las tablets en la clase azul by Esther Tarela

I am

e_tarela — 2015-04-20 08:47:12 UTC

Hello,

Hello, My name is Esther. I am professor from 22 years ago. It loves me my work and the technologies. I have collaborated with Professor Pere Marques in his investigation on the use of the tabletas in education and in an investigation on the curriculum bimodal. I have collaborated in some workshop on the use of the tabletas digital with people with intellectual inability.

My job

e_tarela — 2015-04-20 08:50:16 UTC

I am working in a centre of special education of A Coruña. Have 8 students. We are using the tabletas and other resources TIC. They exist tools with a lot of possibilities that would like me know and explore. In my class each student has a tableta. There is an interactive digital blackboard. To create the content employ the software of eBeam. Also we have worked with edlim and any one another similar software.

In my group of students some have not purchased the reading and the writing fluently. This reality conditions a lot my work with the tablets from a perspective of work in collaboration and creation of materials, products in common...

1.2. Why I want to use tablets? What is the added benefit in general and, more importantly what is the benefit of my own situation.

e_tarela — 2015-04-20 09:07:15 UTC

I have worked already several years with tablets and are many the profits that observe: -Ease of transport and use. They are light and small, more comfortable that books and notebooks. - They can contain a big quantity of information. - They allow to connect to internet to access to information, images, videos... - There are applications to work distinct contents of the curriculum. Many of them are are free. - It allows us create own materials and share them (using photos, it videos realised by the students) - The individual adaptation to each student is simpler. Each one can have personalised materials (very different to what occurs with the books of text).

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

e_tarela — 2015-04-20 09:07:49 UTC

I think that in my school there are not too many technical problems (connection of wifi, have a tablet by student). This happens in all the classrooms. The families show a big support to the work that do with the tablet. I think that our challenge is more in creating a proposal of common work. We have to decide for what want the tablet (that use can give him with the distinct students and the different disabilities that they have). It would be well put in common experiences. In this common proposal of work would have to be important the training of the professors to use properly the tablet, to know the possibilities that have and to work with the families.

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

e_tarela — 2015-04-20 09:08:03 UTC

I began entering the tablets through apps in some matters.

I looked for apps that worked those appearances of the curriculum that more difficulty supposed to my students (students with special educational needs). Of this way began to handle the tablet of a simple way. I incorporated in his tablets a LAUNCHER that allowed me block the access to the operating system and organise the applications in the tablet by matters. In a second phase began to apply some principles of the curriculum bimodal of Pere Marques:

- Practical Activities for the development of competitions (work by projects), - Preparation of a glossary of basic vocabulary that save in an external device (external memory auxiliary). For this employed the applications indicated previously. All this in the individual work offers good results and facilitates the individual project of each student. I follow having difficulties to achieve cooperative work to elaborate works, definitions...

Also I tried to begin the cooperative work employing some apps (Evernote, Show and explain, explain everything...) The result was not very good.

In summary, my challenge is the cooperative work.

I leave you links to the applications that commented previously

https://play.google.com/store/search?q=MOSTRAR%20Y%20CONTAR&c=apps&hl=es

https://play.google.com/store/apps/details?id=com.morriscooke.explaineverything

https://play.google.com/store/apps/details?id=com.kiddoware.kidsplace

https://play.google.com/store/apps/details?id=com.evernote

This is my school

e_tarela — 2015-04-20 10:38:11 UTC

I leave a video that features such as our school, as you work, etc.

the blog

e_tarela — 2015-04-20 10:45:16 UTC

This is the blog blue classroom

Learn doing with aim and internet and purchase vocabulary.

e_tarela — 2015-04-22 10:03:01 UTC

"Technology and methodological innovation in the school", by Pére Marquis

e_tarela — 2015-04-22 13:18:42 UTC

1.5 App for Teaching: Edmodo

e_tarela — 2015-04-24 08:43:09 UTC

It did not know the application but what have seen has seemed me interesting. I will try to test it.

Currículum Bimodal by Pére Marqués

e_tarela — 2015-04-24 14:01:38 UTC

Competitions of the professor in the era of internet

e_tarela — 2015-04-24 14:05:03 UTC

Bases for the new formative paradigm

e_tarela — 2015-04-24 14:07:12 UTC

About Stavrula Lada's Learning diary

e_tarela — 2015-04-24 16:21:31 UTC

It seemed me very interesting the opinion of Stavrula Lada's Learning diary on the collaboration between the profesorado. In my city there are people working and investigating on this, but the true is that we share little the experiences and results. We multiply the work.

by @Jaspersand

e_tarela — 2015-04-24 18:25:33 UTC

Technology is only a tool how useful it is in class will always depend on teachers and how they use it

Results of the investigation in Spain

e_tarela — 2015-04-24 18:39:48 UTC

The success or the failure depends especially of the pedagogical model and of the training of the professor.

2.1. What do you make of the Learning Scenarios concept? Maybe you have even used Learning Scenarios yourself (in another project)?

e_tarela — 2015-04-27 21:22:36 UTC

I had not heard to speak of the learning scenarios. The idea seems me very interesting. It is important because it improves the creativity, the initiative and the work collaborative. I think also that facilitates the inclusion of students with different capacities because it allows different levels of participation.

It seems me important differentiate between results and productions. It would stand out also that this type of work favours a process of constructivist learning. This appearance to my seems me very important because the learnings are significant. The results are better. This year I am trying to work by projects and think that the learning scenarios have common appearances. My experience,with this methodology is that the process is quite directed (work with students with special educational needs), perhaps because of the fault of experience of the students and to mine own in this type of work. However the results are hopeful: - Every time the students are more autonomous in the work, - Begin to work in team and to look for creative solutions. - They learn contents that seemed difficult to achieve (vocabulary, competitions...) The learning scenarios can organise and structure better the work. It seems me an experience that can be interesting.

2.2.1 What kind of content can you produce with your class?

e_tarela — 2015-04-28 18:14:57 UTC

I have 8 students with special educational needs. They have between 12 and 16 years. I think that any of the "projects" that have realised this year can answer to the module of creation of contents. I put 2 examples: 1) meteorological Station: Every day we collect the data of the time in our city from the meteorological station. Previously the students had to familiarise with the vocabulary typical of the subject (raingauge, anemometer, thermometer...). They looked for information in internet, looked for images. We did groups of 3 students. We deliver tasks: Some students recorded with the tablet, others explained, etc. When finalising did a simple setting with an app that all have installed. Finally they shared the recordings in the web of class. It was a very interesting experience. I leave you the links to the final product.

2.2.2 What kind of content can you produce with your class?

e_tarela — 2015-04-28 18:35:00 UTC

Another example that would approximate to the concept that are working is the one of the work that are realising on our city: we Treat to know the city in which we live. The first that we want to know is the neighbourhood where is our school. So armed with the tablets, paper, pencil and rubber go out with the intention to do a MAP. While we walked we were drawing the streets and writing his names. Also we annotate the buildings and those things that called us the attention or could serve us of Reference Like the hospitals, cabbages, the beach, park. We Take out photos with the tablets!! When we went back to the school did a workshop in which students of another class taught us to plastificar the photos that take out. Already we were smart to do our plane of the neighbourhood in 3D. To the photos put them a support and place them in the map. While ones did this work other mates were doing routes in the callejero for averiguar by where will have to go to our next activity.

LINKS:

http://lourdesvirtual.com/renuevatic/?p=124

http://lourdesvirtual.com/claseazul/?cat=9

2.2.3 What kind of content can you produce with your class

e_tarela — 2015-04-28 18:45:36 UTC

My opinion on these 2 experiences is that they were interesting approximations to the proposal that pose us. But something lacking. Perhaps the active participation of the students to the hour to choose the final product, Perhaps was missing me define the distinct phases of the work / project (phase MAP, ASK and REMAKE) Regarding the proposed creation of new contents occurs me the possibility (that already it had posed me at the beginning of the work in the project MY CITY) to realise a "tourist Guide of A Coruña". This guide will publish in the web page of our class and will put to disposal of other schools of the city through the web RENEWS TIC our educational centre (http://lourdesvirtual.com/renuevatic/) In relation to my original proposal would try to structure more properly the distinct phases of the stage of learning.

2.3 What kind of content can we create with tablets?

e_tarela — 2015-04-28 20:18:10 UTC

I have prepared a presentation with POWTOON to explain him to the students the work that have to elaborate. I chose POWTOON after testing several apps that resulted me very interesting. By problems of time chose this application.

2.4 Share apps for content creation here and identify pros and cons

e_tarela — 2015-04-30 13:05:48 UTC

I have worked with the following applications: Explain Everthing: it is very complete and quite simple for students with intellectual disability. It liked me a lot Book creator. In my opinion has the limitation that it does not include the possibility to put links. Thinking Link is brilliant and also very simple. The one who more liked me was Glogster but has two problems: the price and that there is not still version for android. I tested also applications to do murales and maps. There are applications really interesting that did not know and saw in works of other mates. Thank you very much To all.

3.1. Forming Groups for Group WorkHow 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? Share your ideas on these questions here.

e_tarela — 2015-05-04 11:18:37 UTC

When we do groups of work, are used to to be of 3 or in some case of 4 students. Sometimes they choose the groups but does not be used to to go out well because the groups remain too homogéneos (the students with more difficulties can remain together). These groupings depend on the task. What if I do is to leave very clear the aim of the work, the product and especially the norms that have to fulfil (participates and thinks all the world, the responsibility is of all, etc.)

The strategies that employ to do the groups depend on the task. I procure that in each group there is a student that can realise some part of the task. That all can have a role. I pretend that they learn to listen to the other, share ideas and arrive to agreements. That they learn to negotiate.

3.2. Challenges of Collaborative WorkHow 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.

e_tarela — 2015-05-04 13:10:54 UTC

In my experience, the work by projects is motivating in case same. If besides the subject is interesting for the students and consensuado with them, is even more easy that all are motivated. To keep the motivation and the interest of the students is important that: - The groups are small (2/3 students in each group), - The roles and the norms have to be clear as well as the goals and the product. - I think that the professor has to be slope of the doubts and the contributions of each student. - It is important to adapt the work to the capacities of each student (individualizar the learning) - Finally think that is important to schedule well the distinct parts of the project.

3.3. School-to-school collaboration with tablets

e_tarela — 2015-05-04 13:46:56 UTC

I have not participated never in Etwinning. It seems me very interesting and would like me participate. I work with students with intellectual disability (they have between 12 and 16 years). The communication could be a problem as my students do not communicate in English. I suppose that it could look for a solution. Probably we could begin for collaborating with students of Hispanic speech. Regarding the project think that is very interesting. So that it work well I think that: - The schools have to have a good connection to internet, - Has to exist a good planning and definition of the project in all his phases. - We have to have of good tools of work in team (that they have to can use in distinct platforms, supports and languages) - In the schools has to exist a good support to resolve technical problems. Like profits of the project consider the following: - it Facilitates the individualisation of the learning, - Improves the communication - Help to know other realities and people (professors and students) - Help to feel valuable (improves the self-esteem)

3.4Assessment & CollaborationAfter participating in the webinar or reading the case study report (link above), what other strategies have you used to assess group work? What are the main challenges for you when it comes to assessing group work?

e_tarela — 2015-05-04 14:43:39 UTC

When I start a project I like to explain to students what I'm going to value. For me the process is more important than the product but I think both are important and all are closely related. This year I started using rubrics to assess the vocabulary they have learned, that there was communication between them, collaboration and participation. I also appreciate the contents of the subjects themselves. In project work, as I have a small group (8 students with special educational needs) observation is not a problem and help me in the assesment of participation, communication and collaboration. Self-worth in my case is complicated. They need support through questions to be objective. Still, it is a tool very little spontaneous and directed to them. I also appreciate the individual work of each student - external memory (see bimodal curriculum Pere Marqués) These can be done on paper or on the tablet.

3.5. Apps for collaborative learningShare any apps for collaborative learning here.

e_tarela — 2015-05-04 19:15:34 UTC

Still I have not entered a lot of applications for the learning colaborativo in the classroom. Only: Evernote, Explain everything and "show and explain". However during this course and in this module have seen many. Some have seemed me very interesting and applicable to my work. It would stand out: - NEARPOD - Piccollage - Lino - Popplet - Padlet And those that already included in other modules (module 2) Is important to add: - Wikis - Tools of google and other similar

THE FLIPPED CLASSROOM

e_tarela — 2015-05-05 13:16:26 UTC

Experiences And resources

WHAT IS THE FLIPPED CLASSROOM

e_tarela — 2015-05-05 13:16:40 UTC

WIKIPEDIA: FLIPPED CLASSROOM

e_tarela — 2015-05-05 13:16:56 UTC

4.1. Learning Styles of your StudentsReflect on how you gather information about the learning styles of your students. 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?

e_tarela — 2015-05-05 13:35:40 UTC

I Work with pupils with special educational needs and sometimes learning styles are determined by the patogolgías own students. While not always true at 100% (run the risk of students mislabeled). There is a test to evaluate this but I've never used. I think it's important for my job to study this issue more deeply. Multiple intelligences may be a good guide. So far, the observation is what I about the learning styles of my students (and the reports and tests performed on a general level). This allows us to identify strengths and weaknesses. It should also guide us in providing different types of activities from which they can choose and facilitate different learning styles. In this issue I think I must also go deeper.

4. Questionnaire for the evaluation of learning styles in students with special educational needs

e_tarela — 2015-05-05 20:52:10 UTC

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

e_tarela — 2015-05-06 09:48:00 UTC

In my school we have a moodle but is for use by teachers. I have seen several applications that might be interesting for the issue we have today tried but have not really clear whether it would be particularly useful in my case. I have 8 children with special educational needs. The work is very individualized. Each has a Android tablet where you have installed applications that help in developing their individual learning goals. On the work projects the division of tasks and functions performed it with them and record in the whiteboard. In this I think there are applications that could help better organize and that they could be more independent and self organized. With regard to the evaluation criteria and indicators that we can customize the maximum. Set personal results is relatively simple although I think there are applications that could help customize, visualize strengths and weaknesses, reinforcing concrete tasks ... I think I'll try some of the applications I saw and if possible (for reasons of time, obviously) share my conclusions. Thanks to all

4.1. Learning styles and strategies

e_tarela — 2015-05-06 14:08:01 UTC

Interesting article the Government of the Canary Islands (Spain)

4.3. Tablets and special needs

e_tarela — 2015-05-06 15:56:18 UTC

In my school (we work with students with intellectual disabilities) we have made a compilation of apps that are using in our work. I hope you find it useful.

4.4. Flipping the ClassroomHow would you start to implement it in your school and classroom context?

e_tarela — 2015-05-06 15:56:26 UTC

I had not tasted or heard of this methodology. I think in my case (my students with intellectual disabilities) can be tricky. I encourage you to try on a topic. Perhaps something similar if I have done since the beginning of some projects seek to introduce the topic videos and students must estraer there some information that I indicated to them. In my class, an important goal is to know how to extract information from videos, TV, and other visual and auditory resources. Not so far from our reality as it might seem. Would have to think how to structure and organize it to be effective (make such an important part of the work at home, it is not viable.

4.5. Challenges of the Flipped. What do you think are the key challenges to implementing the model in classrooms?

e_tarela — 2015-05-07 08:44:26 UTC

I think the "Flipped classroom" is a challenge. Perhaps overcome barriers would be: - The internet connection of households (the center I think it might be) - The mentality of the educational community (parents, students and families) - Be clear about the structure or strategy work by teachers. Although we have seen a good approximation, at least I need to see more cases, more real applications ... I found it very good work scheme attached. - Send "many jobs" to make at home can be a problem. Other related issues that I see: - In my case the need to develop and prepare materials would not be a big problem too but I guess not everyone would think so. Therefore collaboration between teachers would be necessary: bank of resources, production of material ...(to prevent the methodology is implemented only in a class and not in the center). We NEED A WORK PLAN - This work / methodology should be complemented by strategies and methodologies of cooperative work, construction of learning, content creation by students ... - Essential work with families

e_tarela — 2015-05-07 13:31:26 UTC

Top 20 ipad apps to flip your classroom in #tabletscourse

e_tarela — 2015-05-07 13:36:01 UTC

I try to make a list of applications for Android, but not out me 100

http://linkis.com/list.ly/list/ykWpc

Learning Journal "Talent Team"

e_tarela — 2015-05-07 13:43:43 UTC

Equipo de Talentos

Manual de EDMODO en Español

e_tarela — 2015-05-07 17:44:04 UTC

By Antonio Garrido

4.6. Apps and tools for Personalisation and flipping the classroom

e_tarela — 2015-05-07 17:59:18 UTC

My criteria for selecting a tool are: - Easy to use by students. - Make it free. - If the tool has APP (Android) to work on the tablet, it would be preferable. With these criteria I have selected the following tools: To share content with students: 1) Classflow 2) Edpuzzle 3) Educanon 4) Nearpod 5) Edmodo

6) Wiki Spaces To prepare the content there are many. I was amazed: - storyboardthat -educreations -Knowmia -Youtube -imovie

- Explain Everything

- StoryMarker

- TinyTap

-Lensoo Create

- Tellegami

e_tarela — 2015-05-11 08:48:31 UTC

An example of reverse tab to plan our class

e_tarela — 2015-05-11 10:48:04 UTC

interesting blog

e_tarela — 2015-05-11 13:20:41 UTC

Module 4 Activity: 1. Preparing a lesson plan

e_tarela — 2015-05-13 10:22:23 UTC

My lesson plan is "Tour guide A Coruña".

http://v.gd/XriKwz

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e_tarela — 2015-05-19 08:54:23 UTC