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The importance of an ecosystem

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Module 4 - 4.6 Apps and Tools for Personalisation and Flipping the Classroom

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Module 4 - 4.6 Apps and Tools for Personalisation and Flipping the Classroom

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Prezi, Google drive, Moodle, Scrach, glogster, pbworks, dipity, mind42, vuvox

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Module 4 - 4.5Challenges of the flipped classroom

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Module 4 - 4.5Challenges of the flipped classroom

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The biggest challenge is to persuade the educational authorities, headmasters and of course parents about the implementation of such educational reforms and the benefits for the students.

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Get the award-winning app that extends Schoology's powerful learning management solution to your iOS device. Manage your classroom, create and submit assignments, participate in interactive discussions, perform assessments, collaborate with your peers, and much more!
With Schoology's iOS mobile app, you can have rich and engaging academic experiences anytime, anywhere. Start by registering for a free Schoology account today.

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Top 20 ipad apps to flip your classroom in #tabletscourse

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I have no experience of flipping classroom. According the testimonies I saw to the videos it seems to have many benefits. But I am skeptical about this teaching method. Does all students have access to the internet at home? All students have their one devices? If in all subjects the teachers follow the flipping classroom what about the students free time; Is it good for their health to stay a long time connected in the internet? And a last thought, a flipping classroom needs a lot of material prepared by the teacher. This requires systematic training of teachers in various applications.

In my country with an educational system, that does not respect the individual needs of students the implementation of such teaching methods require a total reformation of the educational system.

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Module4- 4.2 Tablets and Personalization

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Module4- 4.2 Tablets and Personalization

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We don’t have tablets in the classroom and we don’t have Wifi connection. But if I had I think that I will use it in biology in order to teach them some subjects in the outdoor, For example for the ecosystem, in our school garden, by taking pictures, creating a photo gallery with different plants, or insects they could find in the garden.

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Module 4 -4.1 Learning style of your students

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Module 4 -4.1 Learning style of your students

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A two years ago a gave to my students a questionnaire in a attempt to find out their learning style. The results were disappointing. No one could specify the way he learns. The Greek school system does not respect the needs of each student. Every student have to learn a huge amount of information, and nobody is interested individual needs, even a student have special needs. As a teach for more than 30 years, I personally observe the way my students work and learn from the first year ( I teach the same students for 3 years) and I try to adapt my teaching by using different type of exercises based on video, music, craftwork, stories, drawing.

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Module 3 - 3.5 Apps for collaborative learning 

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Module 3 - 3.5 Apps for collaborative learning 

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Flipdoard

Huntzz

Google Drive

Moodle

Prezi

Mind42

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G Suite has revolutionized education. With its highly collaborative, online/offline format - and its attractive price tag (free!) it provides students and teachers with effective tools for a blended learning environment.

The way that G Suite is interactive and easy to share is powerful. My students can share ideas in real time with other students around the world, an option that never existed before.

There's so much you can do with these apps in class to get students - AND teachers - working together.

Here are 30 collaborative G Suite apps activities that you can use in your own classroom.

DOCS

1. Shared notes. Students often have lots of information to share with each other when they work together as a group. By sharing a document with group members, they can all add ideas and resources - and see everyone's changes in real time.

A table of contents can make a large document more manageable. It can also help collaborators find their area on the page quickly and easily.

Admin application: A document like this can let everyone on staff share info/notes/etc. without having everyone digitally step on each other's toes as they modify the document. Teachers can use this in committee work and at staff meetings.

2. Rethinking rough drafts. With the comments feature in Documents (and other Google Apps), rough drafts aren't a paper students submit to a teacher. They're a process. Teachers can guide students throughout the entire writing assignment so there are no surprises when it's time to turn work in.

3. " Add and pass" activity in docs. Have you ever played a game where someone begins a story then the next person adds to it, the next adds a little more and so on? This is a digital version of that. Begin with an image at the top of a blank document (perhaps a picture of a spooky house, a historical figure, a scene from a story or anything you want!). Share the document with a group of students. Number students off. Student 1 writes the first part of the story. Student 2 begins where they left off adding to the story but giving it their own spin. This continues until you have a completed story. You can give students a certain number of words or sentences they need to add or just let them go.

SLIDES

4. Shared presentations. Create a presentation with one slide per student and give students permission to edit it. Then assign an activity - some quick Internet research, a writing prompt, an image search to find an example, etc. When they're done, show the presentation on a projector. It's student work instantly on display. Want some more guidance? Check out my post on student collaboration in shared Google Slides for step-by-step instructions and ideas for using them in class!

5. Virtual art gallery. This goes for any creative student work - poetry, video, visual art, etc. Display the work in a presentation via text, image or video. Share the presentation with permission for anyone to add comments, or embed a live version of the presentation in a website for others to see.

Kick this assignment up a notch with a Google Earth and Slides appsmash! Google Earth is a visually stunning experience, giving users a first-person view of life from places around the globe. Google Earth is great for giving virtual tours, but there's a simpler and faster version of it. Take screenshots of scenes from Google Earth and paste them in a Google Slides presentation. Add a title and/or some text description. With lots of slides, a virtual tour can happen quickly and meaningfully.

6. Collaborative "Caption This" activity When you add a speech bubble or thought bubble to an image, you let students speak or think for the subject of the photo. Understanding different viewpoints is also a great way to delve deeply into a topic. When students can take the place of the person in the image, it helps them see what's happening in a whole new light. When students work together in groups, the conversations around what the characters should be saying brings the " Caption This " activity to a whole new level.

Select a set of pictures that either introduces your current lesson focus or is key to your subject for the lesson and let students caption them as a group. You can add the images to a Google Slides presentation and share the same set of images with each group of students through Google Classroom. OR, you can have students create a new Google Slides presentation share it one another and add the images themselves.

Add a thought bubble or speech bubble to each of the pictures. Give students a prompt for filling in the bubble, or give them freedom!

When they're done, have students turn the image into you via Google Classroom (or however you collect digital work) and share each group's presentations with the class. Have groups share why they chose their captions, how it differs from other groups, and how they came up with it as a group.

7. Create a class yearbook. This idea comes from Jennifer Scott, an English teacher, and technology leader in California. Rather than pay companies for high-priced software, students use Google Slides to create their own Basic Yearbook. Think of Google Slides as a blank canvas waiting for student graphic designers.

To create a unified look, students create with Image templates. These layouts can be duplicated and their images replaced with images shared either with Google Drive or Google Photos via Google Classroom. In the example below, the image templates in the Word Art Yearbook layout are replaced with photos from the #Mex16 Google Innovator Academy. are written to preserve memories.

A layout like this...

...becomes this.

SlidesYearbook.com was born in December 2016 and continues to grow. Easy-to-use directions are available on the website in both English and Spanish. If creating a yearbook from scratch is not an option this year, feel free to use already created . Start with a class yearbook and move to a schoolwide yearbook next year.

8. Digital brain dumps.Use a more brain-friendly way to study! Retrieval is the practice of studying by pulling information from the brain. That's different from traditional studying methods, like re-reading chapters and reviewing notes. Retrieval can be done with a brain dump, where students write down everything they remember about a topic. A collaborative brain dump lets students do that writing on their own slides within the same slide presentation. Each student gets a slide for his/her own brain dump. Then, as a group, the class can identify what the class knows well and what each student left off of his/her own slide.

SHEETS

9. Quick "do now" activities. Create a spreadsheet and assign each student a row on it. Ask a question to gauge comprehension of a new concept in class. Students type their answer in the shared spreadsheet but don't hit "enter" until you tell them. When they do, it's fast, instant feedback on what they know.

10. Weather/environment lab. Science classes (or any class, really!) can connect with one or more classes in another city, state, province or country and gather data about the weather or environment around them. Log it in a Google Spreadsheet with a page for each location. Compare and contrast the world around you.

11. Sign-up sheets. They're a necessary evil for many activities in schools. By making and sharing a digital place to sign up, you eliminate paper and make your list accessible anywhere. Create a spreadsheet that can be edited by anyone with the link (using the blue "Share" button).

12. Give students their own tab automatically. In a spreadsheet, a tab is a perfect workspace to give each student. It's easy to access each student's work. Every student has virtually unlimited space for working. By using the RosterTab template by Alice Keeler, you can generate personalized tabs for each student. Provide a roster (by typing names or copy/pasting them) and run the script. There are instructions in this blog post.

DRAWINGS

13. Interactive whiteboard. Create a Google Drawing and share it with students, giving them permission to edit. Display the drawing on a projector screen. Students can add text and shapes, draw arrows to important ideas and connect concepts with lines. Everyone can make changes, and anyone can watch - in class or away.

14. Informational graphics. In traditional research reports, students gather information, analyze and organize, and then present their findings in essay style. They could demonstrate all of those findings in another way - with an informational graphic! Infographics are all over social media and are very popular. Learning to create an infographic is a useable skill in the real world.

15. Timelines. Students can work together to add text and pictures to mark events on a timeline. Use the same elements from the informational graphics above to create timelines. Add a horizontal line to a drawing. (Pro tip: Hold down shift while drawing the line to make it truly horizontal and straight!) Add information for the different dates on the timeline and illustrate them with images. When they're finished, the image can be saved as an image file (JPEG or PNG) or a PDF file. It can also be embedded in a site to share with others.

16. "Add and pass" activity. To spark creativity for the day, have students create a new drawing and add a few elements to it (some shapes, lines, etc.) and pass it digitally to another student (through a shared folder or with a link). View the students' work in class afterward. These drawings can be used as writing prompts or story starters too. You can even use these images as the prompt for the "add and pass" activity in docs mentioned above!

17. Collaborative interactive posters. Creating posters is an activity that's a staple in many classrooms. If you don't want to hassle with glue sticks, markers and magazines for cutting images out, Google Drawings can help. Drawings is a great spot for creating interactive posters. Regular posters are static and only contain the information you can fit on them. Interactive posters have clickable links, making the poster just a starting point for more information.

How to do it: Students create a Google Drawing and share it with the other members of their group. They add text boxes with information and shapes to help organize (think of the construction paper behind the text). They can add Creative Commons images by going to Insert > Image ... > Search tab to be good digital citizens. (This falls right in line with my post on how to find and use images the right way in class!) They can highlight text and push Ctrl+K or go to Insert > Link ... to make clickable links in their text. Want some more guidance? Check out my post on interactive Google Drawings posters with an example you can click on and copy into your Drive if you'd like.

18. Picture This and Take a Stance. Instead of asking students to write a quote or caption like in the caption this activity above, let's start with a quote!

Have students find a quote from your content or a character/historical figure and add it in a speech/thought bubble to a Google Drawing. Students will then share it with a partner.

Their partner adds a picture that illustrates the quote. They can find an image using "Insert" and "Image" and "Search the web."

Students explain the scene. Students can add a text box or a shape at the bottom of the image for typing text to explain the scene.)

Once they have added their explanation of the scene, then they form an opinion/take a stance and write about their opinion/stance. You can even ask students to add a Bitmoji, avatar, emoji or other images that represent how they feel and have it take a stance. (Note: Some Bitmoji images are inappropriate for younger children. You might want to use emojis instead OR just download some Bitmoji images in a Google Drive folder you can share with students.)

When they're done, have students turn the image into you via Google Classroom (or however you collect digital work).

FORMS

19. "Choose your own adventure" stories. This one can take some serious student planning, but the results are worth it. Using the "Go to page based on answer" feature in Forms, students can work together to create a story where the reader chooses how the story unfolds. Students write the story and give the reader options with multiple-choice questions.

20. Exercise or reading logs. There are many things students can log using forms. Teachers gather information using forms. Student data is gathered in a spreadsheet, where it can be sorted and analyzed. Teachers can display any information they see as pertinent to classes for discussion or analysis.

21. Digital share out. Students can use a Google Form to share their learning. Have students respond to the same Google Form sharing their information, ideas, reflection and a link to their work. Provide a "view only" link to the spreadsheet of results to the class. That way, everyone can see everyone else's ideas all in one place. Changing the sharing permissions to "anyone with the link can comment" allows students to give feedback to one another within the same Google Sheet.

HANGOUTS

22. Mystery Hangouts. Using Hangouts - Google's video chat service - classes from different parts of the country or the world can play this "guess where we are" game. Find a class (using your own contacts or through this Mystery Hangouts Google Plus group) and video chat using Hangouts. Students ask each other yes/no questions until they guess where in the world the other class is. A Mystery Hangout is a great, fun, engaging activity that more classes should take advantage of.

23. Sharing learning. After you've had a Mystery Hangout, continue that connection between the two classes. Connect and share what each class has been learning - or share in the same lesson across many miles. Ask questions. Reflect. Add information. Use each other as a resource. It's a great way to connect your classroom to the world.

24. Guest speakers. Can't afford to fly in an author, researcher, professor, historian or scientist that's an expert in what you're studying? Try to arrange a Google Hangout. Even a short Hangout can make a long-lasting connection with students. All speakers need is a webcam, an Internet connection and some time. You never know if they'll do it until you ask!

SITES

25. Share and discuss student work. By creating a site for student work - either individual student ePortfolios or a class site - you're giving your students' hard work at home online. You also give it a global audience. Anyone in the world can find and comment on their work. Sure beats writing for just the teacher - an audience of one.

26. Create a class or group Breakout EDU Digital. Like the choose your own adventure activity this will also take some serious planning and combines quite a few G Suite apps embedded in a Google Site. With Google Forms and data validation, students can create a digital version of the locked box and hasp from Breakout EDU then use presentations, drawings, docs or other puzzles making tools to create clues.

Be sure to check out this Wakelet collection of ready to play Breakout EDU Digital games for you and your students. It's a great idea to experience the game from a player's perspective before diving in and creating one of your own.

Mandi Tolen, a Missouri math teacher, and #DitchBook Twitter chat regular, created a Breakout EDU Digital game for her students. It's called, "Digital Breakout Data Cruncher."

She's a big fan of using Breakout EDU Digital to get kids excited about learning. "BreakoutEDU is a great 'hook' for a lesson," she said. " It provides opportunities for students to problem solve and persevere. While solving the Breakout, students will be learning about the content. It would also be amazing to have students create their own BreakoutEDU."

Mandi's steps:

You can create a digital BreakoutEDU using Googles Sites as the shell. By inserting a two column table onto the main page of your site and embedding a Google Form on one side and Google Drawing image on the other, you can create an exciting adventure for your students.

On the Google Form, you will insert a timer from YouTube (BreakoutEDU has one you can use or find another if you want less then 45 minutes) and make sure you validate each answer so students can't continue until they have entered the correct clue.

In Google Draw, create your image with invisible hotspots linking to the websites or clues. To create an invisible hotpot, create a shape on top of the image and change the line and fill to transparent. You can still insert a link into the invisible shape. Make sure its order is in the front. Have a few people test your BreakoutEDU to make sure they can solve the clues. You know what you intended but you want to make sure the clues aren't to difficult (or easy.)

Play "Digital Breakout Data Cruncher" here: https://sites.google.com/site/digitalbreakoutdatacruncher/

And check out Mandi's tutorial on making a Breakout EDU Digital game: https://infinitelyteaching.wordpress.com/2016/05/01/make-a-digital-breakoutedu/

Want some more guidance? Check out this guest blog post by Justin Birckbichler and Mari Venturino on creating and using Breakout EDU digital games in your classroom.

GOOGLE CLASSROOM

27. Share project resources. Students can use the stream in Google Classroom as a place for posting ideas and conversation - to list sites, articles, and ideas for a collaborative project.

28. Take a quick poll. Create a question in Google Classroom. You can create short answer or multiple choice questions and can also have students reply to one another.

29. Create a Frequently Asked Questions section (or document). Create an "anyone can edit" FAQ document for frequently asked questions. When any student asks a question, type your response (and the question) in the document. Or ask the student to type a summary of your answer in the document for other students! In fact, students can be encouraged to add questions their peers might come across with their own responses

30. Group activities. Google Classroom allows you to assign an activity to a group. Then, all the group members are all together in one place. You won't have to check and double check who is in which group.

What are other ways to use Google Apps to help students, teachers and others at schools collaborate? Which of these are you most apt to use? Share your ideas in a comment below!

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30 collaborative Google Apps activities for schools - Ditch That Textbook

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G Suite has revolutionized education. With its highly collaborative, online/offline format - and its attractive price tag (free!) it provides students and teachers with effective tools for a blended learning environment. The way that G Suite is interactive and easy to share is powerful.

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Module 3 - 3.4 Assessment & Collaboration

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Module 3 - 3.4 Assessment & Collaboration

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I don’t use tablets during projects only laptops. When I have to assess my students I read their diary, where they have to write all the steps they follow, in order to complete their task. At the end of each project I give them a self-assessment and a pear assessment questioner.

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Educational Technology and Mobile Learning

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The Top 27 Free Tools to collaborate, hold discussions, and Backchannel with Students

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A platform that provides reviews of educational web tools and apps to help educators, teachers, and students integrate technology in education.

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Module 3 -3.3 Success factors of school to school collaboration projects

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Module 3 -3.3 Success factors of school to school collaboration projects

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For many years (since 2005) I am using etwinning for school – school collaborative projects. It’s a wonderful platform that give us the opportunity to meet other teachers and students, all over Europe, in order to share ideas, and learn about culture, art, etc. We don't have tablets at school or WiFi connection yet that is way we are always using laptops in the ICT room. Our projects had different subjects, like tourist flyiers, gardening, customs and traditions, exchanging ideas about craft ideas. Two of the projects had a recognition by winning the European quality label

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Module 3 -3.2 Challenges on collaborative work

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Module 3 -3.2 Challenges on collaborative work

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- I set a time limit

- Each students has a different task to achieve.

- Each student has his own portfolio

- Each student have a diary where he explains how he works

- We use padlet, google drives for sharing information, in that way I can see the contribution of each students In the final product.

-At the end they are assessed also by their classmates.

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Module3 - 1.3 Forming Groups for Group Work

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Module3 - 1.3 Forming Groups for Group Work

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I work very often in groups with my students. The way I form the groups it depends on the level of my students and the aim of their work. Usually in the classroom coexist brilliant minds, good students, students that are lonely, shy or their knowledge level its lower than the others, or they have special needs. That’s way it’s me who decides the members of each group. In order to form the groups I ask the students to write on a piece of paper the names of tree classmates that they would like to work together.

To form groups, Ι pass their choices on a table and then I try to respect them, in a way, that each student has at least one partner from the given list. The formed groups are small (4 to 5 students), and students rarely complain.

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Module 2 -  2.3  An actual piece of content that you can use as an example for a content creation project in your classroom

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Module 2 -  2.3  An actual piece of content that you can use as an example for a content creation project in your classroom

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This short animation were created with Goanimate, in order to explain to my students in a funny way, how they have to work during the Technology course. Unfortunatly it's in Greeek.

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Watch the video: technologia course by elkabr on GoAnimate.

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Module 2 - 2.1 Learning Scenarios (What do you make of the Learning Scenarios concept? Maybe you have even used Learning Scenarios yourself (in another project)? Share any reflections and ideas linked to Learning Scenarios here.)

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Module 2 - 2.1 Learning Scenarios (What do you make of the Learning Scenarios concept? Maybe you have even used Learning Scenarios yourself (in another project)? Share any reflections and ideas linked to Learning Scenarios here.)

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I teach for many years but the first time I learned about Learning Scenarios in combination with ICT was last year when I've participated in the course "Future Classroom Scenarios". Since then, I tried just once in a small project concerning the GMO in food. It was very helpful, and the outcomes were very interesting. I spend a lot of time and thinking to make the LS but it worth it.

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About my school 1st Gymnasio of Neo Psychiko

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About my school 1st Gymnasio of Neo Psychiko

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The school is a junior high school, with 200 students, from 12 to 15 years old and 17 teachers.

We are a Gymnasium that means that we belong to the Lower Secondary Education System.

Lower Secondary Education, Gymnasio, lasts three years and its grade is divided in classes. Main goal is to promote the all-round development of the pupils according to their abilities at that age and to the corresponding demands of life.

Our school is a day school, courses start at 8:15 and end at 14:00.

The school year starts on September 11th and ends on June 30th.

During the academic year, there are holidays totally amounting to four (4) weeks.

Teached subjects: Religious Education, Ancient Greek Language, Ancient Greek Literature, Modern Greek Language, Modern Greek, Literature, History, Civics and Social Studies, English, French or German, Mathematics, Physics, Chemistry, Geography, Physics, Physical Education, Music, Arts, Home Economics, Computer Science, Technology.

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1ο Γυμνάσιο Ν. Ψυχικού - ΕΝΑ ΣΧΟΛΕΙΟ ΑΝΟΙΚΤΟ ΣΤΟΝ ΚΟΣΜΟ - ΤΟ ΣΧΟΛΕΙΟ ΜΑΣ

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Είναι άρτια εξοπλισμένο, με εργαστήρια Πληροφορικής, Τεχνολογίας, Καλλιτεχνικών, Μουσικής, και Φυσικών Επιστημών. Για το μάθημα της Φυσικής Αγωγής υπάρχει γήπεδο ποδοσφαίρου 7Χ7 , βόλλεϋ, και μπασκέτες.

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Module 1 - 1.5 App for teaching: Edmondo

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Module 1 - 1.5 App for teaching: Edmondo

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I have never used Edmondo. It seems interesting and easy to use. I use moodle to share materials for my courses. With moodle students don’t need an email to connect, just codes I give to them and the environment it’s absolutely safe.

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Module 1 - 1.4 What classroom chalenges do I already faces or I do anticipate facing when using tablets?

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Module 1 - 1.4 What classroom chalenges do I already faces or I do anticipate facing when using tablets?

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For the present moment I don’t use tablets with my students but I suppose that I would face two challenges. The first will be to persuade them to use the tablets for completing the teaching tasks and outcomes, and not playing or watching videos or using social media.

The second challenge will be to find the suitable apps in order to create activities that will be interesting for the students,  and according the curriculum.

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Module 1 - 1.3 What whole school chalenges do I already face or do I anticipate facing when using tablets?

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Module 1 - 1.3 What whole school chalenges do I already face or do I anticipate facing when using tablets?

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The most important challenge is the finance of such a project. Tablets are not very expensive but there is no money available for purchase of such devices.  A solution maybe that students can bring their own devices and if there are not enough they can collaborate .

An issue is the adaption of the syllabus and curriculum of greek school to enable the use of tablets. In all subjects I teach students have to pass at the end of the year final exams, I don't see how the use of tablets will help them to reach that task.

There are no apps in the Greek language, and many apps that can be used in education they don’t fully support the greek language.

Also according the instructions of the Ministry of Education is not allowed to have Wifi connection at school!!

An other challenge is the unwillingness of colleagues and principals to leave their comfort zone and understand that they should become ICT-literate in order to satisfy the needs of their students.
Some time you fill that you are alone as there is no support by anyone.

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Module 1 - 1.2 Why do you use or want to use tablets in your teaching?

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Module 1 - 1.2 Why do you use or want to use tablets in your teaching?

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The experience in tablets it’s only for personal use. In my classroom we use laptops from time to time, with cable connection to the internet. We don’t have WIFI access, and there are no foundings available for bying tablets.

If I had the possibility to use tablets it would be the tablets that my students already have.

I will use them, because by using them:

1, teaching will be more flexible

2. teaching can be personalized

3. students are more independent

4. They can collaborate from distance and exchange ideas

5. they will learn to use technology creatively

6. they can have access in real time and be eveluated.

7. the divices are light, and easy to transfer every where

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Hi, I am Eleni from Athens, Greece. I teach in a junior high school in a suburb of Athens, Neo Psychiko. My students are from12 to 15 years old , I teach to all grades.

Ihave a teaching experience of 31 years, and I am in the same school the last 20 years.

I am agriculturist and I have also an educational degree. The subjects I teach are Technology, Biology, and Home Economics. I am an active member in etwinning, and I was the coordinator in two comenius project in the past.

For the needs of my lessons I have created in my classeroom a second mini ICT lab were I have laptops to work with my students.

I consider my self a creative teacher, so I have three differnet students group, beside my ordinary classes. Those groups are: a cooking team, a environmental team and a theater group . All theese projects "run" after the ordinary school timetable, in the early afternoon.