environment that truly meets the needs of each student. Just consider that a simple blog can act as a repository of experience and knowledge on which students can always return to reinforce learning or reviewing an experience made. Even at home the student can review an experience or lesson, adapting to their needs learning content. With mobile tools each student can learns at his own pace and with his own particular style. In carrying out an activity, the teacher can propose a variety of educational content including textbooks, apps and videos providing students with a variety of resources that they can choose for the realization of the task. Through cooperative learning students don’t have to work on the same activity. They can find one that targets their specific weakness or need. A child that has a solid understanding of the material can work on a more advanced activity while a student that is struggling can work on reinforcing the basics. The teacher is free to walk around answering questions and providing additional help as needed, she is able to quiz students and receive real-time feedback.

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Carry out a process of teaching / learning personalized, in which each student has the opportunity to learn in a different way and to maximize its potential is the ideal to which every school should strive for. However it is a bit difficult to achieve this goal when classes are numerous or teacher is forced to split between three or more classes. Therefore I think that to personalize the process of teaching / learning the first basic requirement is that the teacher should be put in a position to do so. The creation of the personal profile of each student ( portfolio or others) is crucial to delivering a personalized learning. A valuable learning profile should include information on student interests, learning preferences and styles, and differences related to gender, culture and personality. It also might include information on student learning strengths, needs and types of supports that have been successful in the past. It might be dynamic, as individual learners are constantly growing and changing. To this end, a useful tool is to collect information about students' learning histories. Typically teachers have a variety of official information about their achievement students. They are a useful starting point to learn how far a student has progressed through some curricular content or toward a set of standards. The learning profile should also include assessment informations A teacher can gather this information from a variety of sources, including: • cumulative records • standardized assessments observations dialogue with students questionnaires or tests products made by pupils.

As emerged from the video I also think that the creation of virtual learning environments can help tremendously teacher to customize the process of teaching / learning. The use of technological tools can, in fact, be very useful to track the path followed by a pupil, identify its strengths and weaknesses. From a web search, also, I realized that there are several tools for LSM that help to identify and differentiate the learning styles of pupils. Eg.the DeLeS ( Detecting Learning Styles ) allows teachers to easily specify required information and therefore enables them to detect students’ learning stylesin an automatic way, by using data from students’ behaviour in a course in a LMS.

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Tablets Course | M4 Introduction to Personalised Learning

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This video is part of the Creative use of Tablets in Schools course on the European Schoolnet Academy. For more information visit www.eunacademy.eu

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A useful tool for creating and sharing virtual tours

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This video provides a tutorial showing how to use MapWing to create a virtual tour.

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  Tablet apps for collaborative learning

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  Tablet apps for collaborative learning

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DyKnow Cloud is a web-based classroom management solution that makes student devices useful for learning. This application allows an instructor to share prepared slides or blank pages with their students. The instructor can write or draw sketches on his/her tablet using digital ink while the students can see the notes on their tablets. The instructor can also submit a question to the students. After the students solve the question, they can resubmit it to the instructor anonymously or non-anonymously for interactive assessment and feedback. Moreover, the instructor can share the answers with other students and the students can locally add their notes to the slides using a digital pen. Very similar is classroom presenter.

Other apps

Google drive

Magmadz

Myhistory

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Classroom Management and Student Data with DyKnow Cloud

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Teachers monitor student Chromebooks, PCs, and MacBooks with DyKnow Cloud. DyKnow classroom management software is so reliable and easy to use.

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What 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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What 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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I think that an authentic assessment should take due account of both the process and the results of a learning process and should be collective and individual. It must be ongoing with guidance function to obtain the evidence on the effectiveness of strategies implemented and possibly prepare any amendments, to assess whether the final disciplinary knowledge and skills programmed have been transformed into competences. Generally I rely the assessment on some basic elements: observation of social and cognitive behavior , which take into account the level of participation, commitment, personal responsibility and mutual support in the various activities; conversations and discussions or questionnaires to verify the changes that this experience has made compared to previous knowledge, the significance of the experience, the degree of awareness achieved by pupils with the proposed topics and learning strategies used; final product.

With regard to the individual assessment I use in general test or quiz to realize the correspondence of knowledge and skills acquired by the pupil with the planned targets. Finally I consider very important the peer to peer assessment. This can be carried out between different groups or within the same group and it is to end with gratification. One way may be to vote for the best work produced by the various groups and assign at the end a certificate of merit to the best work.

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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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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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Simply focusing on the knowledge that the team work is the result of the commitment and responsibility of all and that the result which is reached is a success for all.

Very useful can be:

creating the norms and ground rules for group learning in the class;

give students clear directions about how they are supposed to work together; assigns students distinct roles within their groups.

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How 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?

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How 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?

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I fully agree with what was stated by Katia, among others corroborated by eminent educationists of the past. According to constructivists knowledge is a product of the social and cultural context and its construction is a complex process that goes "through thick and continuous interaction with the cultural, social, physical environment in which the subject is" (Bloom , cit. Varisco, 1996). The acquisition of new knowledge depends from those previously held by the subject but also from trading and sharing with others. Learning, therefore, for Bruner (1997) "is, among other things, an interactive process in which people learn from each other, and not only through the narrative and the show; it is the nature of human cultures to form communities where learning is the result of a mutual exchange. " Consequently the affective / relational / emotional becomes important as cognitive. Relations between classmates and with teachers are vital to build and maintain the motivation to learn. Moreover, according to the theory of the "zone of proximal development" of Vigotskij, every individual possesses cognitive potential latent that only in the interaction with others can be expressed. The group activities can then become strong element in this process.In forming the groups I rely essentially on two fundamental principles: the goal must be clear and explicit for all; shared responsibility, that is, the knowledge that the individual success depends on the collective success. I use the group work for activities of research, discovery or problem solving. Typically I use to split the same argument into several parts and I assign a different task to different groups so that in the end we strive for common work resulting from the integration of the different groups In forming the groups I leave students free to organize themselves according to their own interests. I think in fact that cooperative work should be based on cohesion and on the understanding of participants in order to be efficient. By participating in eTwinning projects often teamwork is also used for the realization of international activities. In this way, students of schools and different countries have the opportunity to work together using collaborative tools of Web 2.0 and achieve the same goal or achieve a common product.

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Tablets Course | M3 Introduction to Collaborative Learning

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Educanon allows you to build and share video interactive lessons. The teacher chooses a video found on YouTube EDU, Vimeo, TED-Ed or a recorded video just for the occasion, and turns it from passive content in an active experience for their students. By placing activities directly related to the time of the video. The video runs up to the point where you have added a multiple-choice question, an open question, or a text-depth that can also contain pictures, links to other pages, audio files, etc. The movie is divided into parts easily "digested" by, which will feel much more stimulated and less passive in the face to the content you have selected for them. The evaluation has its space. You will receive real-time on your account, the data related to the access of your students, the video (impossible to be clever!), Along with the aggregated scores in the questionnaires. It goes without saying that through these data can realize what are the arguments that require further work, and which can be considered acquired.

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Backed by AT&T and Stanford's startX, PlayPosit is an online learning environment to create and share interactive video lessons. Teachers begin with any online video (screencasts, Khan Academy, TED, etc.) and transform what is traditionally passive content into an active experience for students, with time-embedded activities.

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An idea for a piece of content you can produce with your class that has a purpose beyond the classroom activity ... eTwinning: my successful school-to-school collaboration projects

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An idea for a piece of content you can produce with your class that has a purpose beyond the classroom activity ... eTwinning: my successful school-to-school collaboration projects

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I embarked on the eTwinning experience for a long time. Some of my projects are The Genius'log; Journey through time, European passport of languages, Peter Pan the family and the feelings. I never used the tablet so far as I have not yet had the opportunity to introduce it in the classroom. However I was able to achieve with my students some very interesting collaborative experience. In the project "European passport of languages" ​​pupils have been split into several international groups and using collaboration tools of Web 2.0, like the Pad, Glogster, google drive and Padlet have collaborated in the creation of a cookbook, a presentation on the sport, etc. . I think aschool to school project make sure that the pupils of different schools really work together to solve a problem and that the results that reach the different groups should complement each other. Eg, an activity that I was able to implement was the realization of a common handbook on digital citizenship. The pupils have created a survey to know the use of the technologies that were, watched videos and played games, then using the Padlet they wrote their ideas on the responsible use of technology. Subsequently the the findings from brainstorming has been divided into several categories. Students of different schools divided into international groups have deepened an aspect of digital citizenship and at the end made the Decalogue. Achievements were different and related to different European competences.

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The idea of this project is to choose some characters that travel (virtually) to the countries and cities of the partners schools. We are going to tell the experiences of our trips in a blog, like a ship's logbook.

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An actual piece of content that you can use as an example for a content creation project in your classroom

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An actual piece of content that you can use as an example for a content creation project in your classroom

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I have not yet had a chance to use the tablet in the classroom. However, for several years with the students we used several tools in learning and made different experiences that have brought us to achieve optimal implementation of the goals. Of particular note was the class blog that we used as a tool to archive and sharing what implemented in various stages of schooling. Pupils have made video, ebook, learning objects, interactive maps, presentations, slides that were largely shared on the blog. This is the link to our class blog

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In questo periodo ci siamo occupati di programmazione grafica. La maestra creava una rappresentazione grafica, ad es. una scacchiera, alla lavagna e noi dovevamo scrivere dapprima l' algoritmo e successivamente il programma. L'attività ci ha permesso di comprendere bene che cos'è un algoritmo e partendo da questo, una volta codificato, che cos'è un programma e che cosa significa programmare.
L'obiettivo di questo percorso è stato quello di rendere capace ogni alunno di creare un programma grafico e dettare le istruzioni ad un compagno affinchè potesse realizzare un disegno senza vedere l' originale ma solo seguendo le istruzioni.
L'attività non finisce qui avremo modo di continuare a divertirci...

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In questo periodo ci siamo occupati di programmazione grafica. La maestra creava una rappresentazione grafica, ad es. una scacchiera, alla lavagna e noi dovevamo scrivere dapprima l' algoritmo e successivamente il programma. L'attività ci ha permesso di comprendere bene che cos'è un algoritmo e partendo da questo, una volta codificato, che cos'è un programma e che cosa significa programmare.

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What kind of content can you produce with your class?

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What kind of content can you produce with your class?

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The contents that can be produced in the classroom with the students are varied and closely related with the various activities that are carried out. Pupils can make a e- magazine in which document the activities and experiences; can make a presentation or an ebook related to the deepening of a curricular subject, an interactive map, eg. with Prezi; Game stimulus or verification; creatively rework the information acquired; creatively rework the images or drawings, etc ...

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Tablets Course | M2 Creating Creative Content with Tablets

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I have carefully followed the video, really very interesting and I got to see how much of what is proposed by me made via the eTwinning activities. The platform provides a set of tools that allow the creation of a learning scenario, motivating, interactive and collaborative. These tools can be integrated with other WEB 2.0 The realization of video conferencing allows students from different schools and belonging to geographies to collaborate and engage in simultaneous. The realization of an eTwinning project is based on an efficient programming that exactly follows the steps suggested in the video

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Useful for creating video stimulus for students because they interact in the comments and respond to questionnaires.

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Useful tool to create a lesson.

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Asking questions, chatting with other viewers, see products live and discover details and get advice unique promotions will make "add to cart" easier than ever before for your customers.

Up to 20% of viewers add items to the shopping cart

Viewers stay for an average of 11,5 minutes

Up to 15% of viewers engage in the live chat

Keeps the transaction and customer data on your website

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Asking questions, chatting with other viewers, see products live and discover details and get advice unique promotions will make "add to cart" easier than ever before for your customers.

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Learning platform video. It seeks the words spoken in the video. You can download many videos. The videos can be searched by category, by type of organization, for speakers, for length, per period.

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I think Edmodo is a viable alternative to more sofisticated LMS, and is more suited to pupils of primary school. I had yet to experience it since in this school year because I am at the end of primary school and the students in the past have used other tools. But I plan to start using it from next year. I like the security that ensures that only those who have a passkey that can come in and sign up for the students is very simple. I still like the opportunity it offers to include other apps in addition to the proposed instruments. It 's a great way to follow more the learning of pupils and to relate easily to the students and their parents

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Pay less for domain names. Bulk pricing and private domain name registration options. Transfer domain names risk-free.

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

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

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I've never used tablet in my classroom. I'm going to do it in the next school year. The introduction of the tablet allows the creation of a learning environment truly multimedia and innovative. But to achieve this we need to create the appropriate structures and we must base on an efficient planning of activities to be carried out. The classroom must be wired and allow easy access to the Internet. We have to prepare the conditions to make the use of safe technologies, and focus on the modular structure of the school, ie banks and furnishings that lend themselves well to collaborative work. During the implementation of the activities nothing should be left to chance but everything must be arranged through the organization and planning of the course of teaching / learning. From this point of view we can make reference to a series of models, such as eg. the EAS (episodes of situated learning ), the PBL (project-based learning), and use programming tools such as Learning Designer

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

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

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My school has embarked on the path of innovation for many years creating various experiences in this regard: multimedia interactive whiteboard . eTwinning. However, the tablet has not yet been introduced. The Italian school at the moment is going through a period of deep crisis for political and economic reasons. This greatly hinders our ability to continue and launch other innovative experiences. The use of technology in education presupposes the existence of trained teachers, well formed and the availability of tools. All of which at this time are difficult to achieve. From last year in my school we have started an experiment on teaching skills and in this school year, we are developing a new curriculum for adapting it to the European directives. This will be the new base from which to expand and make the process of teaching / learning actual and, above all, introduce the tablet or other technological tools. However, in Italy most of the schools that advance on innovation base their action on self, the best contribution from families. It will therefore be important to try to involve more and more parents in this process if we want to get more concrete results.

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What is your main reason for using or wanting to use tablets in your classroom?

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What is your main reason for using or wanting to use tablets in your classroom?

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The present society is essentially a digital society and today's kids make extensive use of technology. The school is not an island, living separate from society but has the task of forming the people who know how to insert himself into it. Today's kids have also developed a learning style and language by which the school can not ignore if you do want children to warn the gap between school learning and extra school learning and end up experiencing as a stranger and uninteresting as the school offers. The tablet is a very functional and easy to use, meets the needs of today's kids and permits a type of learning interactive and motivating. You can easily connect to internet and a simple touch to access different functions. The tablet is a versatile and portable instrument, suitable for a personal device that can support the students anywhere, allows him to have the information always hand and stay in constant contact with other users. makes use of multimedia language which, as we know, in terms of learning can leverage the different learning styles of the students allowing the enhancement and involvement of all students in the learning / teaching. Facilitates collaboration and exchange between different pupils allowing each to make their own personal contribution according to their ability and opportunity to achieve common goals. The teacher is able, finally, to follow more different pupils, maintaining a more precise and organized, track of its progress

The tablet at school really makes the classroom multimedia. Avoid, namely, the need to move in the classroom for all that we are used to make in the traditional classroom.

In summary, at the question, "Why use the tablet to school, I answer:

improve and make the process of interactive teaching / learning integrate formal knowledge with that acquired by pupils of school environment meet the needs of today's society, purely by technology meet the needs of today's kids use the language of today's kids portability (shape, weight) autonomy (battery life) particular affordances of manipulation (multitouch technology) ability to access the Internet from any place ability to reinforce and maintain motivation free number of applications (at no cost) innovative power (the tablet can be an effective tool for achieving the skills of the XXI century.)

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Hi,

I'm Maria Teresa Carrieri a primary teacher and ICT coordinator from Rionero in Vulture, Italy.

I believe in the educational value of ICT and I think a correct and responsible use of these allows us to generate a process of teaching / learning effective and motivating. For many years I have taken the experiences eTwinning realizing many great activities with positive results. Today I am an ambassador eTwinning.

This is my FB page

https://www.facebook.com/people/Maria-Teresa-Carrieri/1774400416

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I gained my first badge ... I'm very happy to learn more

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The Istituto Comprensivo “ Ex Circolo Didattico” Of Rionero in Vulture consists of a school population of about 772 pupils aged from three to 12 years, including sections of kindergarten, primary and middle school . The population is rather heterogeneous including Italian families, non-EU families already entered some time ago in the social context; groups of foreigners recently arrived in Italy, mostly from Eastern Europe, North Africa and Indochina. The majority of pupils come to school with a rather satisfying and experiential baggage with appropriate language code. However, there are cases of difficulties due to socio-cultural disadvantage. Except for a fairly low percentage, pupils are followed by their families. Many students attend religious associations or sports, and spend their free time watching TV and / or playing with the computer, video games and other products of the new technologies. The general purpose of the school is the harmonious and integral development of all students, the development of competences of all pupils, according to national and European directives, the respect for and appreciation individual differences, with the active involvement of students and families. The primary objective of the school is to ensure at all, in relation to different forms of intelligence, the full educational success. Our school is committed at preventing early school leaving and to expand the core curriculum with a targeted supplementary planning.