Several attempts have been made and approaches have been developed to relate traditional classroom practices and actions with the continuously evolving technology. One of the most known, is based in the Revised Bloom Taxonomy (by Anderson and Krathwohl), and has spread, among others, as Digital Taxonomies, and are now referred to as Digital Competences. Some of these approaches or models involve a hierarchy of cognitive levels, and try to relate action verbs, with educational activities and corresponding applications. Different implementations of the aforementioned models and frameworks exist. We choose to present two approaches, based on models, that contain 100+ apps usable and suitable for education and every-day school activities. Yannis Kotsanis, 20/05/2019 Head of R&D Dept. Doukas School R&D in Education Specialist, Member of the SEE Board Post Published for: SoFIA Education Experts

1. 1
Modelling 100+ Applications for Learning Activities
Several attempts have been made and approaches have been developed to relate traditional
classroom practices and actions with the continuously evolving technology. One of the most
known, is based in the Revised Bloom Taxonomy (by Anderson and Krathwohl), and has spread,
among others, as Digital Taxonomies, and are now referred to as Digital Competences. Some of
these approaches or models involve a hierarchy of cognitive levels, and try to relate action verbs,
with educational activities and corresponding applications. Different implementations of the
aforementioned models and frameworks exist. We choose to present two approaches, based on
models, that contain 100+ apps usable and suitable for education and every-day school activities.
The “Padagogy Wheel” is an everyday "device" that includes more than 100 mobile apps within a
framework, associating them with the educational purpose they are most likely to serve. The
Wheel can be seen as a structured set of prompts that reflects on teaching, from planning to
implementation. These prompts are interconnected where a decision in one area often affects
decisions in other areas. These areas are considered as the following 5 grids: Graduate Attributes
and Capabilities, Motivation, Revised Bloom’s Taxonomy, Technology Enhancement, SAMR Model.
The “Open Sesame” model (of the “Network for Children’s Rights”, member of the Eurochild, in
the initial article of “Open Sesame” and a chapter book “Models of Competences”) defines 4
groups (categories of rights-profile) of 3 action verbs (digital actions-processes) each, which
correspond directly to the apps that appear on the screen of a tablet:
1. Observer/Operator: To read, to take and highlight notes, to photograph, to video, to listen to radio
and music, to watch videos and films, to record snapshots of reality, to operate digital instruments.
2. Inquirer/Explorer: To be informed and to search, to navigate, to explore and to travel all over
the world, with or without maps.
3. Thinker/Solver: To drill & practice, to solve/code problems and to play.
4. Creator/Communicator: To process multimedia content, to construct artefacts, such as to draw,
to produce documents, to construct diagrams, slides, mind maps, posters, comics, blogs, etc.,
to communicate, to collaborate and to share through social media.

2. 2
In addition, can also be included, for implementation purposes, digital tools like: diary, calculator,
watch, alarm, torch, chronometer, compass, radio, CD-player, recorder, fitness tracker, telescope,
and many more tools.
100+ free apps and other websites (code.org, www.betterinternetforkids.eu etc.), divided in 12
categories/folders, were chosen for their user-friendliness, reliability, suitability of content, their
recommendations from expert sources and for their availability, and wherever possible, in
languages other than the featured English one (for the purposes of the “Network for Children’s
Rights” was created a poster-infographic, for children all over the world from 9+ years upwards).
The model, among others, is used as an “object-to-think and play” for the “iRead” Horizon 2020
Project that aims to develop personalised learning technologies to support reading skills. For the
needs of the project 225 tablets are currently being distributed from Doukas School R&D Dept. to
20 Greek primary schools, aiming to reach 800 students grades. Project team created a general
tablet prototype, including applications that can support "iRead" with additional activities such as
reading, writing, drawing, mind mapping, etc. and at the same time it can be utilized in multiple
teaching subjects and interdisciplinary projects. The "List of Applications" is available.
Yannis Kotsanis*
, 20/05/2019
Head of R&D Dept. Doukas School
R&D in Education Specialist, Member of the SEE Board
Post Published for:
* My gratitude goes to Myrsini Zorba, with whom we set up and believed before anyone else in the project she named
"Open Sesame". A special acknowledgement must be also made to my colleagues Tom Economou and Elpi Margariti
who contributed to the "iRead Project".