# data[].attributes.body
Thank you very much for the opportunity to learn from all of you! Until the next opportunity! Best regards!

I share with you a video that always inspires me ...

# data[].attributes.headline
4.  Using tablets for personalising learning & flipping the classroom

# data[].attributes.subject
4.  Using tablets for personalising learning & flipping the classroom

# data[].attributes.body
All 4 Quiz completed successfully!

# data[].attributes.attachment_link.entities[].name
Augmentative & Alternative Communication Devices

# data[].attributes.attachment_link.entities[].name
Assistive Technology & Augmentative and Alternative Communication

# data[].attributes.attachment_link.title
Augmentative and Alternative Communication - subtitle

# data[].attributes.attachment_link.description
We visited the Martin-Boos-Schule, a special school for children with severe disabilities, in Gallneukirchen (Upper Austria) to gain some insight into using digital media for augmentative and alternative communication (AAC). There are many ways to do so, including technologies such as eye-tracking or devices such as the iPad.

# data[].attributes.attachment_link.description
Estudo de caso: A utilização do tablet por um aluno com NEE em contexto educativo. Uma experiência na Escola Básica Santa Cristina (Agrupamento de Escolas Levante da Maia).

# data[].attributes.body
Learning Scenario: Content Creation in a collaborative way. Students will study the cardiorespiratory system. coordinating activities inside the classroom and outside the classroom, research on the Internet and in the laboratory, comparing the heart of a mammal with three-dimensional virtual models, understand how the knowledge of the circulatory system has evolved over time, developing working group, collaborating and reflecting in the process. The whole process will be reported on a blog created by each team. The final work will be presented / disclosed in the class, the other peers at school and in the community. (The plan follows the methodology iTEC)

# data[].attributes.body
Flipping for everyone !

# data[].attributes.attachment_link.title
The Flipped Class: Is Flipping for Everyone?

# data[].attributes.attachment_link.description
Discover how some teachers have creatively applied the flipped learning model to increase quality class time in PE, woodworking, dance education, and elementary classrooms: https://www.edutopia.org/blog/flipping-the-non-flippable-classes-jon-bergmann

# data[].attributes.headline
4.5. Challenges of the Flipped Classroom

# data[].attributes.subject
4.5. Challenges of the Flipped Classroom

# data[].attributes.body
I think the biggest challenges scenario "Flipped Classrooom" relate to convincing students, parents and teachers. Parents and students are difficult to convince because this model requires an active and proactive role of these in most cases it does not seem easy and therefore will always be a challenge, I would not say impossible but laborious and it will take time.

About the teacher, the Portuguese education system survives at the expense of a lot of extra work by teachers, who in addition to the arduous task of teaching, have administrative and management procedures tasks, tasks still too bureaucratic, requiring them available time, in addition to their school hours. This scenario of learning requires the teacher almost exclusive dedication to creating diverse content and tailored to their different students follow the processes, support and guide students, observing and validate procedures reflecting on his own action.

So many responsibilities and professional tasks, with the need for continuous training, a teacher who must respect and take into account familial order issues and the privacy of students and their families in the context of "Flipped Classroom", can see these aspects compromised in his own case if there are no changes in the way works today the Portuguese schools.

We can also consider the challenges of the lack of flexibility of curricula themselves, the excessively theoretical content and sometimes so little framed in real lives.

Another challenge is the management of time and space ... (see video below).

In practice the use of tablets facilitates the process and dynamics, but it is also necessary to ensure that students have access to the tablets out of school and maiorira of schools do not have a tablet for every student

# data[].attributes.attachment_link.title
The Flipped Class: Rethinking Space & Time

# data[].attributes.headline
4.4. "Flipped Classroom": "How would
you start to implement it in your school and classroom context?"

# data[].attributes.subject
4.4. "Flipped Classroom": "How would
you start to implement it in your school and classroom context?"

# data[].attributes.body
To implement the model "Flipped Classroom" and ensure that it is successful, I think is really important and crucial to involve the parents demonstrating its advantages or challenging them to reflect on them. Should inform parents about this model and support its implementation, they will be required to track and collaborate on tasks to be performed outside the classroom.

On the other hand, to adopt this model is required to take into account several fundamental aspects such as: - Ensure that students have access to the available content. If there is online access difficulties the content can be made available on a pen drive, a CD-ROM or on a mobile device. Another alternative may be to set with the students in this situation a time and a space outside the classroom, to meet with the teacher so that he guarantees them access to content. - Explain to students how to process access to content and ensure that they are able to access alone.
- Develop strategies to monitor the students consulted in fact the contents. These strategies may go through a series of questions provided in the content, to which students must answering and give feedback on the answers to the teacher. Alternatively, the teacher can in the classroom context propose a questionnaire for verification of learning. In the case of students who denote not explored the contents and for those who evidencing difficulties, the teacher can suggest that they consult the contents in class, giving them individual support or in small groups, while the remaining students advance in their learning.- - A advice that seems to be very wise for those who want to experience this learning scenario (and teaching), is to go slowly, step by step. We can begin by adopting this model for a single class in a specific class, to become familiar with our role in this new dynamic. Gradually making the adjustments that we consider necessary, we can go expanding to broader contexts, increase the degree of complexity, all this to go giving time to both the teacher and the student to go adapting to their roles.

# data[].attributes.attachment_link.title
The Flipped Class: Overcoming Common Hurdles

# data[].attributes.headline
4.4. "Flipped Classroom": "You've never heard of the model before but are curious to try it out?"

# data[].attributes.subject
4.4. "Flipped Classroom": "You've never heard of the model before but are curious to try it out?"

# data[].attributes.body
I had already heard of the learning scenario or model "Flipped Classroom", but did not have a very deep knowledge about it. So these days I investigate and read about this subject. Based on my research, I can conclude that, even without knowing, I have proposed dynamic to my students that could fit in this model, but they were just too timid experiences and not as ambitious as it seems to me this pedagogical approach to the classroom is.
Analyzing my particular situation, the type of students that I work with, their families and other socio-economic conditions in which it operates my school if I want to adopt this model I will almost take a small "revolution." Many of the families of my students think their children have too much work for the school, that time in the classroom should be enough and not coexist very well with the extra tasks. Another situation holds it with access to content that could be hampered by the fact that some students live in places where network access is limited or nonexistent.

Nevertheless, I'm very enthusiastic about the idea, since for all that I have been reading and hearing in the research I've done, I'm convinced that this approach not only enhance personalized learning, and can meet the different learning styles, respecting the rhythm of the students, making the time spent by the teacher with each student more oriented to the needs of each one and allowing more able pupils do not be detained in a given level and advance according to their pace and learning times. It also makes the most prepared students to learn autonomously and independently, although there is also place for collaborative learning.
In other words, this is a model that enables to develop the skills of sec. XXI.
"Tomorrow's illiterate will not be the man who can't read; he will be the man who has not learned how to unlearn." The words came from Herbert Gerjuoy, whom Toffler cites in full as follows: "The new education must teach the individual how to classify and reclassify information, how to evaluate its veracity, how to change categories when necessary, how to move from the concrete to the abstract and back, how to look at problems from a new direction — how to teach himself."(http://en.wikipedia.org/wiki/Alvin_Toffler)

# data[].attributes.headline
4.4. The Flipped Class: Which Tech Tools Are Right For You?

# data[].attributes.subject
4.4. The Flipped Class: Which Tech Tools Are Right For You?

# data[].attributes.attachment_link.title
The Flipped Class: Which Tech Tools Are Right For You?

# data[].attributes.attachment_link.description
Four kinds of tech tools -- screencasts, tablets, document cameras, and video cameras -- will help your students take flipped learning outside of the classroom. Read more: https://www.edutopia.org/blog/flipped-learning-lets-talk-tech-jon-bergmann

# data[].attributes.attachment_link.description
Video lectures at home? Homework in class? Welcome to a new world of active learning where teachers can be there when students need them.

# data[].attributes.attachment_link.entities[].name
Classroom Management Strategies To Take Control Of Noisy Students

# data[].attributes.attachment_link.description
My description of what the Flipped Classroom is not!

# data[].attributes.body
My school is an Eco-School. I was coordinator of this program in my school, from 2006 to 2014, but because I'm perform other functions at this time, I left to be able to assume this responsibility, now I'm only part of the team responsible for the implementation of this program.

In this context, I coordinate the teams of students that makes monitoring consumption of water and energy, and the treatment of waste at school. In previous years, record sheets were provided to the teams responsible gather monitoring data and then publish the results online. This year each team is provided with tablet through which they gain access to grids available in Google Drive, makes the recording of data, can immediately compare with previous data, they can update the graphics consumption share and publish data, besides taking photographs of evidence of observed situations.Another important aspect for an Eco-School is the paper savings! ;-)

This work is done outside the classroom on the free time of the students, each student manages his tasks and how he can perform them. The tablet for its flexibility and versatility support the process allowing the student to adapt to the situation without losing what he has to do.

# data[].attributes.body
https://21centuryedtech.wordpress.com/2011/02/19/over-20-free-digital-classroom-tools-customize-plus-no-log-in/

https://21centuryedtech.wordpress.com/2011/02/19/over-20-free-digital-classroom-tools-customize-plus-no-log-in/

http://etc.usf.edu/

http://thesocialmediaguide.com/

https://appear.in/

http://cogdogroo.wikispaces.com/StoryTools

http://www.edutopia.org/blog/the-epic-byod-toolchest-vicki-davis

http://www.techlearning.com/default.aspx?tabid=100&entryid=602

http://www.superteachertools.us/

http://edtechtoolbox.blogspot.pt/p/web-2-tools-by-task.html

# data[].attributes.headline
4.1. Learning Styles of your Students (II)

# data[].attributes.subject
4.1. Learning Styles of your Students (II)

# data[].attributes.body
Over time, watching them and placing them before new situations will build their profile, based on the collected data and records made during these processes. While gather data and information I provide to students different learning experiences.To address the same content, having regard to its specificityI resort diversified strategies and learning contexts trying to meet the different learning styles, such as learning by seeing / by observing, learning by writing, learn by listening, learning by moving / by interacting / by making / by creating, learning by talking / by discussing, learning by investigating, learn by reading, learning alone or learning in a group.

In my planning, I insist that it's provided this diversity of learning experiences and by observing my students I will realize in what situations they feel most comfortable. I also propose to my students to create e-portfolios. Another experience that has had positive results is to suggest a certain content to a group of students, giving them the freedom to choose how they will explore, setting a deadline, and subsequently present their results to the class or community, depending on the cases.

For example at this time, a class of 9th grade students are divided into groups to organize signaling activities of Heart Month (May). Last week the groups presented to me their previous proposals, which were discussed in the class to be reformulated. The interesting thing about this experience is the fact is found that an group thought spread information through a thematic placard and a blog bout health and environment that ithe class dynamizes. Others have proposed screenings of blood pressure in the school population. Others have decided to promote sports activities outdoors and others addressed to the elderly population in our area. Others suggested the implementation of a digital questionnaire on the topic, to the students of the school. With this, we can see that around the same theme, students define different ways to approach, consciously or unconsciously, that must coincide with their different learning style.

# data[].attributes.body
It's not easy to know the kind of students we have, what their preferences and motivations. Often, we get an idea of their skills and abilities, but it is not always easy to understand what really motivates at the beginning. On the other hand, most are unaware of how to learn better and talk to them to get the immediate data may not result. The strategy of talking to them can result in the medium and long term. One strategy I never implemented but which in this context may result, is to put the students to talk to each other.

In this perspective to hear them, usually I establish situation points regarding the progress of work and I ask my students to give their opinion about my role and the type of dynamic that I propose to them towards getting feedback from them that can help me implement improvements in my action, taking into account which may improve their learning. They are not always very fruitful and rich information gathered, not having an great results this strategy.

# data[].attributes.headline
3. Using tablets for collaborative learning

# data[].attributes.subject
3. Using tablets for collaborative learning

# data[].attributes.body
Finally I managed to put my learning diary up to date !!!

# data[].attributes.headline
3.4. What strategies I used to assess group work? What are the main challenges for me when it comes to assessing group work?

# data[].attributes.subject
3.4. What strategies I used to assess group work? What are the main challenges for me when it comes to assessing group work?

# data[].attributes.body
In fact, the evaluation subject is one of the most complex aspects of the teacher's action in any situation, even more in the case of collaborative projects, it is not always easy to see or obtain reliable data on who did what and how?

By being aware of this situation, I try to diversify as much as possible the assessment criteria and information sources / observation. Assessment is ongoing, has formative and summative character. To engage and involve students in the assessment process, I promote self-assessment and hetero, weekly or at the end of each stage of the project. In this context, the involvement of students in this process happens from the start, and the evaluation criteria are negotiated with students, in most cases starting from my proposals, but in some cases happens replacing some of the original proposal criteria, as well as the weighting of each, as proposed by the students.

Usually to carry out the assessment I use grids created in google drive which each team / student has access to undertake the fill, according to a predefined schedule. Throughout the process, I analyze the continuous assessment results with each group and / or with each student in order to give them indications of what is going well and what should be improved, suggest specific actions to overcome the difficulties of diagnosed .

I leave you below the link to a folder in the google drive where you can access several documents used in a project that developed.

# data[].attributes.headline
3.3. "What do you think are the success factors for a school-to-school collaboration project?"

# data[].attributes.subject
3.3. "What do you think are the success factors for a school-to-school collaboration project?"

# data[].attributes.body
In my opinion, the success factors of this scenario learning are related to the complementarity that can result from differing points of view, realities and contexts that are combined in a project that involves collaboration between various schools and teachers. Several contributions can enrich the learning process and facilitate problem solving. The difficulties of a school or a teacher can be more easily overcome with the opportunity to contact other realities and other views. This scenario makes it possible to expand the perspectives towards certain topic, contacting several ways to explore or analyze. Contact different views increases creativity in students in teacher and enriches the whole process of teaching and learning. In addition to promoting respect for difference and diversity of opinions.

This scenario is facilitated by the use of ICT, particularly tablets that thanks to the fact that they are easily transportable give greater freedom of movement to teachers and students, allowing the dynamics of a class or a project happen where it is necessary to happen. On the other side allow easy communication, research, product creation and sharing of resources, ideas, or products.

# data[].attributes.headline
3.3.  "Autochthonous
and invasive plants in our region - known to preserve and control" eTwinning project.

# data[].attributes.subject
3.3.  "Autochthonous
and invasive plants in our region - known to preserve and control" eTwinning project.

# data[].attributes.body
In this second project the students are participating in field trip with the collaboration of collaborators and external experts to school. The field trips were preceded by sessions in the classroom where they discussed the issue of invasive species, the impact these have on the native flora, ways of acting before the problem (Citizen Science - Invasoras.PT project) and advance control techniques of Acacia dealbata. In all these stages we rely on the assistance of external experts to school. In the context of the classroom, they learned to use field guides, trained to identify plants, explored an online platform on the subject of invasive (http://invasoras.pt/) that provides an application for Android that lets you "put invasive on the map ". Students settled in their ipad, iphones and tablets the application before going to the field.

Students in the field are: to identify invasive and native plants; taking pictures characteristic aspects of each plant for their e-book; to identify where there are invasive plants and register them on the map through the application who have installed on their mobile devices; and are learning and applying control techniques of Acacia dealbata (invasive plant), that will also be described in the e-book that will create.

The idea is that each school create thei own e-book and share it with other schools through the Twinspace. Being schools from different regions of Portugal, in the end the students can know other invasive plants, acknowledge that the problem affects several regions of the country and become sensitized to the plight and as future citizens take a more active attitude and answerable to the problems affecting the society.

In the process, as well as they learn more about the plants, trained collaboration, communication, creativity, autonomy, initiative, the use of ICT and citizenship skills.

# data[].attributes.headline
3.3. "School-to-school collaboration" - eTwinning projects in which I am involved.

# data[].attributes.subject
3.3. "School-to-school collaboration" - eTwinning projects in which I am involved.

# data[].attributes.body
I'm currently participating in two projects eTwinnings. One involves more than twenty partners from several European countries and the other national partners only.

The first one is called “Science Project – iTEC” and in that project students in group or individually are exploring and creating resources for learning Sciences (Mathematics, Sciences, Physical Chemistry, Biology, ...). The resources built may be used by students in the class or others to learn the concepts being studied. The project follows the methodology iTEC (Innovative Technologies for an Engaging Classroom) (http://itec.eun.org)

The other one is named "Autochthonous and invasive plants in our region - known to preserve and control" is a national project. This one fits into the context of environmental education with the main objective of the importance of preserving the natural heritage of our region. It involves field trips for observation and data collection, seeking to obtain information to create e-books to publicize in the local community and through the eTwinning community. The partnerships allow our students know not only autochthonous and invasive plants in their region, as well as other places in Europe and confirm the diversity of flora.

You can see below some pictures of the second project

# data[].attributes.body
https://www.smartsheet.com/ - Share your work with other team members, or simply collaborate on a specific task, Smartsheet makes it easy.

https://cacoo.com/lang/en/ - to map together.

https://www.lucidpress.com/ - Create on Real-time collaboration

https://www.dropbox.com/ - to share contents

https://www.google.com/calendar/ - to organize the agenda of a working team

https://plus.google.com/hangouts - to promote work team meetings

https://popplet.com/ - brainstorming on the work team

http://edu.glogster.com/?ref=com - create together

http://www.emaze.com/pt/ - create together

# data[].attributes.body
How do you keep your students focused and on track during collaborative projects? How do you ensure all students contribute to the task?

To ensure that my students are engaged and not discourage the course of collaborative projects, I try to establish common points of the situation and briefings based on lists of predefined tasks. For younger students, it's me as a teacher who actively collaborate in defining this list of tasks that considering the age level should be clear, objective that every student knows exactly what he has to do and the deadline within which to comply each task for you. For older students, the definition of tasks goes through a proposal by the team that is presented to me. In this case, I discuss with each team its list of tasks that showed to me, giving advice, analyzing who will do what and negotiating deadlines.

In all cases the task list is created with collaborative tools (Smartsheet, Trello, evernote or even the Google doc's, eg) in which all group members and myself, have access. As the tasks are being carried those responsible put a visa. Everyone can follow the work of the various team members, check advances or delays of the work and act when there is a problem that can compromise deadlines.

This strategy helps not only to control the progress of work and not lose sight of the deadlines, as well as verify the work that each one develops and can be seen more easily if a student is failing its responsibilities in the group. Still, there is always the need for close monitoring of the teacher to see if really the tasks are to develop as planned and that all are fulfilling that they are responsible.

# data[].attributes.attachment_link.title
Modern Project & Work Management Platform | Smartsheet

# data[].attributes.attachment_link.description
Smartsheet enables teams to manage projects, automate processes & scale programs in one powerful platform. Maintain visibility & keep distributed teams connected.

# data[].attributes.headline
3.1. Based on your experience what strategies of forming groups work and which do not work? Why?

# data[].attributes.subject
3.1. Based on your experience what strategies of forming groups work and which do not work? Why?

# data[].attributes.body
Often, the groups that the students created correspond to that work well, especially when they are students who know each other since kindergarten.

But I have also had the experience with a class I worked with three consecutive years in which there were times when certain groups worked and did not work at other times.

Students change their perspectives and especially when we are working with teenagers, we note that they are still looking for their place in their peer group and this is reflected in their performance in group work.

So I can not say that there is magic formulas, I think that there must be is a very close accompaniment by the teacher who must observe the behaviors and attitudes of each student in his group. Identify situations of conflict or problem and provide further support in this case.

In those cases where I was front of a group who revealed himself less functional, my strategy went through I do continuous monitoring and collaboration, much more closely than usual. Establishing, with the team at the end of each lesson or weekly situation points or balances, reflecting on what they have done, which failed to do, why, and what challenges come next. Setting / negotiating with the group lists short-term tasks, where each student realize very well what task to do, with whom and by when.

My experience also tells me that groups of more than 5 elements, do not work well, the ideal size seems to me the four-element groups.

However, I think that as the characteristics of groups, such as the age of the students, the size should take into account the type and variety of learning activities and tasks under the project. A more complex project may require larger groups, but we can not lose sight of the concern form groups in which effective collaboration is able to happen. That is, where possible communication, discussion, negotiation, sharing ideas and resources, feedback, consensus ... it all depends on a clear plan from the outset, by the teacher where it should consider which group size, more appropriate, and what strategies will be used to form these groups.

Please see below the results of step "dream" in a collaborative learning project:

# data[].attributes.body
To form groups, I already have used the TeamUp. This tool allows you to organize groups / teams, set by the teacher randomly or based on characteristics attributed to each student.

Usually, teams integrate elements whose characteristics complement in terms of the challenges and project objectives that will have on hand. I start by distributing students with leadership and organizational skills for different groups, then I try to distribute creative, critics, those who have the gift of gab and revealing skills in technologies and so on ... for diferent groups.

The idea is to reach balanced teams as much as possible and who meet minimum competencies to ensure the development of the project by minimizing the risk of the group feel frustrated, in the process.

All this is possible only when we already know quite well our students. Usually at an early stage, when I still do not know them well, I work with groups of two elements, a maximum of three, to have the opportunity to understand more clearly the role that each student takes in the respective group. At this stage, usually I allow students to choose their groups and projects are of short duration (one week for example, which in my case includes two lessons).
All this is possible only when we already know quite well our students. Usually at an early stage, when I still do not know them well, I work with groups of two elements, a maximum of three, to have the opportunity to understand more clearly the role that each student takes in the respective group. At this stage, usually I allow students to choose their groups and projects are of short duration (one week for example, which in my case includes two lessons) to be more spontaneous and feel more comfortable so I can gather richer information about each student works in a group. From this stage, I use the data I was collecting to define a general profile of each student to have in mind when I have to form working groups.

# data[].attributes.headline
Module 2 - Using tablets for content creation - COMPLETE

# data[].attributes.subject
Module 2 - Using tablets for content creation - COMPLETE

# data[].attributes.body
Good! Only are missing two modules ...

# data[].attributes.body
To make comics...

# data[].attributes.body
To create diagramas

# data[].attributes.body
to create website...

# data[].attributes.attachment_link.title
Criar Site Grátis | Descubra Como Criar um Site Grátis | Wix.com

# data[].attributes.attachment_link.description
Aprenda a criar um site grátis com Wix.com. Veja como criar um site pessoal ou para sua empresa com designs interativos. Crie já!

# data[].attributes.body
To create website...

# data[].attributes.attachment_link.title
O Weebly é a maneira mais fácil de criar um site, loja ou blog

# data[].attributes.attachment_link.description
O Weebly torna surpreendentemente fácil criar um site, blog ou loja on-line de alta qualidade. Mais de 40 milhões de pessoas usam o Weebly para dar vida às suas ideias originais.

# data[].attributes.headline
2.3. What kind of content can we create with tablets?

# data[].attributes.subject
2.3. What kind of content can we create with tablets?

# data[].attributes.body
Hello everyone! At this time I have some projects in progress in school, but in only one I'm using hybrid computers, in the others I'm using laptops.

In this project the students did a research project on the effect of abiotic factors of living beings and created websites to disseminate the results of their research. We have followed the seven stages of the CCL learning scenarios, as well as promote collaboration and reflection, meeting of iTEC methodology, with which I am used to working.

In late March each team presented their prototypes to the class, teachers and students invited. In this phase, "asked" people's opinions. At this point they are redoing their websites based on these opinions and suggestions collected. They are also creating an English version of their websites. If all goes well, until May 10 should have ready their websites. Meanwhile, I share with you the work of my students leaving here the links from their websites.

They used Twix and Weebly.

Team 1 - http://meseckeceline.wix.com/wixcn

Team 2 - http://naturezaselvagem.wix.com/naturezaselvagem

team 3 - http://mcdj8a.wix.com/fatores-abioticos

Team 4 - http://606268071378545942.weebly.com

# data[].attributes.headline
2.2. Some digital content produced by my students...

# data[].attributes.subject
2.2. Some digital content produced by my students...

# data[].attributes.body
Hello everyone! I would like to share with you some of the projects I have developed with my students in recent years. I just took tablets on a project that I developed from April to June 2014. And I used hybrid computers on a project that started last December and which is being finalized. These projects followed iTEC methodology. You can learn more about these projects on this website http://itec5-saboia.weebly.com/ and in the blog I will leave here:

# data[].attributes.attachment_link.readable_text
PT
Na passada quinta-feira (15 de maio) as equipas foram desafiadas a desenvolver uma atividade experimental através da qual puderam conhecer melhor o coração de um mamífero.

Seguindo o protocolo proposto no seu manual de Ciências Naturais, cada equipa explorou exaustivamente um coração de porco... infelizmente nem todos os exemplares, conseguidos num talho local, se apresentavam intactos. Alguns apresentavam cortes que condicionaram a observação de alguns pormenores da morfologia do músculo cardíaco, nomeadamente as veias cavas e pulmonares. Foram estabelecidos contactos com o matadouro municipal, no sentido de se obterem órgãos em melhor estado, mas a resposta por parte dos seus responsáveis foi negativa...

Apesar de tudo, graças ao empenho dos alunos e ao acompanhamento feito por parte da professora, a atividade decorreu de forma bastante satisfatória tendo-se concretizado todos os seus objetivos. Seguindo o protocolo os alunos identificaram as aurículas, os ventrículos, as artérias aorta e pulmonar, as válvulas auriculoventriculares e semilunares, compararam a espessura do miocárdio nos dois ventrículos,... entre outros aspetos. No decurso da exploração da morfologia do coração, os alunos foram estabelecendo a sequência da circulação do sangue no seu interior.

Para além da exploração do órgão real, os alunos tomaram contacto com o modelo 3D virtual disponível no Corinth Classroom e estabeleceram comparações entre ambos. Neste contexto também experimentaram a anatomia aumentada.

Os alunos mostraram-se bastante motivados e entusiasmados com a atividade, tendo todas as equipas tiveram um muito bom desempenho.
Ficam abaixo as fotos como testemunho do trabalho desenvolvido.

ENG
Last Thursday (May 15) teams were challenged to develop an experimental activity through which they could better know the heart of a mammal.
According to one protocol proposed in the manual of Natural Science, each team exhaustively explored a pig heart ... unfortunately not all specimens achieved in a local butcher, presented intact. Some had cuts that conditioned the observation of some details of the morphology of the heart muscle, including the vena cava and pulmonary. Contacts with the municipal slaughterhouse were established, in order to obtain organs in better shape, but the response from those responsible was negative ...
After all, thanks to the efforts of students and monitoring done by the teacher, the activity took place quite well if having achieved all their objectives.
Following the protocol students identified the atria, ventricles, the aorta and pulmonary arteries, atrioventricular and semilunar valves, compared the thickness of the myocardium in both ventricles, ... among other things. During the exploration of the morphology of the heart, students were establishing the sequence of blood circulation therein.
Apart from the exploration of the real organ, the students made ​​contact with the virtual 3D model available in Corinth Classroom B and established comparisons between them. In this context they also experienced the increased anatomy.
The students were quite motivated and enthusiastic about the activity, and all teams had a very good performance.
Are below the photos as a testimony of their work.

# data[].attributes.attachment_link.description
PT Na passada quinta-feira (15 de maio) as equipas foram desafiadas a desenvolver uma atividade experimental através da qual puderam conhecer melhor o coração de um mamífero. Seguindo o protocolo proposto no seu manual de Ciências Naturais, cada equipa explorou exaustivamente um coração de porco...

# data[].attributes.headline
2.2. Some digital content produced by my students...

# data[].attributes.subject
2.2. Some digital content produced by my students...

# data[].attributes.body
A website made by a group of my students.

# data[].attributes.attachment_link.provider_name
Weigh better! Don't overload your health!

# data[].attributes.attachment_link.title
Weigh better! Don't overload your health!

# data[].attributes.attachment_link.description
﻿ In most cases, obesity starts in someones childhood. It's usually related with bad eating habits, that are defined by each one of us, or sometimes by our parents! Obesity is considered...

# data[].attributes.headline
2.2. Some digital content produced by my students...

# data[].attributes.subject
2.2. Some digital content produced by my students...

# data[].attributes.body
A film made by a group of my students.

# data[].attributes.attachment_link.entities[].name
CAVALGADA DA SEGUNDA EXPOMONTE DE MONTE NEGRE EM RONDÔNIA

# data[].attributes.attachment_link.description
Filme Final do projeto iTEC equipa nº1 de Sabóia Final Movie of the project iTEC team nº1 of Sabóia (be sure to like and subscribe

# data[].attributes.headline
2.2. Some digital content produced by my students...

# data[].attributes.subject
2.2. Some digital content produced by my students...

# data[].attributes.body
A route created in Google Earth by a group of my students.

# data[].attributes.attachment_link.title
Pecurso georreferenciado - "Carvalhal e Azenha do Mar" - Google Os Meus Mapas

# data[].attributes.attachment_link.description
Pecurso georreferenciado - "Carvalhal e Azenha do Mar"

# data[].attributes.headline
Module 1 - Getting started with tablets at school  - COMPLETE

# data[].attributes.subject
Module 1 - Getting started with tablets at school  - COMPLETE

# data[].attributes.body
Here we go to the next module...

# data[].attributes.body
emaze is the next generation of online presentation software. Simply select any of our professionally designed free presentation templates to easily create an amazing visual experience for your audience...

(learn more at the website below)

# data[].attributes.attachment_link.title
Content Creation: Best Presentations, eCards & More | emaze

# data[].attributes.attachment_link.description
Content creation with the help of AI. From amazing presentations and websites, to eCards and more, create beautiful visuals with our ready-to-use templates.

# data[].attributes.body
Lucidpress - Lucidpress is a web-based drag and drop publishing app, enabling anyone to create stunning content for print and digital. (can access through google drive)

# data[].attributes.attachment_link.readable_text
Save your creative team's sanity.

Turn any design into a branded template for teams to customize their own content without losing brand control. Less production design, more time for strategic creative.

Over 6 million professionals and 800+ leading brands use Marq

HOW MARQ WORKS

02

Templatize Anything

Turn your designs into templates by locking critical elements like logos, fonts, and colors.

03

Personalize Everything

Share your branded templates across teams so they can customize for their audience.

YOUR BRAND ON-DEMAND

Marq makes content production easier for creative teams.

Say goodbye to stretched logos, off-brand colors, and rogue content.

Get more content in the hands of your audience faster than ever.

Remove long wait times and cut out repetitive design requests.

Brand Management with VS Without

We're able to quickly customize assets by market and audience, leading to more powerful marketing.

CREATE WITH TEMPLATES

Start with our template designs or build your own.

Begin your next great design from our library of 10,000+ templates. From brochures to social posts, and flyers to one-sheets, get inspired and turn a template into your brand masterpiece.

With Marq, everyone can become a powerful content creator, all while staying on-brand.
Try for free

START YOUR PROJECT

Create in Marq for free.

Marq made our design team of four feel like an army of 40.

See how Marq stacks up and stands out against competitors.

Compare with Canva, Microsoft Publisher, and more.
Learn more

PLATFORM OVERVIEW

Streamline your content management workflows and empower your teams.

Seamlessly add data to any design by integrating data via CSV, Google Sheets, XML, or MLS

See all features

Grow your brand and become a master of brand enablement.

Remove the need to wait in line for creative resources by introducing reusable brand templates across your business

Discover how brand enablement can cut out one-and-done designs from the creative queue for good

Learn how brand enablement can empower your employees to produce more on-brand content in a fraction of the time

Brand Enablement Playbook

Created for teams of all sizes.

See which Marq plan is right for you.

Explore plans

Questions? We've got answers.

# data[].attributes.attachment_link.description
Discover Marq - Your Ultimate Brand Management Software. Streamline your brand consistency with our powerful suite of tools.

# data[].attributes.headline
1.4. Tablets in classrooms - what I need to know

# data[].attributes.subject
1.4. Tablets in classrooms - what I need to know

# data[].attributes.body
My real experience with tablets has not started yet, since I only developed a project with a class of 15 students who were divided into three groups and each group had its tablet. (you can learn more about this project in the blog below)

However, there are several years that I promote projects in which students use laptops or other devices. Usually these projects involve collaborative work, with the class organized in groups / teams. In each team there is the definition of roles and a leader chosen by the other group members and the distribution of weekly tasks.

The project is presented to the students to become aware of the various stages. The project is shared as students through sharing platforms, as well as all documentation and resources available to each team and this produced. Particular focus is given to the project schedule that, in addition to available in digital form, is posted in the classroom or in the spaces where teams develop project tasks (eg laboratory).

The evaluation criteria are discussed and negotiated with the students from the outset, and are defined moments of self and peer assessment, throughout the of project development. To the younger students I provide them a list of weekly tasks. To the older one, I ask, by the objectives of each stage of the project, they define themselves the list of weekly tasks that they must provide to me in advance. In both situations they proceed to the distribution of work by the various elements of the group.

At the end of each week or part of the project, students will reflect on "what they did?"; "What remains to be done?"; "difficulties that feel?"; "how they will overcome the challenges ahead?". These reflections are shared and are commented by me.

When it comes to a long-term project, do meetings every two weeks with each team to make assessment of the situation regarding the progress of the project, in addition to daily monitoring given to them. In shorter projects, I do a status of in the middle.No final de cada semana ou etapa do projeto os alunos devem refletir sobre "o que fixeram?"; "o que falta fazer?"; "que dificuldades sentiram?"; "como vão ultrapassar os desafios futuros?". Estas reflexões são partilhadas e são comentadas por mim.

Regard to rules to be followed in the use of tablets or any other device, these are already defined for the whole school, the students already know and we have not had problems so far. I usually also use the strategy of "students trainers"! When a student (or students) stands out for the ease with which develops a task or solve certain types of problems, ask him to work with me to provide support to colleagues. This function turns out to go rotating, and several that end up experiencing support their peers.

As I am a teacher of Biology and Geology, learning environments, ranging from the classroom, the lab, the library, the countryside, the beach, waste treatment plant, landfill, etc.

I think these strategies are also valid in a project with introduction of tablets ... what do you think?

# data[].attributes.attachment_link.readable_text
PT
Na passada quinta-feira (15 de maio) as equipas foram desafiadas a desenvolver uma atividade experimental através da qual puderam conhecer melhor o coração de um mamífero.

Seguindo o protocolo proposto no seu manual de Ciências Naturais, cada equipa explorou exaustivamente um coração de porco... infelizmente nem todos os exemplares, conseguidos num talho local, se apresentavam intactos. Alguns apresentavam cortes que condicionaram a observação de alguns pormenores da morfologia do músculo cardíaco, nomeadamente as veias cavas e pulmonares. Foram estabelecidos contactos com o matadouro municipal, no sentido de se obterem órgãos em melhor estado, mas a resposta por parte dos seus responsáveis foi negativa...

Apesar de tudo, graças ao empenho dos alunos e ao acompanhamento feito por parte da professora, a atividade decorreu de forma bastante satisfatória tendo-se concretizado todos os seus objetivos. Seguindo o protocolo os alunos identificaram as aurículas, os ventrículos, as artérias aorta e pulmonar, as válvulas auriculoventriculares e semilunares, compararam a espessura do miocárdio nos dois ventrículos,... entre outros aspetos. No decurso da exploração da morfologia do coração, os alunos foram estabelecendo a sequência da circulação do sangue no seu interior.

Para além da exploração do órgão real, os alunos tomaram contacto com o modelo 3D virtual disponível no Corinth Classroom e estabeleceram comparações entre ambos. Neste contexto também experimentaram a anatomia aumentada.

Os alunos mostraram-se bastante motivados e entusiasmados com a atividade, tendo todas as equipas tiveram um muito bom desempenho.
Ficam abaixo as fotos como testemunho do trabalho desenvolvido.

ENG
Last Thursday (May 15) teams were challenged to develop an experimental activity through which they could better know the heart of a mammal.
According to one protocol proposed in the manual of Natural Science, each team exhaustively explored a pig heart ... unfortunately not all specimens achieved in a local butcher, presented intact. Some had cuts that conditioned the observation of some details of the morphology of the heart muscle, including the vena cava and pulmonary. Contacts with the municipal slaughterhouse were established, in order to obtain organs in better shape, but the response from those responsible was negative ...
After all, thanks to the efforts of students and monitoring done by the teacher, the activity took place quite well if having achieved all their objectives.
Following the protocol students identified the atria, ventricles, the aorta and pulmonary arteries, atrioventricular and semilunar valves, compared the thickness of the myocardium in both ventricles, ... among other things. During the exploration of the morphology of the heart, students were establishing the sequence of blood circulation therein.
Apart from the exploration of the real organ, the students made ​​contact with the virtual 3D model available in Corinth Classroom B and established comparisons between them. In this context they also experienced the increased anatomy.
The students were quite motivated and enthusiastic about the activity, and all teams had a very good performance.
Are below the photos as a testimony of their work.

# data[].attributes.attachment_link.description
PT Na passada quinta-feira (15 de maio) as equipas foram desafiadas a desenvolver uma atividade experimental através da qual puderam conhecer melhor o coração de um mamífero. Seguindo o protocolo proposto no seu manual de Ciências Naturais, cada equipa explorou exaustivamente um coração de porco...

# data[].attributes.body
I already use the Edmodo, since the month of October. I am aware of this platform in a Masters Course of course I'm taking. Explored the Edmodo even made a characterization of their potential (which will share here) and decided to start exploring it in the context of my teaching activity. I noted two of my classes, but only one of these classes is that I could explore a bit more. I made available material support to my students through this platform, I threw them some challenges and they gave me work reports.

However, as I have been developing very collaborative work and projects involving various tools and resources, I felt the Edmodo was not up to my needs and bet more on the use of Google Drive. All communication, delivery jobs, document filing, resources, provision of scripts, plans and task schedules, evaluation activities, etc., are being made mainly through Google Drive. I tried to attend a workshop on the Edmodo held in Évora (Portugal) a few months ago, but as a living 200km from there, I could not organize my schedule to do so.

# data[].attributes.headline
1.3. What whole-school challenges do I already face or do I anticipate facing when using tablets?

# data[].attributes.subject
1.3. What whole-school challenges do I already face or do I anticipate facing when using tablets?

# data[].attributes.body
In my case there are several challenges to be taken into account before starting an implementation tablets program at my school. There is a need to design a good plan of action having regard to those challenges.

First of all, I would advise the direction of my school, starting with a pilot group, involving a more motivated group of teachers and with some experience in the exploitation of ICT in the context of teaching and learning. Only later, according to the data collected in this pilot, is that we should expand the use of tablets to other classes.

The first constraint would be tochoose the set of teachers who were available and was prepared to be the work team. My school is a small school where the majority of teachers is only one year in school, we never know who will come next, in most cases. On the other hand, we do not have a sufficient number of teachers motivated for the use of ICT in an innovative perspective, that is, place the student at the center of learning and to use ICT to drive their own learning taking an active role in the whole the process.

There would need to make a plan of training / preparation for the team of teachers involved by the needspreviously diagnosed.

The issue of technical support would also be a problem because we have no one credited in this area. The teacher of ICT is in school only two hours a week. It is a school employee who is interested in ICT that will trying to solve the problems that can. The idea of the most able pupils collaborate in this field is an excellent idea, but my school is in a social economic context where most just experienced the tablets at school and students who have tablets use it primarily for entertainment purposes but not very deep and diversified.

Other shortcomings is the fact that there are no tablets to all school students. At the stage of pilot group, this question would not arise because we have enough tablets for a class. Thus when we got to the stage of extending the whole school, we should think and define a strategy and a plan of sharing devices.

Last but not least, there would also be necessary to consider the question of wireless. At this time, in Portuguese schools the Internet has some access problems. The Internet is very slow and when we have a classroom with 14 connected devices, the situation becomes even more difficult. We have Internet access throughout the school, but not always it arrives in top condition and there is also some difficulties to work online.

These are the main issues that will have to face, at my school, and we should beware at the stage of defining the strategy and planning to have more likely to be successful.

# data[].attributes.attachment_link.readable_text
Teachers' Blog

Observation

School observations are an important part of the Creative Classrooms Lab project. On this page you will find information on the observation methodologies and gathered during visits undertaken by Diana Bannister, University of Wolverhampton to the 8 countries involved in the project.

School Observation Blog

# data[].attributes.attachment_link.description
Teachers' Blog Observation School observations are an important part of the Creative Classrooms Lab project. On this page you will find information on the observation methodologies and gathered during visits undertaken by Diana Bannister, University of Wolverhampton to the 8 countries involved in the project. School Observation Blog

# data[].attributes.headline
1.2. Why I want to use Tablets in my teaching?

# data[].attributes.subject
1.2. Why I want to use Tablets in my teaching?

# data[].attributes.body
I use ICT because they have the potencial to enable innovative and creative school environments.

The technologies are important to promote creative learning and innovative teaching. Our students need to learn to express their creative and innovative potential that can happen by using digital media and technologies.

A creative way to teach and learn involves innovative practices, such as collaboration, personalization, active learning and entrepreneurship, fostering creative learning, and the use of technologies such the tablet, can promote that. Because, for example, it can easily be used in all types of learning environments, in formal and informal settings, due to its special characteristics - be lightweight, easy and intuitive use, etc.

The innovation in learning process refers to new ways of using and creating information and knowledge. That's made possible by the use of ICT and not for sustaining or eplicating traditional practices. For this process occurs, and such ICT potential for innovation is realized, it's essential be accompanied by the pedagogical and institutional change. The teachers have an important role in this process, giving credibility their practices and showing the results that may be achieved with these new methodologies.

The school must take responsibility to develop creativity in students and emphasis put on innovation is today greater than ever.

That’s why I think that’s important for me to learn more how to use tablets in a creative and innovative way in teaching (and learning).

# data[].attributes.headline
1.1 Why use tablets? The research perspective

# data[].attributes.subject
1.1 Why use tablets? The research perspective

# data[].attributes.attachment_link.title
WHY use tablets - investigation (hi video)

# data[].attributes.attachment_link.description
Uploaded by Rosalia Ribeiro on 2015-04-21.

# data[].attributes.body
Municipality of Odemira Promotional Film

# data[].attributes.attachment_link.title
Odemira Pure Alentejo -  (Odemira, Alentejo Singular)

# data[].attributes.body
I have participated in four of the five iTEC pilot cycles and a radical in which one of the technology used was Windows Surface. It was only in this last cycle, that all teams have used only the tablet to develope their project. Students explored the augmented reality and virtual 3D models to study human heart. Right now I have a class that is using hybrid computers to create websites about the influence of abiotic factors on living beings, which I'm sharing through eTwinning. I have another class that is to develop an e-portfolio in the form of a blog. Anyway my experience with tablets has only just started so I have a lot to learn.

# data[].attributes.body
My students working together.

# data[].attributes.body
My students are presenting websites they created to explore a concept with their colleagues.

# data[].attributes.body
I am teaching in Saboia since 2006. At school we have a video projector in all classrooms and interactive whiteboards in at around 40%.

I am teaching in Saboia since 2006. At school we have a video projector in all classrooms and interactive whiteboards in at around 40%. We have around 20 desktop computers and 20 laptops to work, but these devices are already old, most have more than 10 years. More recently, the school acquired 4 Windows Surface, 1 iPad and 14 hybrid computers. Whenever it's possible, the computer and other technologies come into my classroom and are used by my students for Their learning. Because I want to be prepared to seize new challenges, I enrolled in this course looking for contact with innovative approaches to the dynamics of the future classroom.

# data[].attributes.body
I'm Rosália Ribeiro. I'm from Portugal. I live in Odemira, a village of the Alentejo Coast and I'm a teacher of Natural Sciences in a village at 30 km from Odemira, called Saboia. My students are between 12 and 15 years old.
I love animals, beach and go hiking. In my free time I like to read, to do running and walking my dogs. I'm addicted to discover new things to learn! I'm sure I will have the que opportunity to learn a lot from all of you!
Know better Odemira by Google Maps or Google Earth: