1. Reflect on the use of tablets in general as well as in your specific situation
2. Explore a range of challenges of using tablets in schools
3. Identifiy a key challenge for your school and suggested an idea how to address it
4. Explore a range of challenges of using tablets in classrooms
5. Identif a key challenge for your classroom and suggested an idea how to address it

The biggest challenge is the unwillingness of colleagues and principals to leave their comfort zone and understand that they should become ICT-literate in order to satisfy the needs of today's students. 

Second comes the safeguearding of the sites students may be visiting during the lesson. However, with Nearpod this problem can be fully addressed.

In a depressed coultry in which teachers have lost their professional dignity (i.e. Greece), teachers are mostly reluctant to take another burden on their shoulders.

I used tablets this year for the first time in the English lesson. Things did not go that well. Not all students had a tablet (they were asked to bring their own devices). The software- ebooks we wanted to use did not work well on the tablet. We had major difficulties!!! Some parents did not allow their kids to use tablets in the classroom because, according to them, their kids were constantly exposed to technology at home playing games and using fb, so they now wanted to protect them from the emission of radioactivity , e.t.c. Also many colleagues were against their use because they did not want students to ... secretly photograph them or record them. I tried to speak to them about "Teaching students the safe and correct use of tablets" but they all turned a deaf ear to me.

I believe that instead of seeing DANGER everywhere, it is better to trust our students and, for more safety, try to teach them the right way of using all digital tools.

What does Diana recommend schools should do before they embark on a large-scale tablet implementation programme?

A pilot implementation programme with one or two classes

According to Diana's observations, how does the positioning of the teacher change in many cases when students are using tablets?

The teacher moves from the front of the classroom to walking around the classroom

supporting individual students or groups with advice.

The course will last 5 weeks (each module will last 1 week plus 1 extra week for the final module), from 13th April 2015 to 17th May 2015.

Modules will open each week on Mondays, and will remain open for the duration of the course. You are flexible when you complete the quiz on each module but you need to have all quizzes completed, your learning diary submitted, and two peer reviews completed by the 17th May. In order to complete the peer reviews you need to submit your learning diary by 10th May. 

1. Reflecte on the use of tablets in general as well as in your specific situation
2. Explore a range of challenges of using tablets in schools
3. Identify a key challenge for your school and suggested an idea how to address it
4. Explore a range of challenges of using tablets in classrooms
5. Identifi a key challenge for your classroom and suggested an idea how to address it

a) The biggest challenge is the unwillingness of colleagues and principals to leave their comfort zone and understand that they should become ICT-literate in order to satisfy the needs of today's students. 

b) Second comes the safeguearding of the sites students may be visiting during the lesson. However, with Nearpod this problem can be fully addressed.

In a depressed coultry in which teachers have lost their professional dignity (i.e. Greece), teachers are mostly reluctant to take another burden on their shoulders.

I used tablets this year for the first time in the English lesson. Things did not go that well. Not all students had a tablet (they were asked to bring their own devices). The software- ebooks we wanted to use did not work well on the tablet. We had major difficulties!!! Some parents did not allow their kids to use tablets in the classroom because, according to them, their kids were constantly exposed to technology at home playing games and using fb, so they now wanted to protect them from the emission of radioactivity , e.t.c. Also many colleagues were against their use because they did not want students to ... secretly photograph them or record them. I tried to speak to them about "Teaching students the safe and correct use of tablets" but they all turned a deaf ear to me.

I believe that instead of seeing DANGER everywhere, it is better to trust our students and, for more safety, try to teach them the right way of using all digital tools.

I've never used it.My school has its own VLE, an online digital platform where all teachers upload tests, homework and files,we send emails to students and do a lot of interesting pedagogical things.

What does Diana recommend schools should do before they embark on a large-scale tablet implementation programme?

programme with one or two classes

According to Diana's observations, how does the positioning of the teacher change in many cases when students are using tablets?

schools use when it comes to setting those school rules?

the rules.

change when using tablets in schools?

self-reflection

I have heard of learning
scenarios in seminars and conferences but wasn’t quite sure what they were exactly. Katja’s video helped me to see what it entails and now I realise that
I have implemented something similar several times without knowing it. The most complete scenario I did with my third year in
Computer Science class (aged 14) was a game they developed on the safe use of internet using Microworlds Pro Logo. It spread over a 6 lesson period and was
structured as follows:

Dream: brainstorming for ideas
on a game to test awareness and skills regarding safe internet issues

Explore: researched internet
safety issues and tips to avoid or deal with internet problems

Map: planned the structure of
the game – divided the game into sections and groups of students were assigned to implement each section – for example programmers for question routines,
programmers for animations, lead programmers for linking subroutines into the
main program, graphic designers for the game’s interface

Make:students developed their part of the program and linked it into the main program

Ask: students played the game and tested it for weaknesses

Remake: adjustments were made to the game

Show: invited visitors and
students from other classes to play the game on the school’s OPEN DAY

Outcome/comments: Students were really excited with their creation and some were motivated to advance their programming skills
in their own time. However, given the limitation of time and the complexity of the game, the input on my part was perhaps more that ideal. Also there was a lot of planning involved which was very time consuming. On the whole it was a rewarding experience for
everyone involved.

I have created Learning Scenarios during Learning Courses like Hands-on ICT 2nd & 3rdedition. I followed all the activities from the Learning
Design Studio and I created to Learning plans-Activities:

a) For the 2nd MOOC: Modern Greek Literature by using Lino:

b)For the 3rd MOOC: Teaching Local History by using Dipity:

http://www.dipity.com/siatirast/dt*92499594a76c39c5/

Also I have used the Learning Designer tool during Learning Courses. For example two
of my lesson plans are:

a)Christmas Cards (Preparation for the Hour of Code). Available from
Learning Designer:

http://learningdesigner.org/viewer.php?uri=/personal/stsiatira/designs/fid/73595dc5ea851b33b16997c28340666816ef09155107172050fbd1c1890e3189

b) The Crusades. A lesson plan for Byzantine History. Available from Learning
Designer:

http://learningdesigner.org/viewer.php?uri=/personal/stsiatira/designs/fid/2bdc8e9bc0b490adedce803397f25f5302069d717554ecf5a24136245bed0be5

"Book Creator" is a wonderful app. You - I mean your pupils, even very young one - can make eBooks with this app. It's for the iPad. I use it when training teachers in order to show that the iPad is not only a consumer device but also a very powerful creation tool.

There's another great app, maybe a little less powerful: "My story". See it in action:http://aeemtech.org/2013/09/14/les-eleves-creent-leur-livre-avec-my-story/

The pupils take photos, organized them, put information on
them learned about Byzantine monuments and Byzantine History and show their products for everybody who is interested in. It will be a great experience for the next school year2015-2016!

@ the eTwinning project SOFT – School Of Future Time 6th grade Ss used the following tools for content creation:

1.Padlet

2.Voicethread

3.Issuu

4.Explee

All content creation was done by means of cooperative work: pupils worked in small groups to research about their national school systems and prepare the questionnaires and interviews to be applied in their local school community. Then, data was analysed and the results expressed again in group work(www.surveymonkey.com/www.issuu.com). The collaboration between pupils from both participating countries occurred using Web 2.0 tools: www.padlet.com for students to register their findings regarding their schools’ systems and www.explee.com to express the final results of their project, as far as their views of the School Of Future Time.

While creating their own content, pupils’ learning motivation and enthusiasm, as well as the development of cooperative and social skills stand out in the whole project. They also discovered real, different and meaningful ways to communicate in English and became far more familiar with ICT.

My basic interest is to find out who really wants to participate in my project and therefore be part of the group. Where there is student will, they will surely find the way to do the "job". Therefore I discuss with the students first in the classroom to see their first reaction, then I interview them individually, I make their profile, try to identify their learning style and their intentions concerning the project, and afterwards I ... reflect ... and make my choices. But, to tell you the truth, I never say "no" to a student who wants to take part in collaborative learning. I always try to fing roles for even the most inactive student.

In my view, the groups who work are those whose members really enjoy being part of them.

In order to keep my students focused and on track I do the following things:

* assign specific roles: one student is the coordinator

* discuss and set some "work" rules

* set a time limit

* keep a project diary

* always make a facebook closed group (e.g. Armabey 2015)

* set regular online and/or face-to-face meetings

I use the facebook closed group address in order to send any kind of messages that are important for our project , assign new duties, help and support them, e.t.c.

I do an etwinning project every year with schools from Turkey and Cyprus.

Some of the success factors are:

1) Interestic topic

2) Project diary

3) Students who like projects

4) A common VLE or twinspace

5) Time limits

6) Design of the whole project and weekly or monthly steps

7) Frequent online or face-to-face meetings

8) Reach an end product, close the project

9) Assess the project

10) Reflection & Feedback

An individual learning diary, a portfolio, a self assessment questionnaire, a peer assessment questionnaire and an assessment by other students at the end of the project usually help me assess collaborative learning.

Padlet, Pearltree, Popplet, Artsteps, Edmodo, Team Shake, Google Docs, Titanpad, ThinkBinder, Pinterest, Kahoot, Doceri, Toonastic, Bai Board, Skype, Twiducate etc.

In my school we don't gather information about the learning styles of our students. We apply the curriculum in the traditional way (i.e one fits all) and we expect that every student will manage his way through it.

Personally, when I have the luxury of time (and the administration's approval) to gather information about my students, I usually discuss with them and their parents and afterwards I give the students a questionnaire.

At times my students and I use the following site:

http://www.literacynet.org/mi/assessment/findyourstrengths.html

My students and I have used Pearltrees (http://www.pearltrees.com/avafidou/cultural-monument-around/id13102240 and Popplets (

http://www.popplet.com/app/#/2205101) to personalize their learning. We participated in a Turkish-Greek project called Armabey and the students did great work by working on their own as well as a group by using the aforementioned apps.

They were all very tablet-literate and they used Thinglink, Pixlr, Animoto, etc. We also used Google Docs to store our work.

I heard of this model because there are some other nearby private schools who do it but I don’t know how to implement it in my classrooms. I am very interested in this teaching model but I think someone has to be very computer/tablet literate in order to deal with it. 

I do have to read a lot about it in order to form an idea of how I would implement it. I definitely like the fact that students could work on their own at home and bring their questions for discussing and clarifying them in the classroom. 

• becoming flipped classroom literate
• managing all the digital issues that might appear on the way
• overcoming all the personal fears
• actually prepare the materials and topics
• very time consuming

http://learningdesigner.org/viewer.php?uri=/shared/fid/661c4939237e1d424953dd861d68e994f76ec0ef7a360a40d296e173032dac4c

2) http://padlet.com/viostanster/f6dbmw2cnd90

3) http://learningdesigner.org/designer.php?

uri=/personal/Nuccia1/designs/fid/6384f45e3151c3a9e104471c7f1241ae23645be452e313762335ce5fae953309