# data[].attributes.attachment_link.description
This is my learning diary for the course "Creative use of Tablets in Schools" by European Schoolnet Academy

# data[].attributes.headline
Grazie Antonietta Renzi for your review. 

# data[].attributes.subject
Grazie Antonietta Renzi for your review. 

# data[].attributes.body
antonietta renzi

The Learning diary is very good! It covers all the chararcteristics required, i.e it includes all the answers of the questions raised in the modules; they show that Belèn has reflected on the subject, and there is a large variety of posts, activiuties and soon. There is also the output of her lesson plan that she did in her class.The lesson plan is well balanced. It is really a good Job!

# data[].attributes.headline
Becoming Padlet addict. My students are fantastic. 

# data[].attributes.subject
Becoming Padlet addict. My students are fantastic. 

# data[].attributes.headline
Peers Learning Diaries. Thank you, Astrid .

# data[].attributes.subject
Peers Learning Diaries. Thank you, Astrid .

# data[].attributes.headline
Thank you so much Antonietta Renzi for your kind review

# data[].attributes.subject
Thank you so much Antonietta Renzi for your kind review

# data[].attributes.body
This is the final task for my lesson plan. It is not finished yet but I find it fascinating. What do you think?

# data[].attributes.headline
Belén Salazar. Canary Islands. Very proud!

# data[].attributes.subject
Belén Salazar. Canary Islands. Very proud!

# data[].attributes.body
Finished this fantastic course. It has been a bit hard sometimes But very grateful to you all because I have learned many things and you all have given me willness to be in this way. Thank you very much for helping me to be a better teacher. See you soon.

# data[].attributes.attachment_link.title
Pharrell Williams - Happy (Official Music Video)

# data[].attributes.headline
4.8.1, 4.8.2.Belén Salazar Fernández: URL lesson plan

# data[].attributes.subject
4.8.1, 4.8.2.Belén Salazar Fernández: URL lesson plan

# data[].attributes.body
This is the URL for my lesson plan.

# data[].attributes.headline
4.6.Apps and Tools for Personalisation and Flipping the Classroom.

# data[].attributes.subject
4.6.Apps and Tools for Personalisation and Flipping the Classroom.

# data[].attributes.body
I use several apps when flipping the class. In order of frequency they are: Tellagami, Mindomo, Edmodo, Educreations, and Storify among others.

# data[].attributes.headline
4.6.Apps for flipping the classroom and for personalized learning.(from the course)

# data[].attributes.subject
4.6.Apps for flipping the classroom and for personalized learning.(from the course)

# data[].attributes.body
Below you can find video introductions to a range of apps and tools that feature in the previous sections' videos and that can help you personalise learning and flip your classroom.

Showbie was mentioned and used by Lisa in her video in section 4.2 and by Monica in her video in section 4.5 and it is a nice tool to share resources with students so that they can access them in their own time and in preparation for the lessons.

The Khan Academy was not mentioned in any of the previous videos but it is an excellent resource to find educational videos that you can use with your students. This safes you from preparing new content yourself. While most videos are still in English there is an increasing amount of content available in other languages so make sure to check them out. They also provide a lot of supporting materials for teachers to use Khan Academy in the classroom. The script for the video is available below.

Socrative is a great tool to personalise the learning for your students by gaining valuable information about the understanding of each of your students.

And finally, Aurasma was mentioned in the Skinners' Kent Academy video in section 4.2 as a tool to use for augmented reality instructional videos to personalise the learning.

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

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

# data[].attributes.body
I have flipped the classroom and the main challenges I have found are that some of my students do not have internet conexion at home nor device to access to the content. Another challenge is that we, as school, have not had a real communication with the families to let them know what this all is about. Apart from this, most of our school staff does not share this idea of teaching-learning.

However, I have done it with my students several times and although at the beginning they do not accept it ( it is hard work for them), in the end they assume it is quite good since this allows them to work at their own pace. My students are used to studying things by heart ,since that is the usual way teachers evaluate them, and when they have to decide by themselves what, how, when and what for they get a bit lost.

My students often complain because I do not make tests. sometimes they say what is the explanation for having so many marks without making tests? My answer is :"Do you think you are learning ? If yes, then do not worry about tests.

# data[].attributes.body
I have tried the flipped classroom model for two years but with some changes. In some occasions I have done content curation of a specific English grammar point video (not done by me) or my students have been given the task of content curating for one.

It is not the same because the videos have not been elaborated by me but I have taught my students how to do content curation which is not bad. With this I have discovered some interesting things about learning abilities: some of my students prefer videos where the teacher explains, others prefer videos where the teacher writes and does not speak, ...( personalized learning)

I have done some videos myself but not with long explanations but with a set of instructions for a task to complete. (Tellagami)

To my mind, the most important point of flipping the classroom is that the time we spend in class is much more interesting to fill in and that students can watch the video as many times as they want in order to understand the lesson.

# data[].attributes.body
This year, I started my lessons with a Multiple Intelligence lesson plan. In the beginning, my students did not understand why we did not have a "normal lesson" but in the end, even some parents liked the idea. I tried to make them know more about themselves and to find out their best way for learning.

I also did some diagnostic tests. I do not trust them much I must confess, to have an idea of their knowledge of English.

Observation, observation, observation. My aim is that students understand in one way or another they can do whatever they want if they really desire it. Sentences like " Oh, I have never been good at English,...do not fit in my classes.

# data[].attributes.headline
4.2 Personalizing learning with tablets.

# data[].attributes.subject
4.2 Personalizing learning with tablets.

# data[].attributes.body
We have mixed abilities students and we also have different levels of knowledge. In the first two years of Secondary School (13-14 years old). we find 30 students' classes among which 2, 3 or more students with a Primary School level.

I have been surprised that some of this "low" students work quite well with Pinterest, an app I love and usually work with, which makes me think that tablets can be really useful for personalised learning. They also like Duolingo for learning English and other languages.

# data[].attributes.body
Thank u Yván.

# data[].attributes.body
Good job!!! Very interesting experience.

Thanks a lot!

# data[].attributes.body
Good job

# data[].attributes.body
Quite difficult this quiz. Starting to Work hard

# data[].attributes.body
GROUPS OF STUDENTS

It is difficult to have all the students involved in a group work. There is a lot of diversity and proposing activities or projects all the students like is hard work. That is why it is so important to form the groups.

My procedure with the students is the following:

I tell them what we are supposed to learn and ask them what We could do as a final task.

Previously, I have tried to form the groups with mixed abilities students.

During the process, students decide and ask teacher If help is needed. Teacher does not direct.

Roles asigned for each member of the group.

Tasks to do at home assigned among the students in the group.

Share students products in Pinterest. One final task:

STUDENTS' CONTRIBUTION TO TASK

After reading the webinar I realize I have a lot to learn about collaborative learning and teaching. I had a look at Socrative and I think I would need at least one module to know how to use it. I will try on my own anyway.

I do not think I like photos to asess my observation of the process. I usually walk round the class and let students know when they are not working and take note on my class registration of the day.

At this point of the MOOC I confess I still have a lot to learn on this topic.

ASSESSMENT.

When assessing o group work, several things must be taken into account such as forming the groups, self and co-evaluation, assessment of the process,...

# data[].attributes.body
Specially interested in how to do and assess Collaborative learning. Looking forward to working this way.

# data[].attributes.body
These are the apps I usually use:

# data[].attributes.body
The last time I did Collaborative Work the students decided, with my help, what and how to evaluate. So, We designed a rubric on the white board and evaluated each ítem and consequently the final task.

After reading the webinar I realize I have a lot to learn about collaborative learning and teaching. I had a look at Socrative and I think I would need at least one module to know how to use it. I will try on my own anyway.

With respect to assessement, when doing collaborative Work I usually make a rubric, within the students, and the whole group assess their peers.

I do not think I like photos to asess my observation of the process. I usually walk round the class and let students know when they are not working and take note on my class registration of the day.

At this point of the MOOC I confess I still have a lot to do on this topic.

# data[].attributes.body
An app where pupils can write contributions or comment on someone else's.

# data[].attributes.headline
3.3 Success factors of school to school collaboration projects. Belén.

# data[].attributes.subject
3.3 Success factors of school to school collaboration projects. Belén.

# data[].attributes.body
I have just completed my registration in eTwinning. I feel enthusiastic and frightened at the same time.

I find it so hard to do in my school,...

We are not able to do Collaborative Work among ourselves I cannot imagine collaborating with other schools. Apart from this, our school is not prepared at technological level (poor internet connection)...

# data[].attributes.headline
3.2. Challenges of Collaborative Work. Belén Salazar. Canary Islands. 

# data[].attributes.subject
3.2. Challenges of Collaborative Work. Belén Salazar. Canary Islands. 

# data[].attributes.body
It is difficult to have all the students involved in a group work. There is a lot of diversity and proposing activities or projects all the students like is hard work. That is why it is so important to form the groups.

My procedure with the students is the following:

I tell them what we are supposed to learn and ask them what We could do as a final task.

Previously, I have tried to form the groups with mixed abilities students.

During the process, students decide and ask teacher If help is needed. Teacher does not direct.

Roles asigned for each member of the group.

Tasks to do at home assigned among the students in the group.

Share students products in Pinterest. One final task:

# data[].attributes.headline
MODULE 3. 3.1. Belén Salazar. Canary Islands. Forming Groups for Group Work. 

# data[].attributes.subject
MODULE 3. 3.1. Belén Salazar. Canary Islands. Forming Groups for Group Work. 

# data[].attributes.body
I must confess it is very difficult for me to form groups for several reasons. On the one hand, the most important is that in my school it is not the usual way to teach and I do not have a class of my own. Having to move desks every hour is hard work for a 51 years old with a bursitis on my right shoulder 😞.

On the other hand, forming groups is something which frightens me a little bit.

When forming groups, I usually make those of four. I choose one student who helps others, one student who needs help and two students in the middle I also try they have mixed abilities and I communicate with two common group coleagues to have the same groups which is important from my point of view.

The more I read and hear, the more concerned I am this is the way I want to teach so I promise I will work hard on this issue.

When evaluating, students do specific rubrics and there is co-evaluation and self evaluation.

# data[].attributes.body
Just finished Module 2. Now it is time to investigate on my mates' diaries to learn more 😉

# data[].attributes.body
In this occasion, one of my students has used tellagami for a speaking task on the Present Continuous. It is helpful for shy students who do not like talking in front of the class and it is a school time saber as well.

# data[].attributes.headline
2.4. Apps for content creation. Belén Salazar. Canary Islands. 

# data[].attributes.subject
2.4. Apps for content creation. Belén Salazar. Canary Islands. 

# data[].attributes.body
Tellagami: my favourite app

# data[].attributes.attachment_link.description
Tellagami is a mobile app that lets you create and share a quick animated Gami video.

# data[].attributes.headline
Belén Salazar. Canary Islands. 2.3. My students creations       

# data[].attributes.subject
Belén Salazar. Canary Islands. 2.3. My students creations       

# data[].attributes.body
It has been difficult to me deciding what to post here. My students are really brilliant ,as yours. We have used different apps in class: Tellagami for videos, Mindomo for outlines, Pinterest for content creation,...

I have chosen the last activity my students have done. The topic of the lesson was how to compare people or things in English. The first thing they did was a grammar outline with Mindomo based on the information on the book. Our final product consisted on making an infographic comparing two countries where English is spoken as a first or second language. Some of my students used Piktochart for this and they did fantastically as you can apreciate.

Done by Claire. 13 years old.

# data[].attributes.headline
Belén Salazar. Canary Islands. 2.2 What kind of content can you produce with your class?

# data[].attributes.subject
Belén Salazar. Canary Islands. 2.2 What kind of content can you produce with your class?

# data[].attributes.body
I Teach English and I use a tablet and a book. The book is used as a common source of information. The students look at the grammar to study and with that information they do an outline either in paper or with tablets (they use mindomo app for this purpose) and then they keep it on their pinterest accounts and I Keep them all on my my pinterest in a wall named after their class group.

With that information the group, guided by me, decide what final product could be done with that grammar. It could be a presentation, a video, an infographic, ...I have been really impressed with the results by now.

# data[].attributes.headline
Belén Salazar. Canary Islands. 2.1 Learning Scenarios

# data[].attributes.subject
Belén Salazar. Canary Islands. 2.1 Learning Scenarios

# data[].attributes.body
In spite of having read quite a lot about new methodologies, I must confess I went into panic when I heard the term "learning scenario" here. Never heard of it before. After doing some research, I discovered it was not an unknown methodology but a new concept. For teachers working in the Canaries the term is Learning Situation. It focuses on performance improvement rather than correct answers.

What is new to me are the seven fases you mention on the video. I will have to go deep on this interesting topic.

# data[].attributes.body
Thank u Luciana ❤️

# data[].attributes.headline
New tool for presentations. Thank you Luís Fernandes

# data[].attributes.subject
New tool for presentations. Thank you Luís Fernandes

# data[].attributes.body
https://sway.com

# data[].attributes.body
I want to share Pinterest as a must app. My students use it and I do. I have a wall for each group and I put there my student's products. They are working on an infographic right now. Have a look! https://www.pinterest.com/carmebel9/

# data[].attributes.body
Like it! Its have been a pleasure know our advances together. Happy to be with you in school. ❤️

# data[].attributes.body
Hello, Belen, great job! Cornelia Melcu

# data[].attributes.body
Well done Belén. We share commom problems (slow wi-fi; weak work group amoung teachers) but I think this course maybe the start to solve some difficulties

# data[].attributes.headline
Belén Salazar. Canary Islands. Got my first badge. So proud. 

# data[].attributes.subject
Belén Salazar. Canary Islands. Got my first badge. So proud. 

# data[].attributes.body
Learned some interesting things and increased my curiosity. I am enjoying this Diary much and I intend to use Padlet with my students soon.

# data[].attributes.headline
Belén Salazar. Canary Islands. 1.5 App for Teaching: EdmodoAre you using Edmodo in your classroom? How is it working for you? What advice can you give to other teachers? If you are coming across Edmodo for the first time, based on Craig's introduction how could you use it in your classroom? Share any thoughts, ideas and resources here.

# data[].attributes.subject
Belén Salazar. Canary Islands. 1.5 App for Teaching: EdmodoAre you using Edmodo in your classroom? How is it working for you? What advice can you give to other teachers? If you are coming across Edmodo for the first time, based on Craig's introduction how could you use it in your classroom? Share any thoughts, ideas and resources here.

# data[].attributes.body
I am using Edmodo though I did not create the group. I joined a group another teacher had created. I have been using it for a couple of months only and I find it really useful since I use it as a way to communicate with my students. I put in Edmodo what we have done in class each day which is very interesting for students who have not come to class. I also anticipate information for next lessons and make questions about things we have done.

I feel curious to keep on working with this app and look forward to learning about involving parents and making pools and quizes.

# data[].attributes.headline
Belén Salazar. Canary Islands. 1.4 What classroom challenges do I already face or do I anticipate facing when using tablets?

# data[].attributes.subject
Belén Salazar. Canary Islands. 1.4 What classroom challenges do I already face or do I anticipate facing when using tablets?

# data[].attributes.body
On the one hand, I have to find the way to do my student trainers group. Through this year's experience I have noticed there are students good at creating presentations, others use collaborative documentos,etc. On the other hand, space and connectivity. Our classes are too small and make difficult changes in the layout and the fact of not having a reliable wifi is also a handicap.

# data[].attributes.body
My name is Belén Salazar Fernández. I have been a teacher of English since 1988 and I have also taught Italian. I have been working in my present school since 2005. My school is IES S Miguel. It is a High School located in the south of Tenerife, Canary Islands. Our students are 12-18 years old and as most teenagers very fond of new technologies, especially their smart phones. In our school, we have some smart boards and projectors in almost all classes. We have difficulties with connectivity. Some teachers use tablets and this year we have started a tablets pilot implementation programme with four groups. I teach in two of those groups.

https://www.pinterest.com/carmebel9/

http://carmebel.blogspot.com.es/

https://mobile.twitter.com/account

https://www.facebook.com/mariabelen.salazarfernandez

# data[].attributes.headline
Belén Salazar. Canary Islands. 1.3 . tablets in school- what I need to know. 

# data[].attributes.subject
Belén Salazar. Canary Islands. 1.3 . tablets in school- what I need to know. 

# data[].attributes.body
In my school, we have a pilot implementation programme and after watching the videos I realize we have failed in many things. To my mind, the most important thing is that our school leaders do not encourage opportunities for staff to collaborate. We have a meeting once a week and some teachers do not attend it because they have lesson at that time. I am one of those teachers and I have no idea what my coleagues do at that time. School organisation does not leave time to do so. Connectivity is also a great problem. Our students own their tablets so that is fantastic for several reasons but we find that most of the time we do not have wifi. I do not think we have involved parents in this project in a proper way. We do not have a set of common apps to work with. We have much to learn. In spite of this, as far as I am concerned I am quite happy with the use most of my students do of their tablets. They have learned the use of some useful apps and have also taught me.

# data[].attributes.headline
Belén Salazar Fernández   Canary Islands. 1.2.  The teacher and student perspective

# data[].attributes.subject
Belén Salazar Fernández   Canary Islands. 1.2.  The teacher and student perspective

# data[].attributes.body
I think tablets are an excellent tool and the investment is worth doing since it is an initial one that will last long. Teaching and Learning with tablets promotes interesting topics such as personalized, student centred and collaborative learning. The use of these devices enhances creativity, visualisation, investigation,...

At my school We have four groups of students using tablets as a school project. The main problem We cope with is connectivity and lack of training.