Topic 3 _Task 2 by Teresa Alexandra Almeida Oliveira Matos

a2024112628 — 2025-03-27 15:55:53 UTC

Padlet is a collaborative digital platform that allows users to create virtual pinboards where texts, images, videos, links and other multimedia files be can posted.

It is an intuitive and flexible tool that promotes synchronous collaboration and an environment of knowledge coconstruction. It also encourages creativity while it opens the possibility to create toguether, to collect and share ideas, and shapes the cognitive performance.

a2024112628 — 2025-03-27 15:56:24 UTC

A very interesting use of this tool is its use in brainstorming tasks.

a2024112628 — 2025-03-27 15:56:53 UTC

An example of a bad use of Padlet is concerned with a lack of clarity and meaning regarding the proposed tasks and their objectives or a low level of the interactions mediation. The lack of clarity and meaning promotes insignificant interactions with the colleagues and with the knowledge, preventing effective appropriation.

Task: Facilitate the integration of new foreign students

a2024112628 — 2025-03-27 15:57:47 UTC

Subject areas: Citizenship, Portuguese Language, PLNM

Duration: 3 blocks of 90 minutes

Goals:

Promote intercultural dialogue and the integration of foreign students
Develop oral and written comprehension and expression skills
Promote collaborative work, critical thinking and creativity

Task:

• The students access Padlet and watch a video about a student alone at school, feeling excluded in various day-to-day situations.

• Students, individually, identify potential causes of this situation and some consequences in terms of the well-being and learning of this student and share their thoughts on the Padlet.

• In small groups, students analyze the proposals of their colleagues and develop strategies to overcome the barriers identified.

• Students, in a group, are invited to reflect on the criteria they use to improve and select their strategies proposals.

• These criteria are presented in large groups and, with the teacher's moderation, a small grid and a scale will be built, integrating the most relevant contributions.

• The final proposals, after review according to the defined criteria, are presented in a large group that evaluates and selects the best proposals for implementation by the school board.

formative and summative evaluation

a2024112628 — 2025-03-27 15:58:32 UTC

The teacher, through the mediation of interactions, verifies and promotes the effective participation of all students, enhancing the different resources available through the tablet and, consequently, the different cognitive styles.

In addition to the interactions, the teacher uses the proposal defined by the students to evaluate the groups proposals, which should involve criteria such as coherence and fluency in terms of vocabulary and cohesion and linguistic correction and creativity and critical thinking.

a2024112628 — 2025-03-27 15:58:50 UTC

The use of Padlet in tasks in the scope of language learning or developing citizenship competences and mediation becomes very useful, as it is a platform that allows real-time communication using various information formats.

The probability of promoting motivation and inclusion are enhanced by providing effective opportunities for democratic participation.

However, constant monitoring by the teacher is essential, mediating interactions. Otherwise, it becomes just another blackboard.

a2024112628 — 2025-03-27 15:59:19 UTC

Beltrán-Martín, I. (2019). Using Padlet for collaborative learning. 5th International Conference on Higher Education Advances (HEAd’19) Universitat Politécnica de Valéncia, Valéncia, 2019. http://dx.doi.org/10.4995/HEAd19.2019.9188

Resta, P. and Laferrière, T. (2007). Technology in support of collaborative learning. Educational Psychology Review, 19, 65-83.

Nadeem, N. (2019). Students' Perceptions about the Impact of Using Padlet on Class Engagement: An Exploratory Case Study. International Journal of Computer-Assisted Language Learning and Teaching, 9, 72-89.