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1) http://padlet.com/stasele_riskien/padlet1

2) http://padlet.com/manuelabaptista/xvm16l9ughqw

3) http://padlet.com/RominaBorg/tr0qk65iclje

4) http://padlet.com/nathaliescerri/b32re0xvz4hz

5) http://hliuska.blogspot.fi/

6) http://padlet.com/PaolaFrediani/wawgz6v94irx

7) http://padlet.com/m_theodoridou74/k535xxzgcl9c

8) http://padlet.com/skaisteval/mk2nkt4nydja

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Stavrula I like your diary because you give me a variety of sources and food for thought!! Great!!

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4.8.2 Module 4 Activity 2: Submitting and Reviewing Learning Diaries

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4.8.2 Module 4 Activity 2: Submitting and Reviewing Learning Diaries

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Review made By Tatjana Piccolin date 11/05/2015

..."Stavroula Lada’s Learning Diary You realized an excellent Learning Diary. The answers to each module included in the Learning Diary are rich and detailed. Many of them even have their audio file, which shows the great commitment with which the Diary was designed and built. In your L.D. you show that you have reflected about the questions and topics raised on the course in the context of your own situation. The answers to the sub-modules are full of personal information about your activities in the classroom (I like it!). Having worked with E-twinning, you already know many of the potentialities of tablets in class, although you have to use your own tablet with the children. Your lesson plan follows the criteria identified in section 4.8.1 and integrates many elements covered in the course. It is highly engaging and motivating for the students, especially because at the end of the work each working group will present their product to the class and answer their questions. The plan has a good balance of activities and offers several work methodologies: alone, in pairs, in small groups and as a class group. This is really interesting. The Learning Diary includes resources, posts, ideas, etc. directly from the course, from other course participants or from anywhere on the web that are relevant to the topics discussed. You added Diaries of other participants that you find interesting. You worked your LD with honesty and feels. Thank you for sharing your thoughts, your hopes and your work. I am very happy to have had privileged access to your work. ..."

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4.8.2 Module 4 Activity 2: Submitting and Reviewing Learning Diaries

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4.8.2 Module 4 Activity 2: Submitting and Reviewing Learning Diaries

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Review made By Monika Tavernier date 11/05/2015 12:47

..."Dear Stavrula, you have done really good work and I am impressed how you tried to test so many different apps that were introduced in the course! I would love to be one of your students. It seems as if you found the right balance of using technology in the classroom. I am sure that if I would analyze your work using Puentedura's SAMR Framework, you would have done something for each category. As I said, I am very impressed and kind of motivated to review my own diary. I may not have the time, but you motivated me to at least try PowToon and Vocaroo. You diary is well structured with many additional resources and illustrations that are beyond the basic use of technology! Thanks for sharing, Monika ..."

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Passed

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Sources: Apps for personalized learning and flipping the classroom

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Sources: Apps for personalized learning and flipping the classroom

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1) http://www.showbie.com/

2) https://www.khanacademy.org/

3) http://www.socrative.com/

4) http://www.aurasma.com/#/whats-your-aura

5) https://www.edmodo.com/

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Katja's reference on my Kizoa presentation

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Katja's reference on my Kizoa presentation

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in module 3

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Here is my lesson plan about my history lesson for the 4th grade of primary school about Great Alexander, made by Learning Designer

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Module 4.5 Flipping the classroom with tablets

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Module 4.5 Flipping the classroom with tablets

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This year I tried the flipping classroom to some extend in math and in history. I teach in primary school.

What I did was some recorded lessons in math (how to add 5-dogot numbers) and exercises for practice, and I proposed 5-minutes videos in history (because children like videos) and some quizzes to check their knowledge by themselves.

I can sum up the results in 3 categories:

1) Students that have got internet connection and were really interested in that. They had a feedback in the classroom and they asked for it.

2) Students who do not have internet access at home.

3) Students who didn’t dedicated any time to my propositions, even though I asked from them to comment on them, but they didn’t respond.

My thoughts on this challenge:

a. I like the idea of flipping the classroom and I believe that it is the future.

b. Teachers have to try hard to implement the proper material and dedicate much time because it’s completely on them.

c. I ended up figuring out that only if the whole class has got internet access, this can work, or else, there’s going to be a big differentiation among the progress of students.

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1) I have heard about flipping classroom and I think that it is an amazing teaching and learning practice. If I were a student, I would like to be in such classroom.

2) The best point of interest is the fact that everyone moves on his pace.

3) There are two main points that are controversial:

a) Do all students have internet connection at home and

b) What happens with the time available a teacher should have outside the class in order to be able to prepare his classes based on this procedure?

For the first one, I would say that it is a problem since we teachers cannot force parents to be supplied with internet connection.

For the second one, as I’ve already said in a previous activity, we teachers should “start small” which means, apply this learning process not in all classes and not in every subject, but in small projects at the beginning.

I will repeat: I wish I were a students in a flipped classroom, although I am a student in the MOOCs, which is something similar with flipped classroom in many aspects.

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What other ways except Aurasma and  Edmodo can you think of how tablets can be used to personalize the learning experience of your students?

1) My theory is “start small”.

What I mean is start with simple projects on tablet, first because not all schools or students have got ones, an  secondly, because there should be a period of time for adjustment. Adjustment in order to go through a traditional way of teaching and learning, to a new horizon of learning through tablets.

2)There are applications for learning activities, but each teacher has to plan, create and assess his own activities, for his students.

3) I personally use my one and only tablet (my own since we haven’t got any in my school) for the following activities:

a) to record my students when they read, so afterwards they listen to that and make comments

b) We take pictures or videos with the tablet for our short-term projects, in order to comment on that and make our presentations

c) I give the tablet, as a flipping-class tool, when a student has finished one assignment, so he doesn’t have to wait for the others. That period of time, he accesses to quizzes I have uploaded on our subjects, for example, he run a quiz in history.

d) Finally, I propose two applications that I know, but I haven’t used till now, since next year I will try to use Edmodo, because for me it is more friendly to students.

- Schoology leans more to being a Learning Management System, but still maintains a friendly ‘social networking’ feel. Suited to upper Primary/Elementary and Secondary school use

- Moodle is a full-featured Learning Management System, suited to Secondary or Tertiary institutions where there is sufficient technical support available.

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How I gather information about the learning styles of my students. How I know what types of learners there are. What are good strategies to identify this. Are we fully aware of how we learn best?

1) I try to gather information

about the learning style of my students by

- Observation
- Questionnaires

a. ttps://www.engr.ncsu.edu/learningstyles/ilsweb.html
b. http://www.bgfl.org/bgfl/custom/resources_ftp/client_ftp/ks1/ict/multiple_int/questions/choose_lang.cfm
c.
http://www.howtolearn.com/learning-styles-quiz/
- Interview
- Discuss with parents

I try to offer different kinds of tasks and then I evaluate the results of each student.

Example: In Math, I recommend solving a problem with drawing, tables, shapes, acting – role play etc, and then I can figure out which method helps each student best.

2) I know by my experience on how I like to learn that endless texts of information are boring. Images and videos help a great deal. I learn better by doing something and not just reading and writing.

And finally, students learn more when they are in groups and they have to achieve specific tasks.

3) I am fond of Howard Gardner’s theory about Multiple Intelligence, because I believe that not everybody has got the same kind of intelligence with everybody.

So, some people are for example linguistic smart, while others are kinaesthetic smart.

A student of mine, Elpida, learned by heart a long poem just by presenting it with moves of her body. I admire her.

4) Finally, we learn best when we are interested in the subject we want to learn. So, if a person is interested i.e. in learning  Geography about a place on earth, he will definitively learn as many things as he can about this topic.

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Module 3.5 Apps for collaborative learning

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Module 3.5 Apps for collaborative learning

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www.padlet.com

www.kahoot.com

www.meetingwords.com

www.googledocs.com

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Hi, Stavrula
I am glad that we learn together. Your learning diary is great thoughts.

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Olga's diary is a well organized diary with clear answers that someone else can read with joy! I vote for it!

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I like Eleni's diary because it's well

organized, with not so many chaotic

information.

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Passed

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How AudioBooks Help Raise Reading Scores

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How AudioBooks Help Raise Reading Scores

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Strategies I choose to assess group's work.

Challenges when assessing.

Watch my opinion in this video :

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Strategies and challenges in group's assessment and evaluation - Creative use of tablets

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It is my 6th year that I participate in eTwinning projects and I admit that I can’t work without it. The reason is that both me and my students love working with peers all over Europe.

Working online and creating collaboratively is an interesting way to share, create and build knowledge.

Only this year, we had 9 projects. Some of them are - finding traditional tales of our countries and sharing them in an e-book, and creating collaborative tales all together  with our tablets with the tool “meeting words”.

- Another project is learning how to circulate on the street and the road signs,

- another is about mushrooms in our countries, or

- the value of recycling food.

Tablets are used either for taking pictures or video, or sharing text online, or making surveys and watching the results in real

time.

Students share online their videos and their peers comment on them in real time.

This year we had more than 20 teleconferences. Webex or skype are useful tools of connection. It is a part of our daily procedures. Pupils are used to communicate with their European peers thanks to eTwinning.

On the 7th of May, we celebrate the 10 years of eTwinning, so we will share our experiences for the program.

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eTwinning challenges - school to school collaboration

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eTwinning challenges - school to school collaboration - 10 years eTwinning

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Module 3.2 Challenges of Collaborative Work

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Module 3.2 Challenges of Collaborative Work

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I give an example of my today's practice in this presentation

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Objectives

Collaborative
learning
4th grade of DDMN Primary school in Chania, Greece,
project "Sea pollution by oil"
Project planning
(by the teacher)
Project planning
(by the students)
Running the experiment
Assessment by students and teacher
1. Deal with an authentic problem
2. Experiment
3. Find how we can remove oil from the sea
4. Use ICT (Tablets)
5. Work collaboratively
1) Group forming
2) Set the timetable of the project
3) Inform about the experiment materials and the procedures
1) Find the name of the group (essential in order to have an identity)
2) Find the representive for informing the teacher about the procedure
3) Give the group members activities (who is the chief of the group, who brings the experiment materials, who takes notes on the tablet, who takes photos)

1) Time to run the experiment as planned
2) Deal with unexpected issues
3) Inform the other groups of the stages of the experiment
4) Write down the results of the experiment in the paper / tablet

1) Compare the hypothesis of the experiment with the results
2) Present the results to other groups
3) Self assessment
4) Group feedback (what went wrong, what was good, what we should take care of in the future)

Primary teacher: Stavroula Lada
Module 3
28/4/2015

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Objectives Collaborative learning 4th grade of DDMN Primary school in Chania, Greece, project "Sea pollution by oil"Project planning(by the teacher)Project planning (by the students)Running the experimentAssessment by students and teacher1. Deal with an authentic problem2. Experiment3. Find how we can remove oil from the sea4. Use ICT (Tablets)5.

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Module 3.1 How do you form groups of students? Why
do you take this approach?

What strategies of forming groups work
and which do not?

Why?

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Module 3.1 How do you form groups of students? Why
do you take this approach?

What strategies of forming groups work
and which do not?

Why?

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1) First of all, I always arrange my learning space (desks, chairs) for groups by the start of the year.

2) I usually form the groups by 4 students: 2 very good, 1 good and 1 that needs help by the others.

3) But, on the process, I sometimes figure out that it doesn’t work because the “week” student feels awkward or bad about his weeknesses.

If that occurs, I rearrange the group. I don’t want to make continual changes because I believe that students like stability and routines.

4) I try to give opportunities to all students, so everyone gets the credit.

5) Sharing responsibilities and collaborating isn’t an easy issue, but if students learn cooperating soon (early years of primary school), then working on groups is fun and with amazing results.

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I like very much your idea of content creation

about the virtual museum!

I'm writing a proposal for next erasmus KA2. If you are interested, right to my email procidalife@gmail.com.

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MAV Museum is a Virtual Museum located in Ercolano (IT)

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5 Critical Mistakes Schools Make With iPads

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5 Critical Mistakes Schools Make With iPads

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

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

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

89% say tablets make learning more fun.

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

71% believe tablets help students perform better in class.

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

From Apple:

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

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

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

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

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

Common Concerns About iPads in School

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

1. Disruptive Tech Problems

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

What You Can Do About It:

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

2. Physical Storage

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

What You Can Do About It:

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

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

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

3. The Cost of Broken or Lost Devices

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

What You Can Do About It:

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

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

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

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

4. Distraction

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

What You Can Do About It:

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

5. Are iPads Even Right For You?

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

What You Can Do About It:

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

Conclusion

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

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

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In my city there are people working and investigating on this, but the true is that we share little the experiences and results. We multiply the work. Very interesting your opinion.

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Parents involvement

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Creative content

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Module 2.4 Creative content - With which applications my content is created

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Module 2.4 Creative content - With which applications my content is created

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"Our virtual museum"

1. My idea of a creative content is a virtual museum created by the students.  The goal is to share it with other schools that want to visit this museum and get prepared.

2. The students created this content with

- text written by Word with information about the local museum

- videos and pictures they took after their field trip there with their tablets

- interviews with Vocaroo

- Kizoa for their video

- Windows movie maker for the video

- Youtube to upload their video

- Storybird, Calameo and Issuu for

the e-book to be published in our web page

- Blogspot for our web page

- QuizRevolution for quiz about the museum http://www.quizrevolution.com/QR2/ch/a202110/

- Msn Outlook for sending e-mails to other schools to share their work

3. Here is the outcome of the first step of the project, a video presentation in order to make known to the public and especially to other schools of our local area museum.

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Teach Toddlers Colors Numbers Preschool Race Cars & Magnet Truck

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Teaching Colours Tomica Auto Parking Garage Learn

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Best Toddler Learning Cars Trucks Colors

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A project of the 4th class of DDMN Primary School in Crete-Greece about the archaeological museum

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Module 2.3 Creative content -What kind of content can you produce with your class -

Post your realistic idea with a wider purpose

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Module 2.3 Creative content -What kind of content can you produce with your class -

Post your realistic idea with a wider purpose

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"Our virtual museum"

1. My idea of a creative content is a virtual museum created by the students.  The goal is to share it with other schools that want to visit this museum and get prepared.

2. I have already done this with my fourth graders in primary school. They searched information about our local museum, we visited it, took pictures, the children elaborated the information with the photos, made a video and right now we are in the process of an e-book to be published in our web page.

3. Here is the outcome of the first step of the project, a video presentation in order to make known to the public and especially to other schools of the area our local museum. We want to share our work to other schools so that they can be prepared in their visit in the museum.

4. Children worked hard and with great enthusiasm, especially because they would create a genuine digital product and share the outcome on the internet.

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Teach Toddlers Colors Numbers Preschool Race Cars & Magnet Truck

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Teaching Colours Tomica Auto Parking Garage Learn

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Best Toddler Learning Cars Trucks Colors

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A project of the 4th class of DDMN Primary School in Crete-Greece about the archaeological museum

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My learning scenario

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Teach Toddlers Colors Numbers Preschool Race Cars & Magnet Truck

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Primary school - working outside the classrooms in groups

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Module 2.1 Learning scenarios - what do you make of them - have you used it - share ideas linked

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Module 2.1 Learning scenarios - what do you make of them - have you used it - share ideas linked

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1. A learning scenario is a well designed lesson that can occur within several days or weeks.

2. I believe that it is not a new idea but the product of a well designed lesson with long duration and made by several parts: the teacher, the students, other teachers, etc.

3. I try to use learning scenarios because I believe in this teaching practice. Nevertheless, I think that it needs much time to organize and a good and careful designing and assessment.

4. I think it looks like a project –based–learning (pbl), although they are not the same.

Dream --> You have a goal/ goals to achieve

Explore --> Sources available to make your goals reality

Map --> Design, schedule, use of strategies

Make --> Realize, make it happen, activities

Ask --> Experiment, test, assess

Remake --> Change, make better, rearrange

Show --> Present, share, communicate

This is a 3 minute video that shows some of the similarities between a Learning Scenario and a PBL:

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Student-Centered Learning 🎓 (21st Century Education)

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Creative use of tablets in school - Challenges

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School challenges for creative use of tablets in school-- Created using PowToon -- Free sign up at http://www.powtoon.com/join -- Create animated videos and animated presentations for free. PowToon is a free tool that allows you to develop cool animated clips and animated presentations for your website, office meeting, sales pitch, nonprofit fundraiser, product launch, video resume, or anything else you could use an animated explainer video.

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Natavan's Badalova learning diary          

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Natavan's Badalova learning diary          

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For me, one of the best learning diaries.

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Activity passed

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Activity passed

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I know Edmodo as an app, although I haven’t used it in my class. It’s a very good tool, but it requires good planning and, of course, students must all possess computers at home. Parents are not yet used to such home activities. Nevertheless, this year I made an effort to keep them informed via internet and e-mails. It went good, so next year I will launch Edmodo apps. This summer, I will design the lessons for the new school year.

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Free Online Resources Engage Elementary Kids (Tech2Learn Series)

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Fifth-grade teacher Nicole Dalesio keeps her class motivated to learn by encouraging them to create multimedia presentations and projects using technology tools on the web. For more resources from Mrs. Dalesio, check out http://www.edutopia.org/tech-to-learn-free-online-resources-video

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Using tech tools and games acquired through grants and his own resourcefulness, second-grade teacher Robert Pronovost tailors math instruction to match students' individual learning styles. For more resources, visit http://www.edutopia.org/tech-to-learn-classroom-technology-resources

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Introduction quiz is completed.

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Greece-Poland

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Between 5 schools

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Greece-Slovenia

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I believe that the biggest challenge is teaching strategies and teaching methods based on tablets in class. Lessons have to be re-organised from scratch.

I like Diana's idea about "students - trainers". It helps with the management of time.

I strongly believe that once a teacher starts creating simple and students friendly applications and makes a good lesson plan, then everything is easier.

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The challenges are first of all the reactions of other colleagues and then, those of parents. These

two challenges are the main one. Not all teachers are aware of the need of integrating ICT in the daily learning procedure. Some are not familiarised to new technologies. Others believe that traditional learning is more stable and productive. These are also the beliefs of many parents. They do not trust this kind of teaching methods. They are afraid of what they do not know and I can accept that.

Another challenge is of course the availability of tablets in each class. Yes, they are cheaper than a pc or a laptop, but still, not all classrooms can be equipped with tablets for every student.

Watching Diana’s video, I notice the following issues:

a. Which will be the objectives, activities, access and the evaluation of the implementation of the program

b. We need a strategy and a shared plan

c. Pilot program at the beginning

d. New ways of teaching, new student’s output

e. Learning Environment

f. Wireless connectivity

g. Put standards in Tools of Communication

h. E-safety

i. Technical support

j. Number of devices

k. Teachers collaboration

l. Defined list of apps

m. Sharing best practices

n. Schools collaboration

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I want to use tablets in my class because students are interested in new technology. They already use tablets at home, why not integrate thet in school lessons! They can use pictures, videos, sound and they love interactivity. Exercises can be more fun in a tablet. As a teacher, I can create interesting exercises and pupils can work on them in class as well as at home. In the classroom they can interact with each other, they can communicate with classmates from other schools via skype or other social media. Students can implement projects better because they have all the information needed at hand. There is diversity, something that helps in creativity. Each person is unique, so students can create their own work.

Moreover, tablets are cheap, light weighed and easy carried.

We teachers should prepare our students not for now but for the future, so we have to integrate new technologies in our daily lessons in order to prepare children for the future.

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My school

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Teach Toddlers Colors Numbers Preschool Race Cars & Magnet Truck

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Private Primary School of DDMN - 4th grade - Greece

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My students are from 6 to 12 years old.

I teach greek language, math, science,

history, religion and art.

This year I teach in the 4th grade. There are 17 pupils in my class.

I use ICT in my classroom. We have a computer classroom, but we usually work with the laptop in our classroom and the smart board. Till now the students work with my tablet because there aren't any in my school. If we had more, I would design my lesson differently.

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Course Introduction - Introduction of myself

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Course Introduction - Introduction of myself

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I am a primary school teacher in Greece.

I like learning new things about education and life long learning

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Creative use of tablets - Stavroula Lada's Learning diary 

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Creative use of tablets - Stavroula Lada's Learning diary 

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European School Net