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http://myvirtualclassroom.over-blog.com

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Introduction
Module 4
Module 2
Using tablets for content creation
Module 3
Question 1
Question 2
What whole-school challenges do I anticipate facing when using tablets?

I am a bit concerned that all this technology might scare some colleagues and be neglected. We have already been given mini-PC that haven't been used the way they should have ... Of course, budget is a big concern together with technical issues. I wish this course will help me find some apps I could advise my colleagues to use. Plus, I know that changing pedagogy will necessarily mean collaboration and I hope my school is ready for this.
Module 1
Question 3
What classroom challenges do I anticipate facing when using tablets in class?

I think my role will change from knowledge-giver to learning-facilitator and this is a huge challenge for me as a course-creator and a classroom-manager. I also anticipate some security and responsibility issues. And I guess I'll have to make changes in space-organization inside my classroom. But yet I'm thrilled because I expect a dramatic change in my teaching experiences and I love that feeling of learning new things!
What is the main reason why I want to use tablets in my classroom?

I feel the urge to give students the ability to use technology in class so that they can develop skills thanks to some devices they normally use to chat and play. I'm convinced collaborative tools and mobiles devices will motivate them so they will make progress and be more involved in their learning process. I'm sure autonomy and responsibility will be better taught this way and differentiation will be easier and come more naturally.
Team planning is crucial and a pilot program is highly recommended ; the role of the teacher changes as well as the spacial organization of the classroom. Technical and pedagogical support should be anticipated as well as rules for using tablets.
Already used apps
Apps yet to discover
T ABLETS
FOR
SCHOOLS
Getting started with tablets at school.

Why do I want to use tablets and which obstacles do I expect to be faced with?
Using tablets for Collaborative Learning
My name is Estelle Recht and I teach ESL in France in an underprivileged secondary school.
I have been a passionate technology user since I started teaching.
I'm keen on discovering new tools to motivate my students and diversify my teaching experiences.
I teach in a secondary school in Normandy.
My students come from underprivileged families and many have troubles with French.
I also teach Special Needs and Dyslexic students.
We have computers and video projectors in our classrooms and may get tablets for the coming year.
@TitelleEnglish
Mrs Recht
http://myvirtualclassroom.over-blog.com
Other participants' ideas
Stavrula L, Primary school teacher, Greece
We teachers should prepare our students not for now but for the future.
Zoi Zikidou - Greece
Students can ]...] develop multitasking skills, moreover they obtain organizational skills.
Conchi- Spain
Creative thinking in students is promoted with the proper use of tablets.
Priya, India
Our student council needs to be given the power to set ground rules of using the tablet.

Benjamin Hertz
There should be some kind of programme in place that offers teachers ongoing exchange about the pedagogical opportunities and challenges of using the tablets.
How will it be useful for my students?
Motivation
Creativity
Hands-on project
Peer-review and collaboration
Own pace!!!
Task 1
Task 3
Task 2
Question 1
Question 3
Question 2
Question 1
Question 3
Question 2
CRE@TIVE
OF
USE
Using the tablets for personalizing the learning and flipping the classroom
Five Critical Mistakes
http://www.edudemic.com/5-critical-mistakes-schools-ipads-and-correct-them/
Creating a learning scenario involving content creation with tablets
A task that my students can create and share with the world :
A video clip for an anti-bullying campaign
Dream : brainstorm about bullying and complete a mind map
Explore : research the topic through a webquest
Map : list topics to add in your song
Make : write and slam a poem against bullying
Ask : vote for the most powerful poem, edit and share opinions (debate)
Re-Make : make a video clip
Show : publish the video and share it with other schools (in an etwinning project)
Made with Photostory for windows in 1 hour in the computer room.
With a tablet I could use iMovie, they could add music, they could be more creative and re-edit their work before publishing it.
Some content I could have them create to enhance their learning process :
http://www.thinglink.com/scene/628603780262264834
Some apps they could create to support other students in their learning process :
http://LearningApps.org/1440523
Apps for content creation
How do I form groups of students for group work and why do I take this approach?
Based on my experience what strategies of forming groups work and which do not work? Why?
Homogeneous groups
for differenciation
Heterogeneous groups
for effective collaboration
I usually let the students decide on who they want to work with. After all this is how we collaborate as teachers, we choose the people we feel we can work with. I sometimes set rules about how to form groups concerning :
- number of members
- abilities/skills of members

I have tried to impose groups and I must admit it is more often a failure than a success. Working with teenagers means we must take into account their social skills and even if teaching them how to work with people they don't get along with is part of our job we should be prepared to understand they work better (and improve their skills) by working with people they can easily talk to and give feedback to.
apps to manage groups
TeamUp
TeamShake
TooNoisy
How do I keep my students focused and on track during collaborative projects? How do I ensure all my students contribute to the task?
I assign them a role (or let them decide on which role they want to take), I give them a time limit (one of the member is the time keeper) and a checklist for goals to achieve.
What strategies have I used to assess group work? What are the main challenges for me when it comes to assessing group work?
I usually assess groupwork thanks to rubrics ; the students have them from the beginning of the project. I take into account their social and "professional" skills and assess the final output of their collaboration. I find difficult to assess some very unefficient groups sometimes ... But the thing I love most and try to do as often as possible is peer assessment.
How is teaching personalized with tablets?
Where a book or a lesson offers a typical and unique way to get to grips with a notion, tablets can offer a variety of documents and ways for a student to understand a notion.
You can, as a teacher, design for the same theme 4 or 5 scenarios - adapted to groups of students sharing the same learning styles.
Therefore, without wasting time to adapt to your scheme of work your students will improve their autonomy and speed up towards a better understanding of the notion.
@Their Own Pace
Aurasma seems to be a great app to design personalized scenarios and itineraries that students can follow at home or in class at their own pace.
How can I flip my classroom?
Using Powtoon videos and EDPuzzle for grammar points, using Edmodo for content sharing and questions to the teacher anytime outside school, using Mailvu and QRCodes for giving students feedback on their assessments
How can I do this in MY classroom?
My Lesson Plan about Ruby Bridges
and the apps
I used for it.
An app I use on a regular basis thanks to this course
Apps I knew and will use to flip my classroom
An app I need to work on (and work with)
I don't quite agree with the teacher still being in front of the students sitting at her desk. I'd rather be moving around the classroom answering my students needs. I wonder why students aren't working in groups. For me technology doesn't mean isolated students but rather peer review and peer teaching. But I agree this will help adapting to different learning style, boost their motivation and enhance their learning.
Example of what my students came out with
(see Lesson Plan at the end of this Learning Diary)
Students'
Badges
Thank you to all the teachers, trainers and students that helped me learn so much in this MOOC. I am so proud I finished on time and so thrilled to have learnt so much.

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IntroductionModule 4Module 2Using tablets for content creationModule 3Question 1Question 2What whole-school challenges do I anticipate facing when using tablets? I am a bit concerned that all this technology might scare some colleagues and be neglected. We have already been given mini-PC that haven't been used the way they should have ...

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Bring the TextBook to Life - Participant Map by Susan

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Bring the TextBook to Life - Participant Map - ThingLink

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Duma Cornel-Lucian is father, teacher, curator . Still september 2014 he is also Social Media Manager, trainer in Erasmus Plus http://www.euneoscourses.euI was also COP Leader in 2 EUN Projects .

I teach since 10 years . Sice 7 years I teach SEN students and I help them to integrate new technologies in XXI Century Education using ICT , new online technologies web 2.0 and social media

#tabletcourse MOOC http://www.europeanschoolnetacademy.eu/web/tablets-in-schools

MODULE 1 - Getting started with tablets at school

QUESTION 1: What is your main reason for using or wanting to use tablets in your classroom?According to Horizon Europe School Edition Report 2014 experts ,mLearning or Learning in hand using tablets or mobile phones is now one of the Thrends in XXI Century Education .Fortunatelly, I have the opportunity to use windows phone, Lumia 925 for my personal needs and research and I am verry excited by mLearrning utilities . I teach SEN students and I develop with them all of kind of educationa projects using online technologies, in computers Lab, but for us integrating tablets in the classroom is a Challenge!QUESTION 2: What whole-school challenges do I already face or do I anticipate facing when using tablets?Now we don't have any tablets or mobile devices for SEN students in my school only ICT and AEL Labs . However, I know that nowadays are many useful apps for all of kind of mobile devices who make learning easy and avaible for everyone everywhere . Still this year a new Challenge in our country because Ministry of Education and Scientific Research (Romania) begin to make interactive schoolbooks avaible also for mobile devices in the classrooom https://www.manuale.edu.ro . I hope also our Ministry of Education will make a National project to train teachers in mLearning technology and also to buy the best tablets for our students .QUESTION 3: What classroom challenges do I already face or do I anticipate facing when using tablets?Following Albert Einstein quote: ,,I never teach my pupils. I only attempt to provide the conditions in which they can learn " I am sure that I will be able to integrate with success mLearning technology in my school and my classroom and using new apps I can open gateway through knowledge for my students .Edmodo - I use this edtool to build a PLN, but I didn't use it with my students yet .

@LucianeCurator

Module 2- Using tablets for content creation1.What kind of content can you produce with your class?I involved my SEN students in many eTwinning projects and using wikispaces, GlogsterEDU and other kind of tools I develop their creativity and innovation . Also in eSafety4eTwinners project http://www.lessonpaths.com/learn/i/esafety4etwinners-project/esafety4etwinners-wiki students learn how to use eSafetety new online technologies, tools and apps web 2.0 and social media . What kind of content can we create with tablets?We can create many kind of content : photos, presentations, videos using ipad, tablets or other mobile . I work for this Glog on iPad . With this app we can create awesome online posters with: photos, videos, animations, text. . I never use with my students learning scenarios concepts, but it is a Challenge for me .

Module 3- Using tablets for collaborative learning3.3 Success factors of school-to-school collaboration projectsIn 2008 eTwinning open gateway through knowledge for me and for this reason we obtain 8 EQL . Still now I was involved in more than 50 projects, but unfortunatelly only in 10 % projects we really have involved parteners . I think in a eTwinning project is verry important online collaboration and cooperation between students and teachers involved in a eTwinning project . We never develop a project where my SEN students used mobile devices in collaboration with other students .3.2Challenges of Collaborative Work :Unfortunatelly we can't explorestudent collaboration with tablets because we have only computers and laptops in our school . Although my SEN students didn't use in school mobile devices we develop in eTwinning many kind of projects and we have a verry good collaboration and cooperation with students and teachers around the Europe . Still the begining we choose tasks, activities and expected results . 3.1. Forming Groups for Group WorkFor many students, being in the "right" group is extremely important. To most, the "right" group is determined by the people they will be working with. Most students dread the time when groups are formed in class. For first year students, it is the fear of the unknown. Many do not have extensive collaborative experience and have just come from the highly competitive and individualistic environment of high school. They know few people in their class and even less about how to operate in groups.

Module 4- Using tablets for personalising learning & flipping the classroom 4.1 Learning Styles of your StudentsI am teacher in a special school and all my students are with SEN and we must use for them PIP-uri and I must teach every students depending on the level / type of disability .4.2 Tablets and PersonalisationUnfortunatelly in my school we don't have tablets or mobile devices, but my SEN students are excited to use Glogster Edu and other edtools and applsin AEL Lab .4.6 Top 20 ipad apps for flipped classroom http://bitly.com/Lucianflipclass

Special for you : 1000 mLearning apps in one page

https://mlearning.zeef.com/lucian.duma

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duma cornel lucian - creative use of tablets mooc by eun

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Duma Cornel Lucian - Creative use of Tablets MOOC by EUN

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Duma Cornel-Lucian is father, teacher, curator . Still september 2014 he is also Social Media Manager, trainer in Erasmus Plus http://www.euneoscourses.euI was also COP Leader in 2 EUN Projects . I teach since 10 years .

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My country, my place - Greek students describe their place! by Constantina Voi | This newsletter was created with Smore, an online tool for creating beautiful newsletters for for educators, nonprofits, businesses and more

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University of Minho Tablets in Schools Report

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My content creation lesson plan: "Storytelling Buddies"

Designer URL: http://v.gd/cuTZtu

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an app called ‘Showbie’ which is like a virtual learning environment that will allow me to share personalised feedback and resources with pupils, allow pupils to upload them for me to mark etc. I don’t know that I would have been able to the work that I have done without a facility like this.

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My Flipped Classroom Apps - Lessons - Tes Teach

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Educreations.Nearpod: Create, Engage, Assess through Mobile Devices. | Interactive Lessons | Mobile Learning | Apps for Education | iPads in the Classroom.Screencast-O-Matic - Free online screen recorder for instant screen capture video sharing..MorrisCooke.Knowmia Teach on the App Store on iTunes.Connect With Students and Parents in Your Paperless Classroom | Edmodo.Camtasia Reviews | edshelf.Wikispaces.Zaption - Interact & Learn with Video Lessons.GoClass - Redefining Classroom.Doceri - The Interactive Whiteboard for iPad.

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Luis Fernandes

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Luis Fernandes | Learning Diary |Creative use of Tablets in Schools | European Schoolnet Academy

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The game begins with a typical opening of suspense and mystery. The main character, Kaitlin "Katie" Greenbriar, comes home on a dark and stormy night to her family's house in Oregon after a year abroad. She discovers that no one is home, and it appears her family has left in a hurry. Signs of the suspended life appear in notes, food in the refrigerator, messages on an answering machine -- and all of those pieces serve as clues for discovering what happened to Katie's family.

The mind veers to the obvious. Were they harmed? Are they still alive? There are notes from parents, tidbits of information about "psycho" relatives, a journal and secret rooms that reveal clues about what's happened in Katie's yearlong absence. And it's the space between the clues and the possible conclusions that make the game a valuable teaching tool for educators. (Note: spoilers are easily found online)

"The story isn't going to exist without the player's participation and interpretation of the individual pieces they find," explained Steve Gaynor, the game's lead writer.

In order to give his students the opportunity to interpret the experience for themselves, Toronto-based teacher Paul Darvasi (who also writes about games for MindShift) sought a volume discount on game licenses. That way each student in his all-boys English class had his own login when Darvasi began using "Gone Home" in the classroom in 2013.

In order to offer some sense of structure to his students' experience, he created objectives for students around characters and themes. The house in "Gone Home" is filled with nods to the genre of games that inspired it; one subtopic challenged students to collect the hidden references. Others conducted "1995 Archeology" -- the year "Gone Home" was set. The goal was to find objects from the time period, from telephone books to VCR tapes to audiocassettes. "Riot Grrrl" subculture from the 1990s -- especially as it pertained to the protagonist's character development in the story -- was another topic. The findings of each subtopic were presented to the class as a "visual museum," via PowerPoint. Students were ultimately assessed on their presentations.

"I wanted it to become a more deliberate process than just running around," he said. " 'Gone Home' is a game in which you have to invest yourself. You have time to look through the documents and examine the artifacts. You have to be fairly methodical when you go through the house."

The next challenge pertained to individualized assessments. Measuring how well one plays a game is tricky. The assessment shouldn't be perceived as an added obstacle to the experience, nor should it be based on whether the student wins. "The beauty of 'Gone Home' is the agency you enjoy as a player, freedom to move around freely," Darvasi explained. "The single greatest mechanic is exploration -- the thrill of finding something new while snooping around somebody's house. I didn't want to impair that in any way."

As a result, Darvasi kept the assessments close to the genre of gaming, specifically the participatory cultures that exist outside virtual environments. Each student was required to write a review, similar to those posted on community forums like Metacritic and IGN. The second assessment piece gave students choices. He created subtopics that could be tracked using screen shots and notes as each moved about the empty house.

"Whenever they stumbled upon or discovered something that related to their topic, they pulled that evidence out and kept it," Darvasi said.

The learning outcomes intentionally correlated to the Common Core State Standards relating to English-language arts. "In a sense, it played out similar to a typical literature unit -- except that you are substituting written text with a game's text," Darvasi explained.
International Collaboration
Putting a game at the center of a close-reading exercise can depend on the teaching style of the specific educator. In the spring of 2014, Aleksander Husøy, an English teacher at Nordahl Grieg Secondary School in Bergen, Norway, came across Darvasi's blog posts about his use of "Gone Home" in the classroom. "There are plenty of different games that can be effective when used by the right teacher for the right group of students," Husøy explained. "When I look for games to put in the classroom, I use the same approach as any other media. Start with objectives that you want students to cover." Following that approach, Darvasi and Husøy connected and decided to co-deliver the unit in the fall of 2014.

Students in each school collaborated using asynchronous tools, such as posting to blogs and commenting to a private Facebook group page. Two of the student groups decided to go further, collaborating with Google Hangout to create their final project assessment.

When the reader is put in the role of investigator, story details can become even more compelling. "Players paint the final picture of what those individual pieces mean and then discuss it with other people," Gaynor said. "We are really proud that there are classrooms where 'To Kill a Mockingbird' or 'Catcher in the Rye' are taught alongside 'Gone Home' as texts about young people and the issues they face."

Several of "Gone Home's" designers had previously written blockbuster games, including "Bioshock 2" and "Bioshock: Infinite." In those titles, the story unfolded as the player discovered audio recording and messages between violent action sequences. Several members of the design team eventually left the publisher to create the Fullbright Company, an independent game studio. They decided to make a game in which piecing together a non-linear story would be a central mechanic of the game. " 'Gone Home' is a clear demonstration of how much the narrative process happens in your head, as opposed to on the page or on the screen," Gaynor stated.
*Note: An earlier version of this post suggested that players can alter the game's story based on the decisions they make throughout the game. The game's narrative and ending can not be changed. Every player encounters the story differently depending on the choices they make while playing.

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Gone Home: A Video Game as a Tool for Teaching Critical Thinking Skills

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The game begins with a typical opening of suspense and mystery. The main character, Kaitlin "Katie" Greenbriar, comes home on a dark and stormy night to her family's house in Oregon after a year abroad. She discovers that no one is home, and it appears her family has left in a hurry.

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Pablo by Buffer - Design engaging images for your social media posts in under 30 seconds

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Buffer makes it super easy to share any page you're reading. Keep your Buffer topped up and we automagically share them for you through the day.

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Jorge Dias

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Hello everyone! My name is Jorge Dias and I'm from Viana do Castelo, a beautiful city located in the north of Portugal.

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1  How do you form groups of students for group work and why do you take this approach? Based on your experience what strategies of forming groups work and which do not work? Why?
I usually assign them with the group role through an interactive BINGO game which scaffolds the characteristics and profiles of what each team/group is expected to possess through statements such as "I like .../can do .../ am excellent at .../ am keen on ...". This helps them smoothly get in the right team spirit and develop a strong sense of belonging. Plus, it helps me shape the groups covering my Ss' individual needs and preferences while also catering for the dynamics therein. Grouping Ss according to their competences seems to have worked mayhem in the past, so I have switched to detecting common interests instead.

2  How do you keep your students focused and on track during collaborative projects? How do you ensure all students contribute to the task?
I discreetly stand on the side and may at times intervene to facilitate their work or ensure that everybody is doing their bit. I regularly have each team report back to the class "general assembly" by taking turns as to who the spokesperson is, and there's always a Q & A slot after each group's debriefing.
3  What strategies have you used to assess group work? What are the main challenges for you when it comes to assessing group work?

STRATEGIES:

1. critical thinking

2. creativity

3. clarity

4. accuracy

5. efficiency

6. argumentation

7. leadership

8. authority

9. integrity

CHALLENGES:

Time constraints & Time management

Ss' unwillingness

Ss' inconsistency

Group dynamics

Monitoring

Hedging Ss work

:))

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http://www.scoop.it/t/igeneration-21st-century-education/p/4042057613/2015/04/24/trends-how-technology-is-changing-the-classroom?_tmc=B0ffFbrKjPo8VFPvYSg6t-yKwnTnKoZclbtdXEBFRxY

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αρσάκειο γυμνάσιο θεσσαλονίκης

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φιλεκπαιδευτική εταιρεία

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Αρσάκειο Γυμνάσιο Θεσσαλονίκης

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Arsakeio High School of Thessaloniki played "Mystery Celebrity" with their friends from Pont-Aven of Bretagne in their English classes on March 30, 2015. Enjoy watching!

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CreativeClassroomLab

On this page

Tablets with their simple interface, portability, speed, affordability and their variety of apps are quickly moving into schools across Europe and a growing number of teachers are experimenting with tablets or are interested in doing so.

However, most of us are faced with the same questions: What rules do I need to set for the use of tablets in class? How do I deal with related administrative and technical issues? How can tablets support innovative approaches such as personalized or collaborative learning? This course does not only provide guidance on these topics but also provides a forum for you to exchange with your peers on these questions.

The course aims to inspire to use tablets to foster innovative teaching and learning. In four modules it provides a general introduction to the use of tablets in schools (Module 1) and then discusses how tablets can support new learning approaches such as content creation, collaborative learning, personalized learning and the flipped classroom model (Modules 2, 3, 4).
You can download the course content here.

Prerequisites

The course is relevant to all teachers, headteachers and technology coordinators who are interested in the topic of using tablets in schools. However, the focus of the course is on the practical and pedagogical use of tablets in a classroom setting. While it is not necessary to already have tablets in your classroom to participate on the course, you should have at least access to a tablet during the course.

Modules

Module 1: Getting started with tablets at school

Module 2: Using tablets for content creation

Module 3: Using tablets for collaborative learning

Module 4: Using tablets for personalising learning & flipping the classroom

Certification

Successful completion of the course will be certified using digital certificate.

Note to teachers from Portugal: You can get your successful participation in a European Schoolnet Academy course formally recognised as a valid continuous professional development, and thereby acquire the relevant number of training hours, by sending your certificate to the Conselho Científico e Pedagógico de Formação Contínua (CCPFC) at Rua do Forno, nº 30, 1º andar - apartado 2168, 4700 - 429 Braga, Portugal. For more information, please contact the CCPFC.

Course Staff

Disclaimer and Copyright

The 'Future Classroom Scenarios' course is based on the work conducted within the EC-funded iTEC project (Innovative Technologies for an Engaging Classroom) and developed by the pedagogical experts involved in the creation of iTEC Learning Activities and Toolkits. The course and the related materials reflect the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein.

All content on this course unless specified otherwise is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License

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The course is relevant to all teachers, headteachers and technology coordinators who are interested in the topic of using tablets in schools. However, the focus of the course is on the practical and pedagogical use of tablets in a classroom setting.

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Is that what Wikipeida say about you? Click to find out :-)

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1. An idea for a piece of content you can produce with your class that has a purpose beyond the classroom activity.   My Content Creation idea = Make a literature audiobook to be shared with blind people

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

My Actual piece of content = Victoria Hislop's THE THREAD Audiobook: Enjoy browsing through it below

:))

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Αρσάκειο Γυμνάσιο Θεσσαλονίκης

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"The Thread AUDIOBOOK": An EFL reading club class project based on excerpts from Victoria Hislop's novel "The Thread" and performed by fifteen-year-old students from Arsakeio High School of Thessaloniki, Greece. The traditional Sephardic song heard at the end is called "Morenica" and features in the "Primavera in Salonico -Sephardic Folk Songs with Savvina Yannatou" album (Lyra 1995).

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Sway: Create and share interactive reports, presentations, personal stories, and more.

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Sway is an easy-to-use digital storytelling app for creating interactive reports, presentations, personal stories and more. Its built-in design engine helps you create professional designs in minutes. With Sway, your images, text, videos, and other multimedia all flow together in a way that enhances your story.

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

The need to engage and empower my Ss to survive as 21st century learners

See my Ss DELIVER their work to their peers!

Allow for my Ss' flexibility; let them follow their own lights of inquiry

Let Ss investigate and learn better.

Promote upskilling, S creativity, inclusive teaching, feedback & collaboration.

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

Lack of familiarisation, troubleshooting inexperience, booking tablet classroom, schedule

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

S distraction, slow Internet connection, S reluctance to stay on task, noise, class management and discipline issues, system crashes down

:))

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Αρσάκειο Γυμνάσιο Θεσσαλονίκης

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Arsakeio High School of Thessaloniki, Class C1 took part in a research project with Dr Christina Gkonou on EFL Learner Motivation. The students first answered a lengthy online questionnaire and, then, had three Skype teleconferences on 25 February, 4 and 18 March 2015 at school.

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Arsakeio Junior High School 2015 Brochure

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Arsakeio Junior High School 2015 Brochure

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ΑΡΣΑΚΕΙΟ ΓΥΜΝΑΣΙΟ ΘΕΣΣΑΛΟΝΙΚΗΣ

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Συνέντευξη του καθηγητή Γ. Μπαμπινιώτη για τη συνεργασία Φ.Ε. - CHS Το πρώτο βραβείο στον διαγωνισμό της εφημερίδας "ΜΑΚΕΔΟΝΙΑ" για την καλύτερη μαθητική εφημερίδα Γυμνασίων κεντρικής Μακεδονίας στο "νεογράφημα"! ΜΑΘΗΤΙΚΕΣ ΔΗΜΙΟΥΡΓΙΕΣ Ο απόηχος της Ημερίδας Φ.Ε. και CHS-Harvard στο Αρσάκειο Θεσσαλονίκης "Η έννοια...

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My name is Anna Oikonomou and I am a teacher of English to kids aged 12 to 18 at Arsakeio Secondary Schools of Thessaloniki, Greece. You can visit the central Arsakeia Schools site, plus our local Junior and Senior High School blogs here: http://www.arsakeio.gr/en/,https://arsakeiogt.wordpress.com & http://arsakeiolykeiothess.blogspot.gr/.

Sorry about the Greek in there ... To offset that and let you catch a glimpse of some hands-on learning and my teaching reality, please go above to browse through some of my 2015 projects so far.

In our school complex, there is a new fully-equipped-with-tablets classroom, which I have not used yet. I hope the course will help me familiarise myself with the challenges I am in for when I take my classes to the tablets learning space.

Wishing everybody a rewarding MOOC,

anna