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https://www.bing.com/

(maps)

https://www.quora.com/

(for research)

http://www.dogpile.com/

(best results)

http://www.ask.com/

(questions)

https://www.instagrok.com/

(for projects)

https://duckduckgo.com/

(privacy)

http://technorati.com/

(technology)

https://scholar.google.gr/

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1. The lesson plan explicitly addresses the development of students’ digital skills (directly or indirectly): for example, as part of a classroom project students have to produce a short video or website, run a social media campaign or construct a robot. Importantly, it is not necessary that the digital skills development is the main goal of the lesson, however, it is essential that a clear reference to this is provided in the lesson plan and it is explained which digital skills and how these are developed.

2. The lesson plan incorporates good practices of digital skills development: for example, the lesson plan raises students’ digital awareness by addressing digital copyright or plagiarism issues. Or the lesson plan has students use their digital skills in a real-world context with a real audience.

3. The lesson plan is well aligned with its learning outcomes: activities and assessment clearly link with the defined learning outcomes and allow the teacher to determine by the end of the lesson(s) if the objectives have been achieved

4. The lesson plan is balanced: there is a good mix of activities with at least four different Teaching & Learning Activities used (TLAs in the Learning Designer) and none of the Activities taking up more than 35% of the time (see the pie chart for this)

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Does the lesson plan explicitly address the development of students’ digital skills?

Your lesson plan focuses on the preparation of a year-long project of developing and maintaining a class website. It therefore explicitly addresses development of students’ digital skills. I really think this is a great project as it integrates the web developing skills throughout the whole school year and links to so many other important skills such as visual design, writing for the web, coding and general presentation skills. Excellent job on this element!

Does the lesson plan incorporate good practices of digital skills development?

You plan to address issues of copyright and plagiarism but it is a shame that the lesson plan does not link to “the outside world”. You could for example have the students present their conceptual website designs to a panel of experts (maybe to the parents at a school assembly?) and I also think you should address somewhere in the lesson how the students would like to “market” their website to the outside world.

Is the lesson plan well aligned with its learning outcomes?

There are too many learning outcomes defined. Some such as developing a hypothesis are also not clearly integrated into the lesson plan. There should be an activity at the beginning where students formally develop and discuss a hypothesis.

Is the lesson plan balanced?

There is an ok mix of Learning Activities but the Production and Collaboration activities dominate the lesson plan. I would suggest to allocate more time in between the different stages for Discussion and Practice of the applied concepts. This would make the lesson plan more balanced.

Overall, a great lesson plan which could be the start of a very exciting project for the students. Well done!

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Starting small, I'm going to start a group on Facebook for our eTwinning project where we can discuss and design our next steps and where we can learn more about digital citizenship.

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How ready are we?

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81% of two year olds have a Digital  Footprint

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81% of two year olds have a Digital  Footprint

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5.4. Internet Safety and Responsible Use

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5.4. Internet Safety and Responsible Use

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Unlocking and unblocking requires good classroom managment skills.

Talk to students about:

Privacy settings

Digital footprint

use http://archive.org/web/ to teach that nothing is erased on the net

The solution to young people using social media irresponsibly is to be educated to use them responsibly.

http://www.saferinternet.gr/

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Digital portfolios

Teach responsible use (We should model responsible behaviour instead of blocking them from school)

Social media jobs

"We don't have a choice on whether we DO social media, the question is how well we DO it"

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https://www.educatornetwork.com/

https://www.google.com/landing/geg/groups/

http://community.prometheanplanet.com/en/default.aspx

https://www.tes.com/uk/

https://www.etwinning.net/el/pub/index.htm

https://www.facebook.com/groups/gamesinschools/

http://www.slideshare.net/?ss

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Hello, everyone. My name is Evridiki Gkori and I'm from Veria, Greece.

I teach English as a Foreign Language in a Junior High School.  I've been teaching for more than 20 years in various contexts.

I've always been keen on Technology and I try to incorporate it in my teaching. This is one of the reasons I joined eTwinning three years ago.

Below is a link to my blog:

http://keepcalmandteachenglish.blogspot.gr/

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1. managing information

2. communicating

3. transacting

4. problem solving

5. creating

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http://www.eun.org/teaching/sm

The web is social

Characteristics of social media:

Challenge traditional models

Reverse hierarchy (everybody has a voice)

Communicate

Collaborate

Give audience

Open to everybody

http://www.socialnomics.net/

They give access to other services and can help someone get a job (through them or for them)

"Social media isn't a fad, it's a fundamental shift on the way we communicate"

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Anything with a web connection (TVs, fridges, tennis rackets, thermostats...)

http://littlebits.cc/

https://www.muzzley.com/

https://www.adafruit.com/

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4.7. Educational Robotics - Getting Started Activities

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4.7. Educational Robotics - Getting Started Activities

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4.6. Educational Robotics - Introduction 

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4.6. Educational Robotics - Introduction 

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Communication in foreign languages;
Digital competence;
Learning to learn;
Communication in the mother tongue;
Key Competences
for
Lifelong Learning
the ability to express and interpret thoughts, feelings facts and opinions in both oral and written form
the ability to interact in an appropriate and creative way in a range of contexts
the ability to express and interperet thoughts, feelings, facts and opinions in the foreign language
the ability to mediate between languages
the development of intercultural understanding
Mathematical competence and basic competences in science and technology;
the ability to develop and apply mathematical thinking in order to solve a range of problems in everyday situations
the application of knowledge and methodologies that explain the natural world
an understanding of the changes caused by human activity and the responsibility of each individual as a citizen
basic skills in information and communication technology (ICT)
the confident and critical use of information society technology (IST)
the ability to pursue and organise one's own learning, either individually or in groups, in accordance with one's own needs
an awareness of available methods and opportunities for learning
Social and civic competences;
the ability to participate in an effective and constructive way in social and working life
an understanding of codes of conduct and customs in different environments
knowledge of social and political concepts and structures (democracy, justice, equality, citizenship and civil rights
Sense of initiative and entrepreneurship;
Cultural awareness and expression;
appreciation of the importance of the creative expression of ideas, experiences and emotions in a range of media (music, performing arts, literature and the visual arts
the ability to turn ideas into actions
the ability to seize opportunities that arise
awareness of ethical values
good management
creativity, innovation and risk-taking, as well as the ability to plan and manage projects in order to achieve objectives

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Communication in foreign languages; Digital competence; Learning to learn; Communication in the mother tongue; Key Competences for Lifelong Learning the ability to express and interpret thoughts, feelings facts and opinions in both oral and written formthe ability to interact in an appropriate and creative way in a range of contextsthe

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4.6. Educational Robotics - Introduction

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4.6. Educational Robotics - Introduction

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to consolidate or facilitate the comprehension of curricular disciplinary concepts.

they may promote inclusion within suited pedagogical approaches

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http://www.appsforgood.org/

http://appshed.com/

https://www.touchdevelop.com/

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Cross - curricular

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Basic rules for a successful driver-navigator cooperation:

be respectful

talk to one another about the work

explain what you are doing

think ahead and make suggestions

switch roles often

DON'T be bossy

DON'T grab the driver's mouse/keyboard

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"Coding is the new Literacy"

http://barclayscodeplayground.co.uk/

https://www.madewithcode.com/

https://scratch.mit.edu/

http://www.kodugamelab.com/

https://www.touchdevelop.com/

https://code.org/

https://www.codecademy.com/

http://www.html5rocks.com/en/

https://www.khanacademy.org/

http://thecodeplayer.com/

http://ocw.mit.edu/index.htm

http://www.w3schools.com/

http://www.programmr.com/

http://olliebray.typepad.com/

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Scratch

Kodu (good for literacy too)

interactive classroom net

minecraft

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PURPOSE

PURPOSE

PURPOSE

Webdesign, layout, pages

wordpress, weebly, google sites, wix, blogger, google web designer, moonfruit, facebook,

mailchimp, issuu

They have to be MOBILE FRIENDLY as well.

Here is my first attempt to put up a blog as a year-round project with my students at a High School, some years ago

http://schoolchronicles.blogspot.gr/

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Sound: Audio recording, Podcast, Simple Animation (eg Blabberize.com) VOD or Video cast

Video: Skype, youtube,

Editing: wevideo, youtube/editor, mix.office.com (for flipped classroom)

An example of audio and video work using Audacity and Movie maker for an eTwinning project.

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eTwinning project: Where Words Fail, Music Speaks

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I use eTwinning projects to provide my students with an audience both within our school and outside. A major pitfall for schools in providing an audience is to expect too much from our students to the point that we miss the process for the sake of the product.

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3.1. Writing for the Web-Online Publishing 

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3.1. Writing for the Web-Online Publishing 

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The power of online publishing is in the AUDIENCE.

We learn by telling stories (physical and digital)

-website ( e-portfolio, wiki, blog, ebook) eg google sites, mediawiki, weebly, wix, blogspot, wordpress, zooburst

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3.1. Writing for the Web-Online iscussions

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3.1. Writing for the Web-Online iscussions

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Online discussion needs STRUCTURE:

-An effective prompt

-Preparation

-Practice

-Facilitation

Co-creation of COMMUNITY GUIDELINES

Types of online discussion

-Back Channeling (Todaysmeet.com, scribblar.com)

-Online Discussion (forum) (neatchat.com)

-Open Conversation (#tag) (twitter.com)

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3. How to create digital resources/content?

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3. How to create digital resources/content?

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We learn by telling stories. Our stories need an audience.It is easy to create online content. But it is harder to create good online content.

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For 3D apps:

http://www.3dvia.com/products/3dvia-shape/

Heres Adobe 123 site - for simple toools online (webbased and works grate and again - ready for 3d printing): http://www.123dapp.com/

Heres more advanced toools:

http://www.sketchup.com/

http://www.autodesk.com/products/inventor/overview

http://www.autodesk.com/products/3ds-max/overview

All of the tools mentioned above are free for use! (Last ones are free for educational licence) - all of them have model libraries to download from ready models!

Another site great for 3d models and 3d travels is google earth project - earth.google.com - which offers ancient cities to explore in 3d! (as example - Rome as it was in history).

​​​For creating maps - maps.google.com/mymaps

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2.2.d. Content and Copyright - digital plagiarism

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2.2.d. Content and Copyright - digital plagiarism

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smallseotools.com/plagiarism-checker

plagium.com

plagiarisma.net

tineye.com (images)

alerts.google.com

plagiarismtoday.com

Copy-paste is what most students think of when project-work is mentioned.

One solution for me was to divide the work in small steps and use wikispaces as a "place" to gather information. There students wrote and edited drafts before handing in the final products. This way we could all monitor the stages of the written material. It made a difference (up to a point of course).

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2.2.c. Content and Copyright - understanding copyright

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2.2.c. Content and Copyright - understanding copyright

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Students should learn about copyright.

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2.2.b. Content and Copyright - 7 things you didn't know about Wikipedia

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2.2.b. Content and Copyright - 7 things you didn't know about Wikipedia

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1. Wikipedia is pretty accurate. (It even admits itself that it might not be accurate - watch out for the banners)

2. It is pretty up-to-date. (it instantly updates itself because it uses the power of the crowds)

3. It has 'tabs'. (article, discussion, revision history, editing etc)

4. It is available in many languages (282)

5. Easy to reference (BUT ”Is it appropriate to be referencing a tertiary source like an encyclopedia as a sole source of information?”

6. Turn it into a book (or pdf)

7. It has some sisters (Wikimedia)

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A website to teach students about reliability of content

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A website to teach students about reliability of content

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Save  the Pacific Northwest Tree Octopus

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Help Save The ENDANGERED

From EXTINCTION!

The Pacific Northwest Tree Octopus

Rare photo of the elusive tree octopus
(Enhanced from cropped telephoto)

The Pacific Northwest tree octopus ( Octopus paxarbolis) can be found in the temperate rainforests of the Olympic Peninsula on the west coast of North America. Their habitat lies on the Eastern side of the Olympic mountain range, adjacent to Hood Canal. These solitary cephalopods reach an average size (measured from arm-tip to mantle-tip,) of 30-33 cm. Unlike most other cephalopods, tree octopuses are amphibious, spending only their early life and the period of their mating season in their ancestral aquatic environment. Because of the moistness of the rainforests and specialized skin adaptations, they are able to keep from becoming desiccated for prolonged periods of time, but given the chance they would prefer resting in pooled water.

An intelligent and inquisitive being (it has the largest brain-to-body ratio for any mollusk), the tree octopus explores its arboreal world by both touch and sight. Adaptations its ancestors originally evolved in the three dimensional environment of the sea have been put to good use in the spatially complex maze of the coniferous Olympic rainforests. The challenges and richness of this environment (and the intimate way in which it interacts with it,) may account for the tree octopus's advanced behavioral development. (Some evolutionary theorists suppose that "arboreal adaptation" is what laid the groundwork in primates for the evolution of the human mind.)

Reaching out with one of her eight arms, each covered in sensitive suckers, a tree octopus might grab a branch to pull herself along in a form of locomotion called tentaculation; or she might be preparing to strike at an insect or small vertebrate, such as a frog or rodent, or steal an egg from a bird's nest; or she might even be examining some object that caught her fancy, instinctively desiring to manipulate it with her dexterous limbs (really deserving the title "sensory organs" more than mere "limbs",) in order to better know it.

Map of estimated tree octopus maximum range, including spawning waters

Tree octopuses have eyesight comparable to humans. Besides allowing them to see their prey and environment, it helps them in inter-octopus relations. Although they are not social animals like us, they display to one-another their emotions through their ability to change the color of their skin: red indicates anger, white fear, while they normally maintain a mottled brown tone to blend in with the background.

The reproductive cycle of the tree octopus is still linked to its roots in the waters of the Puget Sound from where it is thought to have originated. Every year, in Spring, tree octopuses leave their homes in the Olympic National Forest and migrate towards the shore and, eventually, their spawning grounds in Hood Canal. There, they congregate (the only real social time in their lives,) and find mates. After the male has deposited his sperm, he returns to the forests, leaving the female to find an aquatic lair in which to attach her strands of egg-clusters. The female will guard and care for her eggs until they hatch, refusing even to eat, and usually dying from her selflessness. The young will spend the first month or so floating through Hood Canal, Admiralty Inlet, and as far as North Puget Sound before eventually moving out of the water and beginning their adult lives.

Why It's Endangered

Route 101, separating the rainforests of the Olympic Peninsula from Hood Canal

Although the tree octopus is not officially listed on the Endangered Species List, we feel that it should be added since its numbers are at a critically low level for its breeding needs. The reasons for this dire situation include: decimation of habitat by logging and suburban encroachment; building of roads that cut off access to the water which it needs for spawning; predation by foreign species such as house cats; and booming populations of its natural predators, including the bald eagle and sasquatch. What few that make it to the Canal are further hampered in their reproduction by the growing problem of pollution from farming and residential run-off. Unless immediate action is taken to protect this species and its habitat, the Pacific Northwest tree octopus will be but a memory.

The possibility of Pacific Northwest tree octopus extinction is not an unwarranted fear. Other tree octopus species-including the Douglas octopus and the red-ringed madrona sucker-were once abundant throughout the Cascadia region, but have since gone extinct because of threats similar to those faced by paxarbolis, as well as overharvesting by the now-illegal tree octopus trade.

Tree Octopus hat from 1923

The history of the tree octopus trade is a sad one. Their voracious appetite for bird plumes having exhausted all the worthy species of that family, the fashionistas moved on to cephalopodic accoutrements during the early 20th Century. Tree octopuses became prized by the fashion industry as ornamental decorations for hats, leading greedy trappers to wipe out whole populations to feed the vanity of the fashionable rich. While fortunately this practice has been outlawed, its effects still reverberate today as these millinery deprivations brought tree octopus numbers below the critical point where even minor environmental change could cause disaster.

While efforts were made in the past to preserve remaining tree octopus habitat, these were met with resistance by the timber industry, which has traditionally viewed the tree octopus as a nuisance, both because the octopuses favor the valuable, moss-shrouded trees of old growth forests-pitting conservation needs against lucrative sources of lumber-and because octopuses hiding among felled trees often gummed up sawmills and stained pulp vats with their ink.

Traveling sideshow exhibits, such as this one by Glen "Bones" Hartzell from 1942, demonized tree octopuses to the ignorant masses
(Click to enlarge)

These nuisances led many loggers to regard tree octopuses as bad luck, resulting in the pointless killing of octopuses on sight at logging camps in a misguided attempt at eradicating the troublesome species. Anti-octopus sentiment was so strong among loggers that some even began to fear that the octopuses were prone to attacking humans.

These fears were fueled in no small part by gratuitous stories involving tree octopuses harassing lumberjacks and distressing damsels in Northwestern-themed pulp magazines of the 1930-40s and variously "nipping", "entangling", or "suckering the flesh" of the heroes of men's action magazines of the 1950-60s. (The magazine publishers depended on cheap paper made from wood pulp and were glad to contribute to the anti-octopus propaganda campaign of the timber industry.)

To this day, misunderstanding and fear of these gentle creatures can still be found among many old timers, although education campaigns-and special octopus-separators installed at sawmills-have largely halted the practice of tree octopus eradication.

How You Can Help

More Tree Octopus Information

Posters motivate the citizenry to action! Post them!

Tree Octopus FAQs - Frequently asked questions, now with answers.

Tree Octopus Sightings - Includes photos of and behavioral research on the Pacific Northwest Tree Octopus and other tree octopus species.

Tree Octopus In The Media - appearances of tree octopuses, both real and fictional, in the media and popular culture.

Research On Other Tree Octopus Species:

The author of this article and its subsections is Lyle Zapato.
This site is not associated with any school or educational organization,
other than the Kelvinic University branch of the Wild Haggis Conservation Society.
Not to be confused with the Pacific Northwest Octopus Tree.

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Information about the endangered Pacific Northwest Tree Octopus and what you can do to save it.

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What is the purpose of the website? (inform, disclose, entice, sell, explain, give facts, persuade, share, give data?)

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2.2.a. Content and Copyright - reliability of digital content

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2.2.a. Content and Copyright - reliability of digital content

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Don't believe everything that you read.

Students need to be critical of everything that they see, listen to and read online.

Where does the information come from?

What can the URL tell you? Is it a personal page?

Who publishes the page?

Domain reliability:

.edu or .ac indicate a college or a university

.org is normally an organization,

.gov is normally a government entity

.com  is normally a commercial enterprise

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2.1.e. Searching the Internet - searching the future internet

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2.1.e. Searching the Internet - searching the future internet

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Google alerts

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2.1.d. Searching the Internet - hidden gems

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2.1.d. Searching the Internet - hidden gems

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Bing for videos and maps

Instagrok for projects

Wayback machine

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Google advanced search

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Any search engine relies on the types of input you put into in the first place.

If you don't know what you are looking for, if you don't ask the right questions, you are not going to find it.

Use important words only

Think about different ways to ask for the same question if you are not happy with the results.

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2.1.a. Searching the Internet - types of search engines

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2.1.a. Searching the Internet - types of search engines

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I found some of the search engines mentioned in the video particularly interesting (eg Quora, Instagrok). Most of them are completely new to me. As most of the people here I use Google although I hate the fact that they seem to keep track of everything we do.

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I like creating digital content (videos and blogs). I think I am fairly good at it (considering the fact that I barely have time to try out new things and that my knowledge is limited). I'm interested in creating code.

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Five key principles in our classroom.

Keep education values-based.

Concentrate not on the technology but on what is important to be a human being.

Teach young people to be resilient and also how to embrace change because change will be the only constant over the next years.

Put innovation at the heart of every curriculum.

Remain positive and always deliver the best possible service to children and young people.

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With the economic recession and all here in Greece, more and more young people are looking for employment abroad. All these tools can be of great help. The sooner they start using them the better their chances will be. So, yes I'm thinking we should start teaching them at school, especially in High Schools.

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The magic words being here "adaptability" and "ability to learn" in order to follow the changes with Digital Competence a major prerequisite. All these are positive and welcome. Being able to work from anywhere is also a plus. However I am not sure whether all these actually empower employees or make them potentially more vulnerable.

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10 things young people should have by leaving school(?)

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10 things young people should have by leaving school(?)

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10 things that young people should be leaving school with in 2015: 1. The ability to set up a Wi-Fi network 2. The ability to back up to the cloud 3. Basic photo editing 4. Basic video editing 5. Google docs and Microsoft Office 6. HTML and basic coding 7. How to set up a website and domain 8. Converting file formats 9. Online banking 10. How do you brand yourself in a digital community

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Digital competence is the set of knowledge, skills and attitudes that are required when using ICT and digital media to perform tasks, to solve problems, to communicate, to manage information, to collaborate, to create and share content effectively online.

Digital competence involves the CONFIDENT and CRITICAL use of ICT for

1. Work

2. Leisure

3. Learning

4. Communication