2007: Thesis: Learning Object in the Secundary School 2008: Research Work: Analysis of integration of learning objects in secondary education 2011: ICT Skills of university teachers in Spain: Analysis of situation in Spain and proposal of model formation
The Educational Technology Research Group from the University of Murcia (Spain), is a work and research group of educationalists, located in Murcia and specializing in educational technologies and their implementation on different learning processes.
A key output of the first TACCLE project (www.taccle.eu) was a handbook for teachers wanting to introduce e-learning into their practice. There was also a series of training events for teachers based on the handbook. Both the handbook and the courses were rated highly by teachers but feedback from readers and from course participants was that there were still ‘gaps’ that needed to be filled.
5 step-by-step guides to integrating ICT and e-learning in YOUR classroom: primary education, maths, science and technology, key competences, arts and culture and humanities. practical materials and ideas customised for YOUR subject area and pupil age range complementary training courses based on the handbook access to web based materials for e-learning opportunities to join a network of like-minded colleagues across Europe a chance to join in and influence the work of the project as it develops free download of the popular E-learning Handbook for Classroom
his activity is planned to engage students between 6-8 years old from two distant groups of schools (or the same country or from different countries and regions). Basically, it consists in sending for the partner school (by mail) a doll traveler, representative of each class, simulating the journey of a student from one class to another location. The travel can be short (1 month), medium (1 semester) or long term (1 academic year). During the journey, the traveler seeks to know the region to visit, reporting their experiences in travel diary and sharing them with their classmates by sending email messages, or publishing news, photos and videos in a blog. This activity has as main objectives to promote an intensive practice and contextualized reading and writing, as well as provide contact with students from different educational, social and cultural realities and your own natural and cultural heritage on the pretext of making known to the traveler.
In this activity students will build their own musical instruments from waste materials and transmit their knowledge and understanding through sharing video tutorials and their own blog on the Internet. n this activity learners are encouraged to work both artistically and technologically by firstly creating musical instruments using waste material and then investigating sound using a audio recording software. Learners should be divided into groups of 2-4 individuals before devising and building an unturned instrument (by unturned, we mean an instrument that makes a noise but is not ‘tuned’ e.g. shakers drums. Building a harp may be a little too ambitious!) Throughout the process, ask learners to think about the sound their instrument makes and if it is possible to create different sounds through shaking, hitting, scratching etc the instrument. When they’ve finished making their instrument, ask them to record themselves playing their instrument using www.audacity.sourceforge.net/(or similar free software). When each group has recorded themselves playing their instrument, play each recording anonymously, asking the class to study the audio trace (blue spiky pattern) and guess which instrument created that trace. Discuss their ideas and ask them to think of a rule e.g. the louder the noise, the stronger the audio trace.
Goals: What we want students learn with the activities? How to developing competences? How to define learning goals for learning activities with Web 2.0 tools?
Potentials of Web 2.0 for learning activities different kind of tools and their potential uses for learning. Not every tool would be suitable for every activity, there is basic to understand and identify the tool’s affordances in relation with the situation and competencies of our students and field. Different kind of tools and potential uses for learning. Not every tool would be suitable for every activity, there is basic to understand and identify the tool’s affordances in relation with the situation and competencies of our students and field.
Assessment: How to recover evidences of learning from the activities, activities to assess, and strategies to assess with the web 2.0 tools use
I know that this is difficult, but you are here and this is a really good point. There are some ways to help your students learn in a really more effective way.
ICT in Education Conference
Enrich the teaching and learning process
with web 2.0 tools
Mª Paz Prendes
Mª del mar Sánchez
University of Murcia (Spain)
A bit about myself
Senior lecturer at the University of Murcia
Social Media In the Class
Uses of ICT in the Hospital Classrooms
PLE (Personal Learning Environments)
How improve the Teaching and Learning Process with ICT Tools
A bit about my research group
The Educational Technology Research Group from
the University of Murcia (Spain)
The head is Mª Paz Prendes
Teachers' Aids on Creating
Content for Learning
I would like to know about…
How to design
enrich with ICT
How to design an activity enrich with ICT?
The TACCLE 2 Course
Main Goal of the course: Preparing the group of teachers for using TACCLE’s
activities and create news TACCLE’s style activities.
How Web 2.0 enhanced learning
of Web 2.0
Specifying your goals