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I cannot believe I’m writing this post. I cannot believe I have finished. I cannot believe all I have learnt and I cannot believe that I am on the right track.

It is a long time, a few years now, that I started to attend courses about technology and little by little I started to hear about Project Based Learning, collaborative and cooperative work but although I have set activities using new technologies, it is only this year that I have started to do little things about projects and lately, with the help of this MOOC I am starting to prepare little missions. My students and myself are happier with the little changes.

My favorite assignment was the creation of a mission. I was surprised how quickly the mission came to my mind. The examples provided were of great help, too. Also, I got lots of ideas from my partners’ missions. I have learnt a lot from others’ work. I also have to mention that the creation of badges was amazing and very useful tool: it provides students with an extra motivation.

I must add that the creation of a digital resource for parents

I cannot decide which module helped me the most since I have learnt so much from each of them. All of them were useful in a way: missions were stimulating ( I remember telling my husband about the tweaking of my activity); learning about digital learning theories were intense but I enjoyed a lot since it helped me to understand the grounds of learning and teaching; creating a presentation for parents was also hard because I really prepared it for using with my pupils’ parents, so I was very conscious on what I was preparing; and preparing a collaborative lesson with another teacher was rewarding. I have really enjoyed everything.

I must say that the whole course has been challenging because it has taken place at the same time as the end of term and you know the workload teacher have. It was challenging too because I have used tools that although I had heard of them I had not used them before. However, I am very excited and happy with myself because I feel more comfortable with these tools and what is more, I have learnt to use them for my students in a cooperative way, which is, I am starting to use them with my pupils, such as padlet.

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You can get ideas of collaborative projects by looking at these examples:

Read Aloud to the World

The Global Read Aloud

Young Clovers

Around the World with 80 Schools by Langwitches

Write Your Story

The Monster Project

The Lunchbox Project

The Global Hello Project

Coffee Chug Wiki

The Odyssey World Trek

Glogsters From the World Wiki

Feel free to use any collaborative web tool to plan the activity, but we recommend the following collaborative tools: Padlet, Voicethread, Skype, Skype Education, Google Docs and Slides, Edmodo, PBWorks, and Schoology.

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Unit 4. Reflection on Survival kit and Parents' digital and learning Resource

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Unit 4. Reflection on Survival kit and Parents' digital and learning Resource

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My survival kit is full of different manipulative activities. Children love using different games and activities, mainly in the computer and online. However, along the years I have experienced how much children love doing manipulative and cooperative activities with their partners and this is what I do when things go awry and internet doesn't go properly. When we do these activities, children are engaged and enjoying them so after a time we are able to continue with the planned work.
The reflection on the second part of the unit, that is, creating a resource for parents, it is that with this parents and teachers are on the same boat and parents know and understand what their children are doing in class. I say this because I started to use new technologies with my year4 children and at first parents were worried. Now with this resource I can show them that we follow some steps to make a good use of resources and we pay attention to their children's digital safety.

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Unit 4. DESIGN A DIGITAL CITIZENSHIP AND LEARNING RESOURCE FOR PARENTS

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Unit 4. DESIGN A DIGITAL CITIZENSHIP AND LEARNING RESOURCE FOR PARENTS

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At last, my presentation for my pupils' parents about digital citizenship and digital competences. It is open to include more information according to the needs. This is the real presentation I'm going to use in the 3rd term parents meeting.

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NUEVAS TECNOLOGÍAS E INTERNET

RECURSOS EDUCATIVOS PARA PADRES

1. INTRODUCCIÓN

4. GUÍA DE SEGURIDAD Y PRIVACIDAD EN INTERNET

7. PARA SABER MÁS- ARTÍCULOS

3. 5 PASOS PARA UN USO FAMILIAR ADECUADO DE LOS MEDIOS DE COMUNICACIÓN Y NUEVAS TECNOLOGÍAS

5. VIDEOS

6. JUEGOS

2. COMPETENCIA DIGITAL

La tecnología ha llegado para quedarse. Tiene ventajas y desventajas por lo que hay que enseñar a nuestros hijos y alumnos a hacer un buen uso de ella.Debemos mostrarles cómo comunicarse de manera adecuada y siendo amables con otras personas.Informarles sobre la protección de datosMostrarles que deben estar alerta sobre los posibles peligros (cyberbullying, ...)Ya hay estudios sobre los problemas que acarrea la sobredosis de estos dispositivos: problemas de sueño, obesidad, bajo rendimiento escolar...

COMPETENCIA DIGITAL

Implica el uso creativo, crítico y seguro de las tecnologías de la información y la comunicación. Para su desarrollo es necesario abordar:

La informaciónLa comunicaciónLa creación de contenidosLa seguridadLa resolución de problemas

1. EQUILIBRIO

2. DA EJEMPLO

3. COMUNICACIÓN

4. HORARIO

5. SELECCIÓN

entre distintas actividades: tiempo libre, deberes, con la familia, tareas de casa, ...

no uses los dispositivos mientras conduces, en conversaciones importantes, en la comida, ...

comunícate con tu hijo: gustos, inquietudes, juegos, ....

crea un horario libre de medios de comunicación y de tecnología: lectura, juego, conversación, ...

elige los productos de acuerdo a la edad de tu hijo y la calidad del programa o juego.

5 PASOS PARA UNA DIETA FAMILIAR SALUDABLE DE LOS MEDIOS DE COMUNICACIÓN

GUÍA DE SEGURIDAD Y PRIVACIDAD EN LA RED

Pantallas amigas

JUEGOS PARA APRENDER

Toda la familia puede jugar. ¿Quién es el que más cultura de ciberseguridad posee de toda la casa? Adquiere conocimientos para hacer un uso más seguro de los servicios de Internet.

En esta aventura gráfica nos pondremos en lugar de Sergio, un joven amante de los videojuegos y la moda retro, al que deberemos ayudar a proteger la casa inteligente de sus padres de los ataques de un escurridizo Cybercrook que intentará apoderarse del proyecto en el que el padre de Sergio está trabajando.

In this section, you can find... Educational computer games that introduce kids to key ideas in media and digital literacy. These games are a great way to start a conversation on media issues in the home or classroom, and you can play most of them right here on our website.

Webonauts Internet Academy is more than a game. It's an opportunity to engage your child in what it means to be a "digital citizen" - someone who respects others on the web and in everyday encounters away from the screen.

MÁS JUEGOS

¿Quieres saber más?

From a Safer Internet to a Better Internet for Kids

Cómo ver un vídeo sin publicidad y eliminar los pops-up and

¿Qué es "digital citizenship"?

Pantallas amigas

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Digital, Citizenship and Learning Resource for Parents by fmartinezandreu on Genially

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NUEVAS TECNOLOGÍAS E INTERNET RECURSOS EDUCATIVOS PARA PADRES 1. INTRODUCCIÓN 4. GUÍA DE SEGURIDAD Y PRIVACIDAD EN INTERNET 7. PARA SABER MÁS- ARTÍCULOS 3. 5 PASOS PARA UN USO FAMILIAR ADECUADO DE LOS MEDIOS DE COMUNICACIÓN Y NUEVAS TECNOLOGÍAS 5. VIDEOS 6. JUEGOS 2. COMPETENCIA DIGITAL La tecnología ha llegado para quedarse.

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Within my survival kit, I would like to include some games and apps that I use but since we only have a computer in the class, they are included in my blog and pupils use them at home. However, when things really go bad I have a kit with different games which my pupils can play and revise vocabulary with. They really enjoy these set.

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REFLECTION 1, UNIT 5. COLLABORATIVE WORK

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REFLECTION 1, UNIT 5. COLLABORATIVE WORK

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·         What was your global collaboration project?

Our collaboration project was to create new versions of poems and share them with other pupils as well as making comments to their productions.

·         What did planning a global collaboration project with a peer in this course teach you?

At first, I was a bit concerned about the challenge but, honestly, I have really enjoyed working with another colleague. I learned that in order to work together we have to make concessions, abort your original idea, which is not easy at times; we also have to reach to agreements. However, we were keen on cooperate together and made decisions very quickly. Some other thing that I learned (although I already knew) is that when you cooperate with other ideas come to you in a quicker way and in amount. You also learn from another person: you share ideas and learn from others. I also noticed that we were both making comments on things that we had to complete, in a very friendly way. I really enjoyed working with Marta.

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Apart from explaining pupils orally and graghycally how to work with padlet, I have created a tutorial of how to use it.

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Goal:  to collaborate with other educators to design a collaborative activity for your students.

1. In this unit, you will evaluate several types of global collaboration projects

2. in order to better plan one in the future for your students.

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Learning to partner with parents.
An effective teacher is prepared to continue the learning even when lesson plans go awry or the technology fails.

1. by building survival kits.

2. partnering with parents to help their children with their learning needs.

3. Therefore, we will explore how to use technology to communicate with parents regularly about the curriculum and their child’s progress.

4. Continuous communication is key to engaging parents and connecting with them.

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UNIT3. SKILLS TO MEET THE NEEDS OF A DIGITAL WORLD

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UNIT3. SKILLS TO MEET THE NEEDS OF A DIGITAL WORLD

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We need to make sure our students are learning skills to meet the needs of a connected and digital world. Some of these skills include:

·         digital safety and citizenship,

·         literacy,

·         research skills,

·         creativity with digital tools and programs,

·         visual rhetoric, collaboration,

·         design, coding, project management, and problem solving.

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I have made a survey with my pupils aged 9-10 about their habits and experience using the internet and different technological devices. The results are as follow:

·         They started to use internet when they were 5, 6, 7, 8 years old. Two of them did it when they was 3 years old.

·         They use devices and go in the internet, mainly youtube, every day. They spend around 1 hour a day.

·         Their parents know they are in the internet but 80% of the parents do not check where their children are.

·         They do not post any videos or photos of themselves on the internet. They are aware of not uploading pictures or personal videos.

The information I extract from here is: on the one hand, pupils make a poor use of internet since they mainly use it to play and go in youtube and, on the other hand, parents allow their children to navigate and they do not check what and where they are.

In relation to their digital footprint, I have started a shedule to teach about the fact of protecting their identity. I am an English teacher and I found excellent resources concerning this topic in https://jr.brainpop.com/artsandtechnology/technology/internetsafety/ and https://learnenglishkids.britishcouncil.org/en/video-zone/five-internet-safety-tips My students are very young, they are in year 4, primary.

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Recommended free web tools and apps, include Popplet (Web/iOS), MindMeister (Web/iOS/Android), Creately (Web), Lucid Chart (Web), Bubbl.us (Web/iOS), and Coggle (Web).

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UNIT 3. REFLECTION ON LEARNING THEORIES AND DIGITAL FOOTPRINT

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UNIT 3. REFLECTION ON LEARNING THEORIES AND DIGITAL FOOTPRINT

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DIGITAL LEARNING THEORIES:

I have felt this unit a bit more intense and it has reminded me of the university, studying theories and concentrating in order to be able to understand this information. It seems as if my brain was out of order and not used to think and reflect so deeply any more. However, better or worse, I succeeded. I have been reading a lot about all the digital learning theories in order to get a general background and being able to go for one. Together with this, I have read some of my partners’ contributions in the MOOC. I have done so because I always believed that we learn from other’s opinion and this has been confirmed by a video I watched about the theory of Connectivism (https://goo.gl/1hwAwz). I would like to comment on some ideas that crossed my mind while reading about Connectivism: it  reminded me the way neurons work and how connections are made when there is learning. A month ago I attended a lecture for teachers about how the brain works and I got really impressed with the explanation of the doctor showing how neurones make and don't make connections. These connections are, in a way, similar to the connections that have to be made or built in order to achieve a goal and therefore learning is produced, according to Connectivism. I  read about the principles and how this theory is explained in http://education-2020.wikispaces.com/Connectivism   There is a video explaining how this theory of connections is developed in a student through the completion of a meaningful activity. What I find useful and read in this theory is that it resembles at the way I started to learn at the university (sad it wasn't at school, secondary and high education) and the way I learn nowadays by my own interest and also in the MOOCs: I investigate different sources; I share a good finding and add to a bookmarking site or twitter and Facebook; check others' opinions too; I reflect in my learning diary...

After all the hard research I decided to create a mindmap about RAT because I had the feeling that it would guide me in my process of using and integrating technology in my lessons in a more meaningful way and in a more paced way, setting a goal at a time. After reading the information, I have become more aware of some activities that I use that could be done without the use of technology. However, I have seen that there are other activities I am implementing where there exists real transformation.

A reflection on this unit is that I am more aware of the type of activities I will prepare and all the characteristics we have to take into account to design a good activity.

In relation with the DIGITAL FOOTPRINT, I have made a survey with my pupils aged 9-10 about their habits and experience using the internet and different technological devices. You can see the entrance with the result aside.

This year I have started to teach different apps and tools to carry out different activities. I have done so because I am convinced that we have to use other tools different to pen and paper and because students (who are very motivated), teachers and some parents are scared about introducing new technologies in the classroom.

I am also aware of the existence of a framework for the teaching and learning of Digital Competence.

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UNIT 3. DIGITAL LEARNING THEORIES AND PUPILS' DIGITAL FOOTPRINT

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UNIT 3. DIGITAL LEARNING THEORIES AND PUPILS' DIGITAL FOOTPRINT

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Bloom’s Digital Taxonomy,

Connectivism,

SAMR,

TPACK

and Design Thinking.

These digital learning theories and approaches help us understand what skills our students need to navigate the digital world successfully, safely and responsibly.
http://www.schrockguide.net/bloomin-apps.html

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Unit 2. Reflection about missions and badges. 

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Unit 2. Reflection about missions and badges. 

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In this unit we have to turn a boring activity into a more creative and challenging one by asking students to "solve or do" a mission. I got really excited while reading the information and all the examples given since I was picturing in my mind different types of missions.
Students will be granted with a BADGE if they achieve the mission. This is quite motivating by itself and it will improve my teaching and it will mainly improve the motivation of my students.
Here it is the description of the mission https://docs.google.com/document/d/1LLfP6BhPzu3YfI8ipvVFsKvo8GhG9DZKLgDQ3kwN3Ds/edit
I have created a badge with http://www.makebadg.es/#

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I have turned a boring activity (learning provinces and communities of Spain) into a Mission. I created the badge with

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UNIT 2. MISSIONS - BADGES AS A MARK OF ACHIEVEMENT

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UNIT 2. MISSIONS - BADGES AS A MARK OF ACHIEVEMENT

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Transform a task, homework, or assignment into a learning mission or challenge.

1. T must create meaningful learning experiences for students

2. help ps feel the importance of their learning.

3. Design digital badges that will be given when missions are completed.

4. pins, patches, badges or other insignias to recognize achievements, good deeds, outstanding work, skills or leadership.

5. The insignia inspires other members to celebrate their peer's accomplishments

6. and inspires other members to strive to achieve the same accomplishments.

In many cases, grades alone will not indicate skills or qualities deemed important for a position, internship, or employment.
example: https://blog.forallrubrics.com/2013/01/23/badges-how-to-using-your-classroom-rubrics-to-design-a-badge-system/

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not compulsory but strongly recommended  to have one as Twitter is an important social network for educators to connect and share resources.

In this challenge, you will share a tip for accomplishing goals and staying motivated to achieve goals on your Twitter account.

Ideas, resources and projects will be shared on Twitter.
Hashtag #EduGoalsMooc.

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Week 1. Challenge 1. CREATE A LEARNING JOURNAL

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Week 1. Challenge 1. CREATE A LEARNING JOURNAL

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Publish the evidence of our achievements in this MOOC.
Recommended options that are not mandatory are Pinterest or Livebinders, Wordpress, Blogger, Edublogs, Tumblr or Weebly to display all your work in this course in an organized fashion.
Blogging support

Reflect on what you are learning throughout the course.
You can include resources and ideas you would like to bookmark and reflect on from your peers.
You can include how you will use your new discoveries to enhance learning with your students.
Present your journal with a post for each activity that includes all this.

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Week 1. Challenge 5. Reflection on the challenges in my PORTFOLIO (=LEARNING JOURNAL) 

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Week 1. Challenge 5. Reflection on the challenges in my PORTFOLIO (=LEARNING JOURNAL) 

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This MOOC is pushing me out of my confort zone. I wish to learn "new" methodologies and do something different. Last Saturday I watch the online hangout and I felt identified with one of the speakers when she said that she felt terrible and lacking confidence about her teaching skills and that Shelly and the challenges group in facebook helped her a lot and felt really supported. I hope it really works for me, too. There are a few years that I want to change things, I try, I get things wrong, I get tired... That's why I decided to enroll this MOOC.
By the moment, I feel a bit unconfortable because due to my very low self-steem I lack confidence and I don't feel comfortable about "showing" my ideas or my work. Therefore, this is already a big challenge for me. But here I am!
In relation to the challenges, I got inspired for the activity we did on facebook because I can use it with my students to talk about their interests in English. So, this is going to be the next activity I do with my students once we finish the current one.
I hope this is ok as a first step in my learning journal.

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Log in with my Google account and "edit" on the left side of the map.
It's possible to pinpoint locations manually by clicking and placing the marker icon  directly onto the map,
or search for locations using the search box (enter name and address or the city ; select the "Add to the map" option ).
We can add relevant information ( digital portfolio URL, your Twitter handle, etc.).

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Week 1. Challenge 4. Picture with 3 stickers or emojis

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Week 1. Challenge 4. Picture with 3 stickers or emojis

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Introduce yourself to your peers by choosing 3 stickers or emojis that represent you and provide an explanation for each choice.