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My first badge!

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20 Free Collaborative Web Tools to Use in Class 

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20 Free Collaborative Web Tools to Use in Class 

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http://www.educatorstechnology.com/2014/08/20-free-collaborative-web-tools-to-use.html

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Module 3 - Q. 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?

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Module 3 - Q. 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?

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Usually in my class the desks form "islands" of 4 pupils. They work alone, in pair or in group, depending on the type of activity to be performed. Usually I use group work when I organize a guided-inquiry activity. I mix children with different skills and competences, in this way they collaborate and solve the problem together.

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Educational Technology and Mobile Learning

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September 22, 2014
Here is a wonderful chart featuring a plethora of diverse tools arranged according to the task they are to perform. From web tools to create digital quizzes to note taking and brainstorming tools, this chart is definitely a must have. The only inconvenience I see in it is that the web tools mentioned are not hyperlinked so you need to Google them yourself to access them. I am not really sure who has created this chart. I did an extensive search online but still could not figure it out. However, I came across this work in David Andrade's blog Educational Technology Guy.

Check out the full graphic from this page

Follow us on : Twitter, Facebook , Google plus, Pinterest .

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A Wonderful Chart of Educational Web Tools to Use in Class

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September 22, 2014 Here is a wonderful chart featuring a plethora of diverse tools arranged according to the task they are to perform. From web tools to create digital quizzes to note taking and brainstorming tools, this chart is definitely a must have.

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Module 1 - Q.3 What classroom challenges do I already face or do I anticipate facing when using tablets?

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Module 1 - Q.3 What classroom challenges do I already face or do I anticipate facing when using tablets?

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I think are some big challenges:

use cooperative learning

program in detail the activities to be performed in class,

create quizzes, video and contents

explain well to pupils and parents why and when we will use the tablets

setting goals of each activity

empowering the correct use of the device and establish clear rules.

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Module 2 - Q.3 What kind of content can we create with tablets?

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Module 2 - Q.3 What kind of content can we create with tablets?

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I create for my class a presentation about leaves.

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Iowa ASCD :: Teacher Guides for Technology

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These guides come in very handy for every teacher looking to better integrate technology into his/her teaching. They are very simple,developed in a step-by-step process, illustrated by pictures, diagrams, video tutorials, and examples, and concluded with a webliography containing links to a variety of other websites relevant to the topic under discussion.

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Teachers thoughts, plans, ideas and experience with tablets in classroom

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Teachers thoughts, plans, ideas and experience with tablets in classroom

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Linked with the webinars organised for the project teachers, this blog will display teachers thoughts, plans, ideas and experience with tablets in classroom. After each webinar, the teachers will write a reflective post on the given topic. Along the course of the project, this blog will provide an interesting insight into day to day teaching with tablets.

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Shaun Wilden, a freelance teacher trainer and materials writer for OUP, considers how tablets and apps can help you encourage the less confident students in your class.
As a teacher trainer, I've often been asked how to deal with mixed ability classes. The asking teacher is generally of the opinion that mixed ability is something unusual. To me, it's always seemed the norm, perhaps best summed up by this near twenty-year old quote.

We do not teach a group but (up to) thirty separate people. Because of this the problem of mixed abilities in the same room seems absolutely natural, and the idea of teaching a unitary lesson - that seems odd."
Rinvolucri 1986, quoted in Podromou: Mixed Ability Classes

Mixed ability classes bring with them a whole manner of challenges for teachers to overcome. Students who perceive themselves as weak are often the ones that go unnoticed, the ones that are too shy to ask, the ones that don't ask for the listening exercise to be played again and the ones who feel the pace of the lesson is too fast for them. Of course, should a teacher try and slow it down then those who are more confident complain the pace is too slow. Teachers have always been creative in finding ways to overcome the mixed ability issue. Be it through adjustment of course materials by subtle adaptations and grading or imaginative regroupings during exercises.

If, like me, you spend a large amount of your time reading about and using tablets in education, you're bound to have run across the idea that tablets are the saviour to all things mixed ability. This, of course, is not true. However, perhaps tablets do offer some genuine alternatives for a teacher and their class. While we're still a long way from most schools having class sets of devices, over the last couple of years we have seen a slow move towards tablet-based course materials. While some view this negatively, there are immediate advantages for the mixed ability class. Take for example, a listening lesson. Typically, such a lesson is more akin to a listening test.

The teacher establishes context, does a variety of pre-listening exercises and then presses play. Playing a few times but generally working with the class as a whole. Here's where the mixed ability student falls behind: not getting all the answers and not asking for it to be played again. A tablet-based coursebook and set of headphones are a step towards overcoming this. Since every student has a copy of the listening, control can be handed over to them and they can listen as much as they like (and no one will know how much they needed to listen).

Staying on the topic of listening, adding audio to reading texts is another way to help some students. In a class you'll have students who enjoy reading, some who enjoy listening and some who have difficulty with one or both. A tablet-based coursebook gives them the chance to do both, giving the students a choice they wouldn't necessarily have. Having the choice makes such a task more amenable to a mixed ability class.

A tablet-based coursebook also gives every student a voice. Not literally, of course, but a voice when it comes to working with, for example, pronunciation. As a digital book can do more than simply have the printed word, the students at appropriate times can record themselves and listen to their own pronunciation when compared to a model. In a large class, it is difficult for a teacher to be able to hear and react to everyone. Recording also builds the student's confidence as it acts as rehearsal time, so if they are then asked to say something in front of the class they feel more able to speak.

All these tools allow for self-pacing. The ability to work at one's own pace is a key element of differentiated learning. However to be able to measure and then tailor learning, the teacher needs to be able to get feedback on how a student is doing. A tablet combined with cloud storage can add a digital equivalent to material adaptation; for example, a teacher can use a word processor to create individualised questions for a reading comprehension. Saving a copy of the questions for each student to access them, do the text and re-save via a cloud link on their tablet.

There are a number of apps that can be used on a tablet to achieve this. For example, Socrative, a student response system, is an app that allows a teacher to create exercises, quizzes and games that they can then get each student to do on their device. As they do it, Socrative gives feedback on each student and how they are doing. It provides the digital equivalent of ' Do you understand?'. However, unlike when asking the question to the whole class, feedback is telling you exactly how each student is doing. Or to put it another way, the shy struggling student is not put on the spot in front of everyone. In a similar vein, an app such as Nearpod allows a teacher to create presentations that cater for a mixed ability classroom, creating lessons that include listening, video and presentations. The presentation is sent to the students' device and while they are working the teacher can get instant feedback on how the student is doing.

Once a teacher has this feedback, they know who needs what help and where. They perhaps then can use a tablet's screen recording ability to produce personalised instruction.

By this point you might be thinking that using the tablet in this way is turning the classroom from a place of communication into one where the students sit silently staring at tablet screens. However, that is assuming I am advocating these things are done for the whole lesson, which is not the case. In the listening, the individualised listening is a small portion of a larger lesson. With perhaps the pre- and post-listening tasks taking place as they usually would. Using the student response app is only done selectively, perhaps taking up only a few minutes of lesson time. Furthermore, such assumptions overlook a third way tablets can help address mixed ability: project work.

Project-based learning (PBL) is coming back into fashion as a result of what a tablet and its apps can do.

In most books on the subject of projects you'll find reference to mixed ability:

...they allow learners with different levels of competence to co-operate on an equal basis in the completion of the tasks the project requires. This goes some way to solving the problems of mixed-ability classes."
Projects with young learners: Phillips, Burwood and Dunford, p7.

Project work leads to personalisation - another factor known to help confidence in mixed ability classes. All tablets can record sound, take pictures, and record video, giving the students tools that were previously difficult to get either in or out of the classroom. Collaborative projects involving things such as podcasting, film making, and digital stories need more than language skills to be successful. They involve good direction, a steady hand with the camera and an eye for design, so those that lack confidence in language can gain it by bringing those skills to the project.

An article in the Times educational supplement lists three categories of differentiation to help deal with mixed ability:

differentiation by task, which involves setting different tasks for pupils of different abilities

differentiation by support, which means giving more help to certain pupils within the group

differentiation by outcome, which involves setting open-ended tasks and allowing pupil response at different levels.

While teachers have been finding ways to do these things in the language classroom for years, using tablets can perhaps do this to levels previously never considered. Used effectively, and at the right moments in a lesson, they can help overcome what many teachers see as the difficulty of teaching mixed ability students.

Categories: Adults / Young Adults, Multimedia & Digital, Teenagers | Tags: Android tablets, Apps, E-books, EdTech, Mixed-ability, mlearning, Mobile learning, Oxford Learner's Bookshelf, Project work, Project-based Learning, Shaun Wilden, Tablet devices, Technology in education | Permalink.

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How tablet devices can help with mixed ability classes - Oxford University Press

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Shaun Wilden, a freelance teacher trainer and materials writer for OUP, considers how tablets and apps can help you encourage the less confident students in your class. As a teacher trainer, I've often been asked how to deal with mixed ... Continue reading →

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As mobile learning and technology is more readily integrated within classroom settings, QR codes can be used as an interesting method to capture a student's attention and make lesson material more interactive.

Quick response codes, also known as 'QR' codes, are simple, scannable images that are a form of barcode. By scanning a QR code image through a mobile device, information can be accessed including text, links, bookmarks and email addresses.

In the classroom, QR codes can be used in a variety of ways -- from conducting treasure hunts to creating modern CVs. Below is a number of articles, tutorials and lesson plans designed to help educators.

Articles and tips

1.) Twelve ideas for teaching with QR codes.

2.) 40 interesting ways to use QR codes in the classroom.

3.) 5 uses of QR codes in the classroom.

4.) QR codes in the classroom.

5.) QR Codes in the STEM Classroom.

6.) QR Codes in math class.

7.) 46 interesting ways to use QR Codes in the classroom. ( Google Doc)

8.) 75 Teched Out ways to say good job.

9.) Desktop QR code tutorial. ( YouTube)

10.) How i use QR codes in the classroom - A teacher's experience.

Resources, software and lesson help

11.) The QR treasure hunt generator.

12.) QR Codes in Education LiveBinder - by Steven W. Anderson.

13.) Qurify - a QR code generator to create messages for students.

14.) QR Code Easter Egg Hunt.

15.) QR Codes Pinterest board.

16.) QRpedia.org -- using QR codes to deliver Wikipedia articles to users.

17.) The periodic table of QR codes.

18.) QR Codes - Lesson and resources.

19.) Higher education and QR code use.

20.) Making lesson plans more interesting with QR codes.

21.) Tag My Doc - Assign QR codes to your documents.

22.) Ways to use QR Codes in the elementary classroom and using Google Docs to create them.

23.) "Resources that I've found for creating / using QR-Codes in Education", Doug Peterson.

24.) How-To-Guide: Recording audio files and generating QR codes.

25.) Stimulating oral storytelling using QR codes. ( YouTube)

26.) Interactive Bulletin Boards.

27.) QR codes in the classroom, Daring Library.

28.) Free QR Code enabled worksheets.

29.) 2 projects in math using QR codes.

30.) ZXing Project QR code generator. ( Calendars, email, events, URLs)

31.) QR stuff, resources.

32.) eTools for Language Teachers.

33.) Scrapbooking Resources - Stickers, stamps, quotes & more.

34.) Quick Response (QR) codes: Examples of use in education.

35.) Four Ways QR Codes could revolutionize education.

36.) QR Code Scavenger Hunt with ESL students.

37.) How to use QR codes in student projects.

38.) Lesson plan: Flip Cameras and QR codes.

39.) Lesson plan: QR Codes and the National Grid.

40.) Using QR codes to create educational posters.

41.) Stickybits: Scan your mobile world for social learning.

42.) QR Codes in the school library.

43.) Resource Roundup: 20 creative shortcodes to use in your projects.

44.) Giant QR Codes in the Classroom.

45.) QR code software packages.

46.) QR Codes: A beginner's guide.

47.) Examples of QR codes and school use.

48.) All about QR codes in your classroom.

49.) Hot QR codes in the classroom & library.

50.) QR Codes in education: Making print interactive.

Related:

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50 QR code resources for the classroom | ZDNet

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As mobile learning and technology is more readily integrated within classroom settings, QR codes can be used as an interesting method to capture a student's attention and make lesson material more interactive. Quick response codes, also known as 'QR' codes, are simple, scannable images that are a form of barcode.

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Module 2 - Q.2  What kind of content can you produce with your class?

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Module 2 - Q.2  What kind of content can you produce with your class?

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This year I created a blog for my class (primary school, 2 grade): my idea was to introduce children to new technologies pleasantly and easily, using the few tools we have at school (only 1 pc in the classroom and a computer lab)

In this blog we collected photo, short texts, links for documenting our activities in classroom and post resources (e.g. Emaze, Educanon o Youtube) for engage pupils in my lessons. They are very interested in this scenario.

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Hzsvfrjj: qr codes, technology | Glogster EDU - Interactive multimedia posters

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See the Glog! Hzsvfrjj: qr codes, technology | Glogster EDU - Interactive multimedia posters

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My school is a Primary public school in Rome. I teach maths and science to 2th grade (ages 6-7). It's a traditional italian School.

In my school there are 18 classes with the PC but only 8 classes with an interactive whiteboard. We have, also, a computer lab with interactive whiteboard and laptops, with 12, that the classes use on a rotation basis.

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Module 3 - Q3 What strategies have you used to assess group work? What are the main challenges for you when it comes to assessing group work?

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Module 3 - Q3 What strategies have you used to assess group work? What are the main challenges for you when it comes to assessing group work?

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Usually I organize the class in small groups (maximum 4 students), then I assign roles

for each member.

The challenge for me is help my pupils to work togheter to reach their goal and evaluate the entire group and not the each student. My motto is “one for all, all for one”.

When I assign the task, I describe each part of the assignment, I allocate texts and different resources. I support the collaborative work in each group giving feedback.

Finally each group present their own product to the other groups not only to evaluate the final products but also how the group worked togheter.

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Module 3 - Q.2 How do you keep your students focused and on track during collaborative projects? How do you ensure all students contribute to the task?

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Module 3 - Q.2 How do you keep your students focused and on track during collaborative projects? How do you ensure all students contribute to the task?

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In the collaborative work group the task have to be interesting and the students motivated in it, therefore each member of the group have to have a different role and they have to know the goals of the work. The teacher have to set time limits and he helps and stimulates the pupils in the work.

At the end of the activity each group shows and discuss the results of his task to the other groups.

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Getting started with tablets at school

In this module we therefore explore three key questions that you should consider when using tablets in your teaching and learning:

1. Why do I want to use tablets? In other words what is the added benefit in general and more importantly what is the benefit for my own situation.

2. What do I need to consider at a more broader, whole-school level when using tablets?

3. What do I need to consider at a classroom level when using tablets?

So at the end of this module you should have achieved the following learning objectives:

1. Reflected on the use of tablets in general as well as in your specific situation

2. Explored a range of challenges of using tablets in schools

3. Identified a key challenge for your school and suggested an idea how to address it

4. Explored a range of challenges of using tablets in classrooms

5. Identified a key challenge for your classroom and suggested an idea how to address it

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http://www.educatorstechnology.com/2013/05/teachers-visual-guide-to-better.html

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Using tablets for collaborative learning

At the end of this module you should have achieved the following learning objectives:

1. Understanding of the concept of collaborative learning and how tablets can support this

2. Reflected on strategies to develop effective group work

3. Knowledge of at least a small number of apps that can be used for collaborative learning

4. Identified some approaches for effectively assessing group work

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Learning Activities That Connect With Multiple Intelligences

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Like most teachers, you're probably familiar with Howard Gardner's theory on multiple intelligences: that there are eight different types of intelligence and that these intelligences guide the way we learn and process information. What you may not be as familiar with is how to apply a multiple intelligence approach to learning in your classroom.

Start with this checklist. Use it to refresh your memory on each of the intelligences and pinpoint learning activities that will appeal to your students based on their particular strengths. To involve students in identifying their multiple intelligences, invite them to complete The Connell Multiple Intelligence Questionnaire for Children. They will find it exciting to see the areas they are strongest in and to understand how these might be affecting their schoolwork.

Verbal-Linguistic Intelligence (Word Smart)

Description: Verbal-linguistic students love words and use them as a primary way of thinking and solving problems. They are good writers, speakers, or both. They use words to persuade, argue, entertain, and/or teach.
Learning Activities and Project Ideas

Completing crossword puzzles with vocabulary words

Playing games like Scrabble, Scrabble Junior, or Boggle

Writing short stories for a classroom newsletter

Writing feature articles for the school newspaper

Writing a letter to the editor in response to articles

Writing to state representatives about local issues

Using digital resources such as electronic libraries, desktop publishing, word games, and word processing

Creating poems for a class poetry book

Entering their original poems in a poetry contest

Listening to a storyteller

Studying the habits of good speakers

Telling a story to the class

Participating in debates

Logical-Mathematical Intelligence (Math Smart)

Description: Logical-mathematical students enjoy working with numbers. They can easily interpret data and analyze abstract patterns. They have a well-developed ability to reason and are good at chess and computer programming. They think in terms of cause and effect.
Learning Activities and Project Ideas

Playing math games like mancala, dominoes, chess, checkers, and Monopoly

Searching for patterns in the classroom, school, outdoors, and home

Conducting experiments to demonstrate science concepts

Using math and science software such as Math Blaster, which reinforces math skills, or King's Rule, a logic game

Using science tool kits for science programs

Designing alphabetic and numeric codes

Making up analogies

Spatial Intelligence (Picture Smart)

Description: Students strong in spatial intelligence think and process information in pictures and images. They have excellent visual receptive skills and excellent fine motor skills. Students with this intelligence use their eyes and hands to make artistic or creatively designed projects. They can build with Legos, read maps, and put together 1,000-piece jigsaw puzzles.
Learning Activities and Project Ideas

Taking photographs for assignments and classroom newsletters

Taking photographs for the school yearbook, school newsletter, or science assignments

Using clay or play dough to make objects or represent concepts from content-area lessons

Using pictorial models such as flow charts, visual maps, Venn diagrams, and timelines to connect new material to known information

Taking notes using concept mapping, mind mapping, and clustering

Using puppets to act out and reinforce concepts learned in class

Using maps to study geographical locations discussed in class

Illustrating poems for the class poetry book by drawing or using computer software

Using virtual-reality system software

Musical Intelligence (Music Smart)

Description: Musical students think, feel, and process information primarily through sound. They have a superior ability to perceive, compose, and/or perform music. Musically smart people constantly hear musical notes in their head.
Learning Activities and Project Ideas

Writing their own songs and music about content-area topics

Putting original poems to music, and then performing them for the class

Setting a poem to music, and then performing it for the class

Incorporating a poem they have written with a melody they already know

Listening to music from different historical periods

Tape recording a poem over "appropriate" background music (i.e. soft music if describing a kitten, loud music if they are mad about pollution)

Using rhythm and clapping to memorize math facts and other content-area information

Listening to CDs that teach concepts like the alphabet, parts of speech, and states and capitals (i.e. Schoolhouse Rock!)

Bodily-Kinesthetic Intelligence (Body Smart)

Description: Bodily-kinesthetic students are highly aware of the world through touch and movement. There is a special harmony between their bodies and their minds. They can control their bodies with grace, expertise, and athleticism.
Learning Activities and Project Ideas

Creating costumes for role-playing, skits, or simulations

Performing skits or acting out scenes from books or key historical events

Designing props for plays and skits

Playing games like Twister and Simon Says

Using charades to act out characters in a book, vocabulary words, animals, or other content-area topics

Participating in scavenger hunts, searching for items related to a theme or unit

Acting out concepts. For example, "student planets" circle around a "student sun" or students line up appropriately to demonstrate events in a history time line

Participating in movement breaks during the day

Building objects using blocks, cubes, or Legos to represent concepts from content-area lessons

Using electronic motion-simulation games and hands-on construction kits that interface with computers

Interpersonal Intelligence (People Smart)

Description: Students strong in interpersonal intelligence have a natural ability to interact with, relate to, and get along with others effectively. They are good leaders. They use their insights about others to negotiate, persuade, and obtain information. They like to interact with others and usually have lots of friends.
Learning Activities and Project Ideas

Working in cooperative groups to design and complete projects

Working in pairs to learn math facts

Interviewing people with knowledge about content-area topics (such as a veteran to learn about World War II, a lab technician to learn about life science, or a politician to understand the election process)

Tutoring younger students or classmates

Using puppets to put on a puppet show

Intrapersonal Intelligence (Self Smart)

Description: People with a strong intrapersonal intelligence have a deep awareness of their feelings, ideas, and goals. Students with this intelligence usually need time alone to process and create.
Learning Activities and Project Ideas

Writing reflective papers on content-area topics

Writing essays from the perspective of historical figures, such as Civil War soldiers or suffragettes

Writing a literary autobiography, reflecting on their reading life

Writing goals for the future and planning ways to achieve them

Using software that allows them to work alone, such as Decisions, Decisions, a personal choice software; or the Perfect Career, a career choice software

Keeping journals or logs throughout the year

Making a scrapbook for their poems, papers, and reflections

Naturalistic Intelligence (Nature Smart)

Description: This intelligence refers to a person's natural interest in the environment. These people enjoy being in nature and want to protect it from pollution. Students with strong naturalistic intelligence easily recognize and categorize plants, animals, and rocks.

Caring for classroom plants

Caring for classroom pets

Sorting and classifying natural objects, such as leaves and rocks

Researching animal habitats

Observing natural surroundings

Organizing or participating in park/playground clean-ups, recycling drives, and beautification projects

This article was adapted from Brain-Based Strategies to Reach Every Learner by J. Diane Connell (© 2005, Scholastic).

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Checklist: Learning Activities That Connect With Multiple Intelligences | Scholastic

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Like most teachers, you're probably familiar with Howard Gardner's theory on multiple intelligences: that there are eight different types of intelligence and that these intelligences guide the way we learn and process information. What you may not be as familiar with is how to apply a multiple intelligence approach to learning in your classroom.

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Using tablets for personalising learning & flipping the classroom

At the end of this module you should have achieved the following Learning Objectives:

1. Developed a clear understanding of the concepts of personalized learning and the flipped classroom

2. Understood how to use a number of apps to personalize or flip the classroom

3. Reflected on an example of how teaching is personalized

4. Reflected on your own teaching practices as regards personalized and flipped learning and flipped learning

5. Designed a lesson plan that incorporates ideas, strategies, tools introduced on the course

6. Reflected on the effectiveness of other people's lesson plans

7. Developed an understanding of how tablets can support children with special educational needs

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4.2 What other
ways can you think of how tablets can be used to personalise the learning
experience of your students?

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4.2 What other
ways can you think of how tablets can be used to personalise the learning
experience of your students?

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Other ways to use tablets, to personalize the learning experience, are:

educational platform as Edmodo where share personalized tasks, video or extra resources; different apps to support their own personal learning style and to help communication with peers and the teacher.

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How do you know what types of learners there are? What are good strategies to identify this? Is it enough to simply ask the students as is done in the video above? Are the students, are we, always fully aware of how we learn best?

I spend a lot of time observing my pupils in their different activities or games (I teach in a 2th grade of the Primary school). Often I discuss to children about their needs, capabilities and learning preferences.

I prefer to teach in different styles, according with the different learning styles of each child. For this reason I use manipulative materials but also interactive materials to encourage and stimulate learning. Usually I organize the class in small groups to foster collaborative work.

I think tablets are the best way available to differentiate learning and I hope to use

them in my class the next year.

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4.4  Have you tried out the flipped classroom model already? If so, share your experiences here. You've never heard of the model before but are curious to try it out? How would you start to implement it in your school and classroom context?

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4.4  Have you tried out the flipped classroom model already? If so, share your experiences here. You've never heard of the model before but are curious to try it out? How would you start to implement it in your school and classroom context?

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I have tried to use it in my classroom but it is quite difficult because I work with 6-7 years old children. I prepared the presentation (about leaves) to see at home.
The next day we discuss in classroom and work in groups with leaves, sheets and pencils.

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My name's Rita, I'm a primary teacher . I love teaching so I want to improve my teaching ability.
I teach math and science in a second grade.
I'm very interested in the use of ITC in school. I think that learning is enhanced by the use of ITC and that tecnology free the child's creativity .

I do not use tablets in my teaching... in our class we have one PC! I hope we may have tablets for the coming year.

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Thank so much Astrid! Wonderful idea!

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4.7 Unique Flipped Classroom Models — Which is Right for You?

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4.7 Unique Flipped Classroom Models — Which is Right for You?

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Share lectures with video before class, and dedicate class time to activity and discussion. At first, the flipped classroom sounds fairly straightforward.

Looking closer, however, it soon becomes clear that from this basic premise springs many unique and interesting forms.

EducationDive.com has highlighted 16 examples of flipped classrooms in action, teaching students ranging from elementary scholars to doctoral candidates. Most surprising in all those examples? The sheer amount of variety - everything from teaching styles, information resources, student interaction, and more is tailored to the needs of the coursework.

Flipped Classroom Examples

Many of the examples EducationDive shares illustrate unique models of how a teacher can invert their class. Is one of those flipped concepts right for your classroom? Let's take a look at each:

1. The Standard Inverted Classroom: Students are assigned the "homework" of watching video lectures and reading any materials relevant to the next day's class. During class time, students practice what they've learned through traditional schoolwork, with their teachers freed up for additional one-on-one time.

2. The Discussion-Oriented Flipped Classroom: Teachers assign lecture videos, as well as any other video or reading related to the day's subject - think TED Talks, YouTube videos, and other resources. Class time is then devoted to discussion and exploration of the subject. This can be an especially useful approach in subjects where context is everything - think history, art, or English.

3. The Demonstration-Focused Flipped Classroom: Especially for those subjects that require students to remember and repeat activities exactly - think chemistry, physics, and just about every math class - it is most helpful to have a video demonstration to be able to rewind and rewatch. In this model, the teacher uses screen recording software to demonstrate the activity in a way that allows students to follow along at their own pace.

4. The Faux-Flipped Classroom: One great idea EducationDrive uncovered is perfect for younger students for whom actual homework might not yet be appropriate. This flipped classroom model instead has those students watch lecture video in class - giving them the opportunity to review materials at their own pace, with the teacher able to move from student to student to offer whatever individual support each young learner needs.

5. The Group-Based Flipped Classroom: This model adds a new element to help students learn - each other. The class starts the same way others do, with lecture videos and other resources shared before class. The shift happens when students come to class, teaming up to work together on that day's assignment. This format encourages students to learn from one another and helps students to not only learn the what the right answers are but also how to actually explain to a peer why those answers are right.

6. The Virtual Flipped Classroom: For older students and in some courses, the flipped classroom can eliminate the need for classroom time at all. Some college and university professors now share lecture video for student viewing, assign and collect work via online learning management systems, and simply require students to attend office hours or other regularly scheduled time for brief one-on-one instruction based on that individual student's needs.

7. Flipping The Teacher: All the video created for a flipped classroom doesn't have to begin and end with the teacher. Students too can make use of video to better demonstrate proficiency. Assign students to their record practice role-play activities to show competency, or ask each to film themselves presenting a new subject or skill as a means to "teach the teacher".

As Mark Frydenberg of the Huffington Post notes, "It is not a 'one size fits all' model." He points out that every classroom is different, with different levels of access to technology, different levels of motivation on the part of the students, and different technological know-how on the part of the instructors. Additionally, teachers must re-learn how to act as the "guide on the side" rather than the "sage on the stage"-and that takes time.

However, whenever the shift does occur, many experts believe the benefits are well worth the effort. According to ASCD.org, of 453 teachers who flipped their classrooms, 67 percent reported increased test scores, with particular benefits for students in advanced placement classes and students with special needs; 80 percent reported improved student attitudes, and 99 percent said they would flip their classrooms again next year.

The Practical Guide to Flipping Your Classroom

Take a deeper look into the flipped classroom evolution, including the foundational strategy and early results that have so many teachers excited, in our white paper, So You've Decided To Flip Your Classroom.

In it, we discuss the five most important technologies schools should consider when researching or implementing the flipped classroom, including:

How to make videos easily available, consistently and securely

How to enable teachers to record video in any location

Ensuring instructors can record anything, no matter how complex

Ensuring students can watch videos anytime, anywhere, on any device

Ensuring students can find any topic in any video when needed

Download your free copy today!
At Panopto, we're committed to giving teachers the easiest solution for flipping their classrooms. With our software, lectures videos can be recorded from any laptop - in the classroom, at home, or just about anywhere else.

Once recorded, lecture videos can be automatically uploaded to a school's video library so that students can view them on laptops, smartphones, and tablets.

Try it today! Request a free trial of Panopto to find out why hundreds of schools around the world are choosing Panopto as their flipped classroom video platform.

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7 Unique Flipped Classroom Examples: Which Model is Best for You?

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Share lectures with video before class, and dedicate class time to activity and discussion. At first, the flipped classroom sounds fairly straightforward. Looking closer, however, it soon becomes clear that from this basic premise springs many unique and interesting forms. EducationDive.com has highlighted 16 examples of flipped classrooms in action, teaching students ranging from elementary scholars to doctoral candidates.

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Ready, Set, Go! How To Make Your Flipped Classroom Work

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Ready, Set, Go! How To Make Your Flipped Classroom Work

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http://panopto.com/blog/ready-set-go-how-to-make-your-flipped-classroom-work/

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You've decided that you're going to flip your classroom and you've even convinced some of your fellow teachers to get involved! After taking inspiration from other educators who are already using an inverted classroom approach, you're full of ideas on how you can improve the learning experience for your students.

Now that you've prepared your flipped classroom, what are the practical steps you need to take to get started? And what are some of the common pitfalls to avoid? Here are a few key tips and hints that we've picked up from universities and colleges we work with who are already flipping the classroom.
Talk to your students - why the flipped classroom? How will it affect them?
If your students haven't had a flipped classroom experience before, it's likely to be a culture shift for them. The expectation that they will watch recorded material in advance could provoke two less-than-positive reactions that you'd want to mitigate against:

First, students might not immediately recognize how essential it is to do the pre-lesson work, and thus may come unprepared for the face-to-face session.

Second, students could mistakenly view this approach as the teacher merely putting the onus on the student to teach themselves.

Both issues can be resolved by making it clear to your students how the flipped classroom will work in practice, what they need to do to get the most out of it, and most crucially, what they stand to gain from it.

Once students realise that in the face-to-face, interactive class they will only truly be able to participate if they've put the work in upfront, our customers tell us that the majority will happily watch the recorded content.

And as for the idea that flipping the classroom means less engaged teaching, as flipped educators know, the exact opposite is true! Students that take part in flipped classrooms quickly learn that it frees up a teacher's time to cover content in greater depth or to foster discussion, collaboration and group work. Making students aware that this is the case upfront will make them much more receptive to flipping from the outset!
Have a clear plan for your face-to-face time
Having recorded your lectures or bite-sized learning chunks and distributed in advance for students to watch, it's crucial that all the face-to-face time you now have is used to best effect.

Many first-time flippers are nervous that students might only watch the recordings and not come to the live sessions at all. But with a well-thought-out and enticing programme of activities for this contact time, some flipped educators have actually seen increased attendance compared to their lecture-based live sessions.

So, how do you optimise in-class time? A few ideas:

Have students come to class ready with questions they have from the pre-lesson viewings and hold an interactive discussion session.

Run a quiz during class time, based on what students learned in your videos.

Encourage students to prepare their own presentations so that they can share their particular spin on the video lectures with the rest of their peers.

There are myriad possibilities and by sending out a format for the flipped classroom time in advance, it will both help students plan better and get them inspired so that contact time is more meaningful.
Make sure everyone is included
When you make classes more interactive and discussion-based this can sometimes result in more confident students leading and quieter students taking a more passive role. It's therefore particularly important in a flipped class setting to identify the students that might need more encouragement to voice their views and find ways to engage and empower them to participate fully.

If you want to start flipping your classes, Panopto can help. Request a demo to find out more about how other institutions are using our system to flip, or sign up for a free 30-day trial.

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Ready, Set, Go! How To Make Your Flipped Classroom Work

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You've decided that you're going to flip your classroom and you've even convinced some of your fellow teachers to get involved! After taking inspiration from other educators who are already using an inverted classroom approach, you're full of ideas on how you can improve the learning experience for your students.

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Paola Biondi, Italy

MOBIZEN: Record your Android Screen Without Rooting

Easy-to-use buttons allow you to record actions and save screenshots of mobile game play.

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A fast and free App that expands your Android experience to the web browser and desktop.

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Share your content creations with your peers. Post your links, files, images, etc. here and add a short description of how you created it (what app, what type of tablet, etc.)

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Have you tried out the flipped classroom model already? If so, share your experiences here. You've never heard of the model before but are curious to try it out? How would you start to implement it in your school and classroom context?

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How do you keep your students focused and on track during collaborative projects? How do you ensure all students contribute to the task? If you have organised a similar project share your experiences (positive and negative) here.

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Why do you use or want to use tablets in your teaching?

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

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Scenarios and Learning Stories will play an essention role in the Creative Classrooms Lab project. For the scenario development, the project builds on the expertise of the iTEC project. This flagship project on the design of the future classroom, which is also coordinated by European Schoolnet, is providing a Future Classroom Scenarios Toolkit that is being used by participating Ministries of Education in the CCL project.

This outcome of this process will guide the CCL teachers in the use of the tablets during the first round of pilots starting in November 2013.

Literature review

In preparation of the development of the scenarios, the e-Learning Foundation has carried out a literature review. This literature review identifies and documents results of published 1:1 studies related to a number of key themes, such as innovative and creative pedagogical use of tablets for collaborative learning, active learning, personalisation, engagement and assessment. Download the literature review here (v. July 2015)

The paper ' Tablet use in Schools' (v. February 2015) focuses on specific characteristics of the tablet.

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Scenarios and Learning Stories will play an essention role in the Creative Classrooms Lab project. For the scenario development, the project builds on the expertise of the iTEC project. This flagship project on the design of the future classroom, which is also coordinated by European Schoolnet, is providing a Future Classroom Scenarios Toolkit that is being used by participating Ministries of Education in the CCL project.

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rom September, coding will be part of the primary and secondary education curriculum in the UK, as part of wider changes designed to boost computer literacy alongside reading, writing and maths skills for British children.

Some independent schools are already providing a glimpse at the potential. Which is why I recently found myself in Cambridge, watching a classroom of Year 5 girls - 9-10 year-olds - practising their programming skills on iPad apps like Hopscotch, Move the Turtle and Kodable.

The school is the Stephen Perse Foundation, where I later see a Year 7 class sat at computers getting hands on with MIT's Scratch programming language, then meet members of the school's App Club, who have been making their own apps using Objective-C.

It's fair to say this school is still an exception rather than the rule for the British education system: it's an independent school with more freedom to set its own curriculum, and the resources to have rolled out an iPad for every senior-school pupil, with more available for younger pupils to use too.

The Foundation even has its own director of digital strategy, Dan Edwards, who is one of more than 2,000 Apple Distinguished Educators dotted around the world. It's a powerful case study for what that company is doing in the education sector, but one that also raises thorny questions about the strategies of other schools, technology companies and governments.

The way tablets were introduced at the Stephen Perse Foundation followed an increasingly common pattern: first a limited pilot with teachers using the devices, then a trial with children, and finally the full rollout across the school.

The process has included training teachers, evaluating apps and constructing courses using Apple's iTunes U service, as well as frequently shaking up the strategy when, according to Edwards, the girls blaze through a course or app that he thought would present a challenge for their age group, and demand to move on to the next level. "When we're planning for next year, we genuinely don't know where they'll be," he says. "When you remove barriers, it's amazing how quickly things move."

It's interesting to see how the tablets are being used across the school's curriculum, rather than being hived off into specific ICT lessons, as they might be in schools where the devices are more limited. The Year 5 class use the Pages app to create field trip reports and mock up newspaper front pages, and other apps for tasks like creating comic strips about the sinking of the Mary Rose.

Their teacher tells me the emphasis is on using tablets to create, rather than consume; a message later reiterated when I sit down with the school's principal, Tricia Kelleher. "If you're a school, you have to get beyond this just being a device that you use. You can create what's on it as well, and that's been the transformation in the last year. Otherwise, students are just being consumers," she says.

Hopscotch is one of the coding apps being used at the school. Photograph: PR

Kelleher also tells me about the Foundation's decision to make tablets such a core part of its teaching, which she says was grounded in a wider strategy of reaching out to Cambridge's thriving technology community, while providing skills that - even if pupils don't end up in tech-related careers - will serve them well in the workplace.

"It's about not just seeing a child as being a set of subjects, but looking at their world and the world they're going to live in. And we had a lightbulb moment about five years ago, realising there was something missing here," she says.

"Pupils would happily go into IT rooms, do their IT, go to another lesson and then not remember what they'd just done in IT. We realised that it needed to be embedded in what they do. We weren't sure about the full potential of the iPad, but we took the risk. We can't be telling our young people they should be risk-takers if we as an institution can't take a risk."

Those coding apps at junior-school level are laying the foundations for some students to explore the discipline when they reach senior school, through its App Club. It's run by Rob Percival, once a teacher at the Foundation who quit to run his own business, but now helps out with the club.

I meet four members - Trinity, Michelle, Laura and Emi - who've already made one iOS app - a tool for helping teachers track their "House Points" system of rewards for students - and are about to begin work on a second.

"The coding games and Scratch are wonderful, but it's nice if at the end of it, you can produce something that's of a quality that other people can use and enjoy," says Percival, who says the club doesn't shirk the initially-steep learning curve of Objective-C.

"There's a huge amount of initial enthusiasm, because they've all got ideas, and they think it's cool and fun. Tapping into that is quite easy, but it's a bit more difficult when they sit down to actually make an app," he admits. "There's a massive high, then quite a fast low, but once they manage to get through that, they can make something happen."

The girls say they're enjoying the challenge. "It's interesting to solve the problems that come with it. We all made mistakes when we started, but it's interesting to solve our mistakes and know not to make them later," says Michelle.

There's always a media fuss when a teenage developer and/or entrepreneur has some success - Nick D'Aloisio selling his Summly startup to Yahoo for a rumoured $30m being one prominent example. Actually, the prospect of whole year-groups of schoolchildren learning even just the basics of coding is just as interesting.

'We can't be telling our young people they should be risk-takers if we as an institution can't take a risk.' Photograph: PR

But that brings me back to some of those thorny questions. My two sons go to a great primary school that's a long way from having tablets available for every child. My children are lucky, with a tech hack for a father and tablets, apps and an enthusiasm for early coding close to hand. I recognise their privilege, but can't help wondering about wider accessibility issues.

Apple has iPads going into a wider range of schools than you'd think - Hove Park school is another flagship case study - and rivals are also thinking about these problems. Just this week, Samsung announced an expansion of its Europe-wide "smart classrooms" initiative, which focuses on 6-16 year-olds at schools in disadvantaged areas, for example.

Samsung also signified its presence at this month's BETT 2014 education technology event in London with a survey of more than 500 parents of primary and secondary school children in the UK, finding that 57% of them think schools do not invest enough in technology.

Perhaps if Apple and Samsung carry their fierce rivalry in the consumer technology world into the education sector, that will help. Libraries, too, could have a powerful role to play in boosting access to technology, although here too, there are complex and sensitive questions of resources. Initiatives like Code Club, which runs more than 1,800 after-school coding clubs around the UK, are also encouraging.

The visit also made me realise how there is more to tablets in schools than, well, tablets in schools. Look at the ecosystem around Apple's iTunes U, iBooks Textbooks, Distinguished Educators and even lesser-reported moves like the Educations Collections section within the App Store, which groups apps and e-books by discipline (maths, science, history etc) with teachers in mind.

Can Google and/or its device partners build a similar educational ecosystem in the months and years ahead, to complement the growing numbers of affordable Android tablets that may be an appealing alternative for schools and school authorities, for example?

Visiting the Stephen Perse Foundation and seeing how tablets, apps and coding are woven into its curriculum rather than hived off into "ICT" was an inspiring experience, but it's made me want to know more about how this can be brought to many more children in the years to come.

As a last point, it also made me think about the role of humans: from head teachers like Tricia Kelleher pushing through the resources and reforms required; through figures like Edwards who are figuring out how to use the new devices and give colleagues the support they need; through to those teachers using the technology on a day-to-day basis.

It reminded me that humans are important, rather than simply boiling these issues down to "School buys X tablets" headlines. "Speaking as a history teacher, the power of the story and the ability to have them in the palm of your hand? We mustn't lose that," says Kelleher.

"That's the human contact. We must not become so focused on the technology, we forget the importance of the relationships that are part of learning. The thing that holds this together is the teacher."

This article contains affiliate links, which means we may earn a small commission if a reader clicks through and makes a purchase. All our journalism is independent and is in no way influenced by any advertiser or commercial initiative. By clicking on an affiliate link, you accept that third-party cookies will be set. More information.

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Tablets in schools: coding, creativity and the importance of teachers

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rom September, coding will be part of the primary and secondary education curriculum in the UK, as part of wider changes designed to boost computer literacy alongside reading, writing and maths skills for British children. Some independent schools are already providing a glimpse at the potential.

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Forming Groups for Group Work

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Challenges of Collaborative Work

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Apps for collaborative learning

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Peers ideas

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

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Padlet M4.6 Apps and Tools for Personalisation Flipping the Classroom

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Padlet M4.6 Apps and Tools for Personalisation Flipping the Classroom

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Module 1 - Q.2 What whole-school challenges do I already face or do I anticipate facing when using tablets?

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Module 1 - Q.2 What whole-school challenges do I already face or do I anticipate facing when using tablets?

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I think the most important challenges are solving some problems common to many Italian schools:

technical support;

teacher’s formation about 2.0;

no funds for purchase the devices;

a clear policy about safety;

sharing the best practices with colleagues; wireless connectivity;

involving parents in new educational process.

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Thank you to Arnaud Perrier

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Create Flipped Video Lessons on Your Android Tablet

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For quite a while now Explain Everything has been a popular iOS app for creating flipped classroom videos. Last week I learned from Greg Kulowiec that it is now available on Android tablets too. Explain Everything for Android allows you to create explanatory videos with drawings, text, pictures, PDFs, and your voice.

On Explain Everything you can draw on a white canvas while talking to explain how to solve a math problem. You can also upload a picture and talk about it. Have a document that you want explain? You can upload it as a PDF and highlight parts of it while talking about it.

Explain Everything videos are created screen-by-screen. When you've finished talking about one screen, create a new one to add to your video. You can play back each screen individually before previewing the entire production. Your completed video can be exported to YouTube or to your tablet's camera roll.

Explain Everything for Android costs $2.99. It is only available for devices running Android 4.0.3 and higher.

Tags: Explain Everything, Flipped Classroom, video creation, Video production

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Explain Everything - Create Flipped Video Lessons on Your Android Tablet

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For quite a while now Explain Everything has been a popular iOS app for creating flipped classroom videos. Last week I learned from Greg Kulowiec that it is now available on Android tablets too. Explain Everything for Android allows you to create explanatory videos with drawings, text, pictures, PDFs, and your voice.

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Tablet computers have permeated the classroom in the last few years. Companies including Microsoft, Apple and Samsung have issued free devices, software and services to insinuate themselves into the classroom -- not only giving students more access to technology no matter their background, but potentially also to influence the next generation of consumers toward a particular brand or operating system.

However, no matter the reasons, technology has the potential to enrich a learner's experience in the classroom and give teachers more access to resources, lesson ideas and subject matter. Tablets, due to their portability and app support, remove the need to trudge over to a computer room to access the Web -- and can stored safely away after a lesson.

So, why, and how should tablets be integrated into lesson plans? Let's start with some general tips concerning these products.

Why use tablets?

1. A global learning platform. Far beyond the days of pen-pals and letters, the Internet gives students the chance to access a global network, and far more resources than the local library or a school's intranet.

2. Reaching out. Writing a paper on a local news story or scientific article no longer has to be prescribed to the source material -- instead, emails or messages can be sent in real-time, enriching student projects.

3. Free, in-depth and interactive resources. From e-books to articles and apps, repositories of educational content are easy to find online. Tablets, due to app support, can be used to host educational games in class, and teachers can use tablet software to organize lessons and projects -- as well as lift media to be shown to students without resorting to a VCR.

4. Distance learning. Coursera, Apple's iTunes U and edX are only some of many online courses available to tablet users. Whether you're teaching primary, high school or at college, the materials and courses which can be accessed and stored on a tablet can prove invaluable for today's teachers.

5. The resource range. Tablets, due to their size and portability, can be easily incorporated within a learning space. Lessons which involve moving around a classroom and trying out different activities in each are compatible with tablets -- for example, why not set your students an educational game in one corner, and a discussion point or quiz in another? Or set them loose to take photos in school grounds?

6. Content generation. It is not just about what resources you can lift from apps and the Internet -- projects no longer have to be limited to coloured pens and paper, and students themselves can use many applications to create their own content and collaborate with others on projects. From using the tablets to take photos or Google Drive to work on a document at the same time, the possibilities are endless.

7. The arts and music. Writing music, downloading clips, experimenting with color or exploring interior design -- all of these ideas can be integrated within lessons through tablets and applications.

8. Culture and broadened horizons. Using tablets and video communication software can be a sure-fire way to introduce your students to different cultures and learners. Why not set up a digital pen-pal scheme, or organize a Google Hangout, FaceTime or Skype with a class in another country?

9. Presentations and writing. From submitting work to creating student forums, tablets have a variety of uses -- least of all acting as a reliable communication method when students have to work together on writing or projects.

10. Adaptation. For children with special needs or those who face communication challenges, many apps are available for tablets which can adapt lessons to different levels and needs. Touch-screen tablets help with children that find eye contact difficult, and apps can help with basic life lessons, words and math.

Articles of interest

11. iPads In The Classroom: 25 Ways To Use Tablets To Enhance The Learning Experience

12. 50 resources for iPad use in the classroom

13. 50 resources for using tech in the modern classroom

14. 10 Big Concerns About Tablets In The Classroom

15. Touch tablets in the classroom: what are the advantages?

Free resources

16. Microsoft educator network

17. Intel resources

18. Digital Wish lesson plans

19. Google for Education 101 lesson plans and resources

20. TED Talks

21. Free e-books: Project Gutenberg | Librivox | Amazon

22. Teacher vision resources

23. Language lessons and technology

24. A guide to Fair Use

25. eReader resources

Apps for teachers and student learning

26. Tablets for schools toolkit

27. Evernote: Note taking, sharing iOS | Android

28. Educreations interactive whiteboard: iOS | Android alternative

29. iBooks author: create your own digital books. iOS

30. TED Talks: enrich your understanding of a subject with lectures and discussions. iOS | Android

31. Classdojo: keep records on students and behavior. iOS | Android

32. Edmodo: a safe and clear way for students, teachers and parents to communicate. iOS | Android

33. The teacher cloud: lesson planning. iOS

34. Too noisy: a noise level meter for class which sets off alarms if a certain level is reached. iOS | Android

35. Grade book app

36. Remind: Free, safe messaging iOS | Android

37. Educreations: Teaching from anywhere iOS

38. Courses123 language learning Android

39. Additio: A gradebook for teachers: iOS | Android

40. 20 essential apps for college students

Video tutorials

41. Using tablets in the classroom

42. Introducing tablets with Google Play for Education

43. Top 10 reasons to use technology in education

44. Android for special needs

45. iPad workshop: Apps for special needs

Other useful links:

46. Top free Android, iOS apps to learn how to program

47. The flipped classroom

48. Pinterest on digital citizenship

49. NEA: Using smartphones in the classroom

50. Working with the smart board

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50 resources for using an iPad, Android tablet in class

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Tablet computers have permeated the classroom in the last few years. Companies including Microsoft, Apple and Samsung have issued free devices, software and services to insinuate themselves into the classroom -- not only giving students more access to technology no matter their background, but potentially also to influence the next generation of consumers toward a particular brand or operating system.

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4 of The Best Android Apps for Flipped Classroom

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4 of The Best Android Apps for Flipped Classroom

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Educational Technology and Mobile Learning

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September 25, 2014
I have been receiving several requests to feature a list of the best Android apps for flipped classrooms. I know I have repeatedly featured here different iPad apps for creating flipped lesson videos but the thing with Android is that I am not really a huge fan of it for the simple reason that its app store is lacking several powerful apps that are indispensable to us in education. Even when I was working on today's list I was really disappointed that apps such as Educreations, ShowMe, Knowmia are not available for Android users. However, I did manage to cobble up 5 of the best apps that teachers can use on Android to create flipped lessons. Check them out below

Explain Everything is an easy-to-use design, screencasting, and interactive whiteboard tool that lets you annotate, animate, narrate, import, and export almost anything to and from almost anywhere. Using Explain Everything, you will be able to create slides, draw in any color, add shapes, add text, and use a laser pointer. Rotate, move, scale, copy, paste, clone, and lock any object added to the stage.
Add existing photos, objects, import PDF documents from local storage, Google Drive, Dropbox or insert a fully functioning web browser window. Export MP4 movies, YouTube videos or save Explain Everything XPLX projects locally, to Google Drive and to Dropbox. No account is necessary to use Explain Everything and share creations.

" Lensoo Create turns your Android tablet into a virtual whiteboard with voice recording, video and smooth digital writing. Using Lensoo Create you can quickly share your ideas through email, Facebook, Twitter or LinkedIn from virtually anywhere. You can also download recordings on the website. Whether you are a teacher looking to instill knowledge, a student wishing to present your ideas or simply a person with an impressive skill to share, Lensoo Create is for you."

WeVideo is an awesome video editor that allows you to both capture and edit videos on the go. Using weVideo will also enable you to create amazing photo-stories and slideshows using the images you have in your gallery or the ones you have captured by the app. WeVideo provides a slew of interesting tools to edit your creations including : adding effects to movies, a set of pre-made themes, add titles and captions, add music and audio. The finished product can be shared through popular social media websites.

UTGreat is similar to Educreations on iPad. It provides you with an interactive whiteboard to created and record videos and illustrations.It supports text, images, and video conferencing. It is ideal for creating annotated narrations to share with students.

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4 of The Best Android Apps for Flipped Classrooms

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September 25, 2014 I have been receiving several requests to feature a list of the best Android apps for flipped classrooms. I know I have repeatedly featured here different iPad apps for creating flipped lesson videos but the thing with Android is that I am not really a huge fan of it for the simple reason that its app store is lacking several powerful apps that are indispensable to us in education.

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4.5 What
do you think are the key challenges to implementing the model with tablets in
classrooms?

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4.5 What
do you think are the key challenges to implementing the model with tablets in
classrooms?

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Flipped learning turns the usual teaching model: the students learn new content outside the classroom and then tackle assignments in lessons, giving teachers more time to help students with aspects they don't understand. The learning is truly individualized, students can move at their own pace.

So, I think the key challenges to implementing the model with tablets are:

motivate students and explain to parents the importance of using technologies to study at home and to increase the learning; planning carefully resources and activities.
Of course it needs that students have internet access at home and personal device. It’s not necessary that they have them, but it’s so difficult to flip the lesson at school or in the internet point.

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What It Is

According to the description on ASCD's page for the newly released book, Flip Your Classroom: Reach Every Student in Every Class Every Day, by flipped-classroom pioneers Aaron Sams and Jonathan Bergmann, " In this model of instruction, students watch recorded lectures for homework and complete their assignments, labs, and tests in class." In part one of a three-part series of articles, Bergmann, along with two co-authors, tries to dispel some of the myths surrounding the flipped classroom. For instance, they state that the flipped classroom is NOT " a synonym for online videos. When most people hear about the flipped class all they think about are the videos. It is the interaction and the meaningful learning activities that occur during the face-to-face time that is most important."

The authors go on to explain that the model is a mixture of direct instruction and constructivism, that it makes it easier for students who may have missed class to keep up because they can watch the videos at any time. The argument also goes that since students watch most teacher lectures at home and are receiving instruction as homework, they can spend class time working through any gaps or misunderstandings around the content with the teacher acting as "guide on the side." Another flipped classroom educator, Brian Bennett, wrote a post explaining that the model is not about the videos, but about the learning. I had a chance to talk to Brian at ISTE, and it was great to hear him express his thoughts about the model in more than 140 characters. He also runs the #flipclass chat on Twitter every Monday night, which is a great chance to learn more about the model.

What It Isn't

As with any new fad or trend, there are plenty of people trying to either use the model to make money or jump on the bandwagon without really understanding what they are joining. For instance, the company TechSmith has an entire part of their site dedicated to the flipped-classroom model. Now, I happen to think that TechSmith makes great products and are pretty good at keeping a finger on the pulse of education. However, it's no secret why TechSmith, who creates screencasting software, would be interested in the flipped-classroom approach. For what it's worth, their site does focus mostly on methodology and pedagogy, and they have consulted educators for most of their content. What is disconcerting to me is to hear vendors on the exhibit floor at ISTE talking about how their product will help you "flip your class." If I were your average principal or tech director walking around the exhibit hall without much knowledge of the model, or a misconception of the model, I could really end up getting the wrong information.

I have often seen and heard the Khan Academy come up in discussions around the flipped classroom. (I can hear a vendor saying, "With our amazing display quality, your students can watch videos in crisp detail!") While some teachers profess to using KA videos to present content to their students, the idea is not that KA will replace the teacher or replace the content as a whole. From my experience with KA, the content is taught in only one way. Good instruction, especially for math concepts, requires that ideas be presented in a number of ways. In addition, not all math is solving equations. One of the hardest parts about teaching math is making sure that students are not blindly solving equations without really understanding what they are doing with the numbers. For students to be successful on their own, videos used in the flipped-classroom model must include a variety of approaches in the same way a face-to-face lesson would, and they must also have good sound and image quality so that students can follow along easily. These videos must also match the curriculum, standards and the labs or activities the students will complete in class.

Why It Works

Most of the blog reflections I have read and the conversations I have followed point to the way that the flipped classroom has truly individualized learning for students. Teachers describe how students can now move at their own pace, how they can review what they need when they need to, and how the teacher is then freed up to work one-on-one with students on the content they most need support with. They also point to the ability for students to catch up on missed lessons easily through the use of video and online course tools like Edmodo or Haiku Learning. In addition, a 2009 meta-analysis done by the Department of Education showed that in many cases, online learning has some advantages over face-to-face learning.

Why It Doesn't Work

When I first started learning about the flipped-classroom model, my immediate reaction was, "This won't work with my students." This continues to be an argument made by a lot of rural and urban teachers. Our students just don't have the access required for the model to really work. I've had people tell me, "They can use the public library." To which I explain that there are usually three computers available and there is usually a 30-minute limit per user. I've had people tell me, "You can burn DVDs that they can watch in their DVD players." To which I ask how much of the day can a teacher devote to burning at least 10-15 DVDs at a time? I've also been told that students can use the school computer lab after school to watch the videos. To which I explain that we have only 27 computers available for the whole school, and that it would require an after school program to be put into place. (This last option, by the way, is the most realistic.) Another tough sell for me is the fact that if everyone starts flipping their classrooms, students will end up sitting in front of a screen for hours every night as they watch the required videos. And as many teachers can tell you, not everyone learns best through a screen.

Why It's Nothing New

Listening to Aaron Sams talk about his experience with the flipped-classroom model, one can't help but imagine that what he is describing doesn't require video at all. What he describes is, in essence, what John Dewey described at the turn of the 20th century: learning that is centered around the student, not the teacher; learning that allows students to show their mastery of content they way they prefer. These are not new concepts. I am often brought back to the question: " Are we doing things differently or doing different things?" As educators around the globe try to flip their class, it's an important thing to reflect on.

Why It Matters

So in the end, why should we care so much about the flipped-classroom model? The primary reason is because it is forcing teachers to reflect on their practice and rethink how they reach their kids. It is inspiring teachers to change the way they've always done things, and it is motivating them to bring technology into their classrooms through the use of video and virtual classrooms like Edmodo and similar tools. As long as learning remains the focus, and as long as educators are constantly reflecting and asking themselves if what they are doing is truly something different or just a different way of doing the same things they've always done, there is hope that some of Dewey's philosophies will again permeate our schools. We just need to remember that flipping is only the beginning.

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In 2012, I attended the ISTE conference in San Diego, CA. While I was only there for about 36 hours, it was easy for me to pick up on one of the hottest topics for the three-day event. The "flipped classroom" was being discussed in social lounges, in conference sessions, on the exhibit floor, on the hashtag and even at dinner.

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Using tablets for content creation

The module focuses on content creation with tablets, one of the more straight-forward pedagogical scenarios that was implemented during the Creative Classrooms Lab project.

In this module we have two key questions/tasks.

1. Identify at least one idea for content you could produce together with your students that has a wider purpose and meaning than just the classroom activity

2. Create some content with a tablet (can be your personal tablet) to use as an example when doing a content creation project in your class

So at the end of this module you should have achieved the following learning objectives:

1. Knowledge of a process of developing innovative "learning scenarios"

2. Understanding of what content creation with tablets refers to and how to implement this pedagogically effective in the classroom

3. Knowledge of a range of apps that can be used for content creation projects in the classroom

4. Develop a piece of content with a tablet that can be used as an example in a content creation project

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Module 1 - Q.1 Why do you use or want to use tablets in your teaching?

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Module 1 - Q.1 Why do you use or want to use tablets in your teaching?

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I want to use tablets because they have many positive effects:

personalized contents,

share contents and ideas,

use different media,

learn with more flexibility,

use peer collaboration in classrooms,

have feedback and increase engagement, promote creativity .

The use of tablets in classroom allow children to access an interactive and stimulating environment, in which teachers can use a combination of different learning modalities (visual, auditory and kinaesthetic).

With a tablet, you can teach the same information in different ways to different students and accommodate their special needs.

Tablets simply make learning fun, offer audio-visual tools (camera, voice and video recording), which can be used creatively in the classroom with the help of various apps.

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Done!

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Posts, link by collegues of this MOOC

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By Marta Olenska            LEARNING SCENARIO

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By Marta Olenska            LEARNING SCENARIO

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Learning Scenario concept

I did˙t use all their 7 phases. I think, I can use it in a project but in everyday lessons it`s too little time for realize this scenario.

The 7 phases of Learning Scenarios

1. Dream - students can brainstorm, think freely and share ideas

2. Explore -  students collect information on a certain topic

3. Map - students structure their thoughts and ideas and seek to understand how they are related

4. Make - students develop or create a product or practise an activity

5. Ask - interview experts and stakeholders

6. Remake - students replan or revisit their product, on the basis of the feedback or further information they received

7. Show - students publish and present the results of their work

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http://3teacherchicks.blogspot.it/2012/06/facebook-in-classroom-edmodo.html?m=1

Edmodo resources

http://www.educatorstechnology.com/2014/05/all-resources-teachers-need-to-start.html

20 Ways to Use Edmodo

http://www.slideshare.net/seyfert6/20-ways-to-use-edmodo

An article on italian webzineInsegnanti 2.0

https://insegnantiduepuntozero.wordpress.com/2014/01/01/edmodo-il-social-network-didattico/

Edmodo Rules by Teacherspayteachers

https://www.teacherspayteachers.com/Product/Edmodo-in-the-Elementary-Classroom-Getting-to-Know-You-265293

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By Laura Pozzar    What's your learning style?

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By Laura Pozzar    What's your learning style?

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EducationPlanner.org, a public service of the Pennsylvania Higher Education Assistance Agency (PHEAA), offers practical and easy-to-understand advice and information on how to deal with common financial situations facing today's college students and recent graduates.

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Diaries for Creative Use of Tablets in Schools

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Ziteboard | Online Whiteboard with Realtime Collaboration

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Virtual online whiteboard with team collaboration
Ziteboard is a lightweight whiteboard website which works on any device: laptops, tablets, mobile devices - optimized for both iPad's Safari and Google Chrome on laptops.
START DRAWING NOW
Our service is designed for successful realtime tutoring. We understand the importance of a clean and easy to use interface to best serve both teachers and students of all ages. By design, this lightweight yet powerful visual platform aims to provide a simple tool for distance education. Using such a platform you have infinite space to work on with your student or class in realtime.

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Insert images and PDF files
Drag-and-drop an image from another browser tab or use the file uploader from the Menu. For PDF documents provide the page number or the range of the pages to be imported.

Integrated board chat with audio and video capabilities
You can start a video and audio chat from the bottom left corner of the board when you're in a teaching session.

For more details check How does the voice and video chat work?

Export your whiteboard as high-resolution image or PDF
Export as a PNG file if you quickly need an image of what you see on the screen.

Export the whole board as a zoomable SVG file to feed Adobe Illustrator or any image editor application.

If you want to export the lesson as a PDF document after you finished a lecture, then it's worth to switch on the Display A4 pages option from the Settings before you start the lesson.

Shared Whiteboard
Ziteboard as a visual communication platform is a touch-friendly online whiteboarding software for any browser and is also available for Ipad and Android devices. It's a zoomable canvas that can be shared in realtime. The intuitive online whiteboard app enables you to easily sketch or collaborate with others on a shared whiteboard. With live audio chat (Skype for example) whiteboard sharing, image sharing and document sharing is ideal for online tutoring, design communication or having productive meetings.

Online Collaboration
This interactive, realtime, online collaboration tool lets you work better regardless wherever you are in the World. Ziteboard is a clean collaboration software for businesses online and a simple, free brainstorming, tutoring tool for education. It enables you and your friends colleagues to easily collaborate and share blueprints, strategic plans, system drawings in realtime with others. Work together remotely, using a free online collaboration tool. Simply put: it is an online team collaboration tool for remote teams.

Wireframing Tool
Use the free whiteboard online for sketching up a new website, a smartphone app, a movie poster or any other media. With freehand drawing and line smoothing all your scribbles will look perfect. Need a perfect circle? Ziteboard will automatically recognize your intention and will display pretty shapes so others are amazed by your drawing skills. Our shape recognition algorithm currently supports lines, rectangles and circles. Invite your peers and start working visually together.

Extend your online whiteboard experience

Install our WordPress Plugin:

Add the free Chrome Extension:

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Ziteboard | Online Whiteboard with Realtime Collaboration

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Ziteboard is a zoomable online whiteboard with realtime collaboration for tutoring. Explain, sketch, teach anything.