This portfolio discusses the author's experience learning about digital technologies and developing digital competencies. It covers several topics:
1) The author reflects on how digital tools can make teaching more efficient and allow access to additional learning resources.
2) Several concepts are introduced related to developing digital skills for teaching, including TPACK framework, PLE, PLN, and VLE. Diagrams are used to explain how these concepts are related.
3) A comparison is made between Thai and Spanish students' use of digital devices, finding most own smartphones and spend 5-6 hours online daily, mainly using smartphones for social media and laptops for education.
This document discusses the author's experiences with digital technologies and their use in education. It covers the author's initial lack of familiarity with digital tools and programs, efforts to learn about technologies like TPACK and tools like Symbaloo. It also describes activities in class exploring programs for creating videos and subtitles. The author reflects on using digital tools and resources meaningfully for teaching and assessment. Overall, the document shares the author's journey in developing digital competencies and observing technology use in their internship teaching experience.
This document summarizes Cristina Cirauqui Carrión's portfolio on new technologies from 2014. The portfolio contains 6 sections: her first experiences with digital devices; how digital devices are used; discovering new programs; meaningful resources; and using new technologies during her internship. It discusses concepts like digital competence, TPACK framework, and programs like Symbaloo, Hot Potatoes, Movie Maker, Animoto, and Dotsub. Overall, the portfolio reflects on integrating technology into education and how Cristina has developed her digital skills during her studies.
This document summarizes Cristina Cirauqui Carrión's portfolio on new technologies from 2014. The portfolio contains 6 sections: her first experiences with digital devices; how digital devices are used; discovering new programs; meaningful resources; and using new technologies during her internship. It discusses concepts like digital competence, TPACK framework, mind mapping programs, using videos in lessons, and the value of practice tests over memory tests for assessment. Overall, the portfolio reflects on integrating technology into education and Cristina's learning about digital skills and resources as a future teacher.
The document discusses Italy's efforts to introduce coding and computational thinking into schools. It outlines a six step strategy that begins with using robots like Bee-Bot in early primary school and progresses to using block-based programming with Scratch and text-based languages. Teachers have found that coding helps students develop problem-solving skills. Several programs are mentioned that provide games and activities to teach coding concepts in a fun way.
This document discusses teaching methods and tools for coding and computational thinking. It provides definitions of coding and computational thinking, noting that coding is a type of computer programming. It then describes priorities and policies around ICT/informatics and coding education in Macedonia, including establishing a framework for European cooperation, developing online resources through an education portal, and using educational software like ToolKid to teach basic informatics literacy. It also analyzes the current state of informatics education in Macedonia and reforms being made to curriculums to incorporate more programming and algorithmic thinking earlier.
This document discusses teaching computational thinking and coding in Slovenia. It provides general descriptions of computer programming and coding, and how coding is applied in Slovenia's educational system. Several good practices using innovative tools for students are described, including programming a humanoid robot, using LEGO robotics, teaching binary search algorithms, and having students write algorithms. The document also includes questionnaires from five Slovenian teachers who teach coding at the secondary education level. They describe being guides and facilitators for active, creative students. Assessment examples include having students create a choregraphe program, write code to solve a problem, demonstrate binary search, and solve systems of linear equations.
This document summarizes a comparative study on teaching methods and coding tools in Turkey. It describes computational thinking as developing instructions to enable computers to perform tasks. Coding involves writing instructions in a programming language at a higher, more readable level. The document includes questionnaires from teachers at a private primary school on their use of coding activities and tools like Scratch in classes. Teachers find students interested in coding lessons and activities that apply computational thinking to real life scenarios.
This document discusses teaching methods and flexible tools for coding education across EU member states. It contains:
1. An overview of a comparative study conducted in Romania on primary and secondary education systems and their approach to computational thinking and coding.
2. A questionnaire given to teachers on their use of innovative tools for coding education, the level they teach, and student interest.
3. An assessment report on the responses from 25 teachers to the questionnaire, finding that most schools offer coding classes, teachers and stakeholders should be involved in code development, and students are interested in coding lessons.
This document discusses the author's experiences with digital technologies and their use in education. It covers the author's initial lack of familiarity with digital tools and programs, efforts to learn about technologies like TPACK and tools like Symbaloo. It also describes activities in class exploring programs for creating videos and subtitles. The author reflects on using digital tools and resources meaningfully for teaching and assessment. Overall, the document shares the author's journey in developing digital competencies and observing technology use in their internship teaching experience.
This document summarizes Cristina Cirauqui Carrión's portfolio on new technologies from 2014. The portfolio contains 6 sections: her first experiences with digital devices; how digital devices are used; discovering new programs; meaningful resources; and using new technologies during her internship. It discusses concepts like digital competence, TPACK framework, and programs like Symbaloo, Hot Potatoes, Movie Maker, Animoto, and Dotsub. Overall, the portfolio reflects on integrating technology into education and how Cristina has developed her digital skills during her studies.
This document summarizes Cristina Cirauqui Carrión's portfolio on new technologies from 2014. The portfolio contains 6 sections: her first experiences with digital devices; how digital devices are used; discovering new programs; meaningful resources; and using new technologies during her internship. It discusses concepts like digital competence, TPACK framework, mind mapping programs, using videos in lessons, and the value of practice tests over memory tests for assessment. Overall, the portfolio reflects on integrating technology into education and Cristina's learning about digital skills and resources as a future teacher.
The document discusses Italy's efforts to introduce coding and computational thinking into schools. It outlines a six step strategy that begins with using robots like Bee-Bot in early primary school and progresses to using block-based programming with Scratch and text-based languages. Teachers have found that coding helps students develop problem-solving skills. Several programs are mentioned that provide games and activities to teach coding concepts in a fun way.
This document discusses teaching methods and tools for coding and computational thinking. It provides definitions of coding and computational thinking, noting that coding is a type of computer programming. It then describes priorities and policies around ICT/informatics and coding education in Macedonia, including establishing a framework for European cooperation, developing online resources through an education portal, and using educational software like ToolKid to teach basic informatics literacy. It also analyzes the current state of informatics education in Macedonia and reforms being made to curriculums to incorporate more programming and algorithmic thinking earlier.
This document discusses teaching computational thinking and coding in Slovenia. It provides general descriptions of computer programming and coding, and how coding is applied in Slovenia's educational system. Several good practices using innovative tools for students are described, including programming a humanoid robot, using LEGO robotics, teaching binary search algorithms, and having students write algorithms. The document also includes questionnaires from five Slovenian teachers who teach coding at the secondary education level. They describe being guides and facilitators for active, creative students. Assessment examples include having students create a choregraphe program, write code to solve a problem, demonstrate binary search, and solve systems of linear equations.
This document summarizes a comparative study on teaching methods and coding tools in Turkey. It describes computational thinking as developing instructions to enable computers to perform tasks. Coding involves writing instructions in a programming language at a higher, more readable level. The document includes questionnaires from teachers at a private primary school on their use of coding activities and tools like Scratch in classes. Teachers find students interested in coding lessons and activities that apply computational thinking to real life scenarios.
This document discusses teaching methods and flexible tools for coding education across EU member states. It contains:
1. An overview of a comparative study conducted in Romania on primary and secondary education systems and their approach to computational thinking and coding.
2. A questionnaire given to teachers on their use of innovative tools for coding education, the level they teach, and student interest.
3. An assessment report on the responses from 25 teachers to the questionnaire, finding that most schools offer coding classes, teachers and stakeholders should be involved in code development, and students are interested in coding lessons.
1) The document outlines Shawn Telford's vision for integrating technology into education, which begins with ensuring teachers receive proper training on technology before implementing it in their classrooms.
2) It describes Shawn's experience taking classes to earn a technology certificate, which opened his eyes to many educational technology tools he was previously unaware of.
3) The document details Shawn's current use of technology in his elementary classroom and his plan to continue increasing his own technology knowledge through pursuing a master's degree and attending conferences.
The document discusses productivity tools and advanced techniques in Microsoft PowerPoint. It defines PowerPoint as an electronic presentation program used to create slideshows for oral presentations. It then explains the use of animation and timing in PowerPoint. Specifically, it notes that PowerPoint provides animation styles in different categories, including entrance, emphasis, exit, and motion paths. These animations can make presentations more dynamic. Trigger animations are also mentioned, where an action on one object triggers an animation on another object.
This document discusses the author's views on incorporating technology into secondary school classrooms based on their experiences in an education technology course. Some key points:
- The author's master teacher discouraged technology use but the education technology course prepared the author to thoughtfully integrate tech.
- Connecting school to students' digital lives outside of school is important for engagement.
- Nearpod is an engaging presentation tool for interactive lessons on student devices.
- Technology can benefit students with special needs and those absent through virtual class options.
- Technology often fails, requiring backup plans, and many schools lack resources to provide devices for all students.
Digital education content proposal ph d 2014 mayAlexandra Sierra
This document is a PhD proposal submitted by Alexandra Sierra Rativa from Colombia. She proposes to create a virtual space for Digital Educational Content (DEC) related to technology and educational robotics to support teachers. Her goals are to develop educational materials to promote cognitive development, research skills, and social skills in students. She plans to design the educational content, implement it in a classroom, and provide training workshops for teachers after completing her PhD.
Technology plays an increasing role in education by helping students learn in multiple ways. It allows visual learners to see notes, supplements classroom curriculum with study tools, and lets students create presentations and research online. While technology is not the solution to education, it is a useful tool when implemented properly. Schools must spend adequately on teacher training to ensure technology enhances learning instead of becoming glorified displays. When used for collaboration, creativity, and developing skills like critical thinking, technology can make learning more dynamic and relevant for students.
This document discusses how technology can be used to improve reading instruction and engagement for digital native students. It outlines how multimedia technologies can address the multiple intelligences identified by Howard Gardner and describes various ways technology can help teach the five crucial components of reading identified by the National Reading Panel: phonemic awareness, phonics, vocabulary, fluency, and comprehension. Examples of websites and software are provided for each reading component to illustrate how technology can scaffold and support students in developing their reading abilities.
Mariel Monzon is an 18-year-old student studying Bachelor of Secondary Education Major in English at Cavite State University. While her passion is photography, she chose to study education to challenge herself and prove she can succeed outside her comfort zone. English is her weakness, and public speaking is her greatest fear. Despite this, she believes God's plan is for her to become a teacher and help create future professionals.
ICT refers to information and communication technology, which encompasses hardware, software, and platforms that allow access, storage, transmission, and manipulation of information. Current trends in ICT include convergent technologies where devices combine functions, social media platforms that enable online communication, and mobile technologies like smartphones. The internet involves physical computer networks, while the web refers to protocols and services that allow accessing information online. Web versions progressed from Web 1.0 which was read-only to Web 2.0 which enabled user-generated content to the developing concept of Web 3.0 with more interactive and personalized experiences.
The document outlines copyright information for an instructional material on trends, networks, and critical thinking in the 21st century. It notes that works produced by the Philippine government are not subject to copyright, but prior approval is needed to use them for profit. It also states that borrowed materials in the book are owned by their respective copyright holders, and efforts have been made to seek permission to use them.
The document discusses the SECTIONS model for selecting appropriate technologies for distance education. It breaks the model down into its eight components: Students, Ease of Use, Costs, Teaching and Learning, Interaction and Interactivity, Organization, Novelty, and Speed. For each component, the document provides a brief explanation based on concepts from the assigned reading and relates them to the author's experience as an online student. The overall purpose is to analyze the SECTIONS model and justify its use in technology selection for educational goals and target audiences.
This document discusses alternative delivery systems (ADS) that can be used for distance education. It provides examples of different types of ADS including digital textbooks, online learning platforms, broadcast radio, audio/video conferencing, and online technologies. The benefits and drawbacks of these systems are outlined, such as flexibility with distance learning but a lack of social interaction. The document also includes an example learning program for students with disabilities that would use online chat as the ADS.
Tikatok is an online tool that allows students to create and publish their own picture books. Twitter is a social media platform that allows users to share short messages, or tweets. While Tikatok could be used in the classroom to engage students' creativity, there are some downsides like requiring payment to publish books and allowing students to share content publicly. Twitter could also be used educationally by having students research trends, communicate with teachers, and practice concise writing. It allows private messaging between approved followers only. On balance, Twitter may be better than Tikatok for classroom use due to easier accessibility and greater safety controls.
The effects of technology on children is a complex issue that requires balance. While technology can enhance education, frequent exposure also affects brain development in ways different from past generations. Teachers must evaluate how to appropriately utilize technology to engage and educate students, while addressing diverse learning needs and providing feedback on effective usage.
Social Sciences Mobile Learning Day - the SurveyYishay Mor
The document discusses the results of a survey conducted at the Open University's Institute of Educational Technology on Mobile Learning Day. The survey asked questions to gauge participants' access to and use of mobile devices, their familiarity with mobile learning tools and applications, what they would like to learn about mobile learning, and how they envision using mobile learning in their teaching. Concerns expressed included issues of student access and inclusion, pedagogical challenges, and limitations of mobile devices.
This document outlines an instructional design plan for training teachers to integrate SmartBoards into their lessons. It includes an analysis of the learning context and learners, objectives for teaching hardware set-up and software use in large and small group sessions, and plans for formative assessment during the training. The training will be delivered in two parts, first demonstrating basic functions to all teachers, then splitting them into small groups for hands-on practice and application of skills learned. Surveys of teachers found a range of technology experience, with objectives tailored to address varying skill levels and needs.
Presentation For the Science for Impact- Building The Critical Mass. Workshop Facilitated by CTA and Jointly Organized by UNRE, NARI and USP School of Agriculture and Food Technology, Samoa
Theme 5. Using ICT; Flexible and Distance Learning.
Rafael discussed E-Learning as an innovative approach to problem solving and information literacy for critical thinking in advancing science and technology in the Pacific. He discussed learning in relation to the development of knowledge and understanding. The Internet appears to be reshaping teaching, learning and research. Therefore it is important that academic libraries take a leading role to support web-based e-learning by creating and developing new services and linking them to the various programmes in universities and research organisations. Electronic delivery can change the way faculty and students, organisations and communities access, create and use information, and libraries will continue to play a central role in linking all to quality information sources.
This document provides an agenda and information for a workshop on using technology to enhance English language instruction. The agenda includes bell work, videos, discussions on various technology tools, and an exit activity. Web 2.0 tools that could promote language development in English language learners are discussed, including Google Docs, SurveyMonkey, Animoto, and tools for collaboration. The objectives are for participants to learn how to incorporate technology into lesson plans to support English language development.
The study examined how blogging can help build teachers' computer-assisted language teaching skills. Twenty English teachers from five smart schools participated by forming an online community via blogs. Through posting blog entries about their teaching practices and interacting with each other, the teachers gained new technical skills and pedagogical knowledge for teaching in technology-rich environments. Blogging exposed teachers to skills like basic ICT competence and integrating tools like PowerPoint in their lessons. It also allowed for collaboration and sharing between teachers as they discussed challenges of using technology. The findings showed that blogging enhanced the teachers' skills and confidence in incorporating IT applications in their teaching.
This document provides a research proposal for studying how open source information databases could enhance the quality of education. The proposal outlines a theoretical framework and literature review on open source databases and their potential economic and educational impacts. Key points include:
- The research question is whether open source databases can improve the quality of education by increasing access to up-to-date, peer-reviewed information at low or no cost.
- Existing examples like Connexions allow contributors to add educational content in modules that can be collected into personalized courses. Quality is maintained through sign-in requirements, version tracking, and peer review.
- While open source models seem economically puzzling, companies still invest in open source development for strategic reasons
Fútbol es un deporte de equipo jugado entre dos equipos de 11 jugadores cada uno, cuyo objetivo es introducir la pelota en la portería contraria para marcar goles. Se juega en un campo rectangular con porterías a cada lado, usando cualquier parte del cuerpo excepto las manos. Es el deporte más popular del mundo con 270 millones de personas que participan.
1) The document outlines Shawn Telford's vision for integrating technology into education, which begins with ensuring teachers receive proper training on technology before implementing it in their classrooms.
2) It describes Shawn's experience taking classes to earn a technology certificate, which opened his eyes to many educational technology tools he was previously unaware of.
3) The document details Shawn's current use of technology in his elementary classroom and his plan to continue increasing his own technology knowledge through pursuing a master's degree and attending conferences.
The document discusses productivity tools and advanced techniques in Microsoft PowerPoint. It defines PowerPoint as an electronic presentation program used to create slideshows for oral presentations. It then explains the use of animation and timing in PowerPoint. Specifically, it notes that PowerPoint provides animation styles in different categories, including entrance, emphasis, exit, and motion paths. These animations can make presentations more dynamic. Trigger animations are also mentioned, where an action on one object triggers an animation on another object.
This document discusses the author's views on incorporating technology into secondary school classrooms based on their experiences in an education technology course. Some key points:
- The author's master teacher discouraged technology use but the education technology course prepared the author to thoughtfully integrate tech.
- Connecting school to students' digital lives outside of school is important for engagement.
- Nearpod is an engaging presentation tool for interactive lessons on student devices.
- Technology can benefit students with special needs and those absent through virtual class options.
- Technology often fails, requiring backup plans, and many schools lack resources to provide devices for all students.
Digital education content proposal ph d 2014 mayAlexandra Sierra
This document is a PhD proposal submitted by Alexandra Sierra Rativa from Colombia. She proposes to create a virtual space for Digital Educational Content (DEC) related to technology and educational robotics to support teachers. Her goals are to develop educational materials to promote cognitive development, research skills, and social skills in students. She plans to design the educational content, implement it in a classroom, and provide training workshops for teachers after completing her PhD.
Technology plays an increasing role in education by helping students learn in multiple ways. It allows visual learners to see notes, supplements classroom curriculum with study tools, and lets students create presentations and research online. While technology is not the solution to education, it is a useful tool when implemented properly. Schools must spend adequately on teacher training to ensure technology enhances learning instead of becoming glorified displays. When used for collaboration, creativity, and developing skills like critical thinking, technology can make learning more dynamic and relevant for students.
This document discusses how technology can be used to improve reading instruction and engagement for digital native students. It outlines how multimedia technologies can address the multiple intelligences identified by Howard Gardner and describes various ways technology can help teach the five crucial components of reading identified by the National Reading Panel: phonemic awareness, phonics, vocabulary, fluency, and comprehension. Examples of websites and software are provided for each reading component to illustrate how technology can scaffold and support students in developing their reading abilities.
Mariel Monzon is an 18-year-old student studying Bachelor of Secondary Education Major in English at Cavite State University. While her passion is photography, she chose to study education to challenge herself and prove she can succeed outside her comfort zone. English is her weakness, and public speaking is her greatest fear. Despite this, she believes God's plan is for her to become a teacher and help create future professionals.
ICT refers to information and communication technology, which encompasses hardware, software, and platforms that allow access, storage, transmission, and manipulation of information. Current trends in ICT include convergent technologies where devices combine functions, social media platforms that enable online communication, and mobile technologies like smartphones. The internet involves physical computer networks, while the web refers to protocols and services that allow accessing information online. Web versions progressed from Web 1.0 which was read-only to Web 2.0 which enabled user-generated content to the developing concept of Web 3.0 with more interactive and personalized experiences.
The document outlines copyright information for an instructional material on trends, networks, and critical thinking in the 21st century. It notes that works produced by the Philippine government are not subject to copyright, but prior approval is needed to use them for profit. It also states that borrowed materials in the book are owned by their respective copyright holders, and efforts have been made to seek permission to use them.
The document discusses the SECTIONS model for selecting appropriate technologies for distance education. It breaks the model down into its eight components: Students, Ease of Use, Costs, Teaching and Learning, Interaction and Interactivity, Organization, Novelty, and Speed. For each component, the document provides a brief explanation based on concepts from the assigned reading and relates them to the author's experience as an online student. The overall purpose is to analyze the SECTIONS model and justify its use in technology selection for educational goals and target audiences.
This document discusses alternative delivery systems (ADS) that can be used for distance education. It provides examples of different types of ADS including digital textbooks, online learning platforms, broadcast radio, audio/video conferencing, and online technologies. The benefits and drawbacks of these systems are outlined, such as flexibility with distance learning but a lack of social interaction. The document also includes an example learning program for students with disabilities that would use online chat as the ADS.
Tikatok is an online tool that allows students to create and publish their own picture books. Twitter is a social media platform that allows users to share short messages, or tweets. While Tikatok could be used in the classroom to engage students' creativity, there are some downsides like requiring payment to publish books and allowing students to share content publicly. Twitter could also be used educationally by having students research trends, communicate with teachers, and practice concise writing. It allows private messaging between approved followers only. On balance, Twitter may be better than Tikatok for classroom use due to easier accessibility and greater safety controls.
The effects of technology on children is a complex issue that requires balance. While technology can enhance education, frequent exposure also affects brain development in ways different from past generations. Teachers must evaluate how to appropriately utilize technology to engage and educate students, while addressing diverse learning needs and providing feedback on effective usage.
Social Sciences Mobile Learning Day - the SurveyYishay Mor
The document discusses the results of a survey conducted at the Open University's Institute of Educational Technology on Mobile Learning Day. The survey asked questions to gauge participants' access to and use of mobile devices, their familiarity with mobile learning tools and applications, what they would like to learn about mobile learning, and how they envision using mobile learning in their teaching. Concerns expressed included issues of student access and inclusion, pedagogical challenges, and limitations of mobile devices.
This document outlines an instructional design plan for training teachers to integrate SmartBoards into their lessons. It includes an analysis of the learning context and learners, objectives for teaching hardware set-up and software use in large and small group sessions, and plans for formative assessment during the training. The training will be delivered in two parts, first demonstrating basic functions to all teachers, then splitting them into small groups for hands-on practice and application of skills learned. Surveys of teachers found a range of technology experience, with objectives tailored to address varying skill levels and needs.
Presentation For the Science for Impact- Building The Critical Mass. Workshop Facilitated by CTA and Jointly Organized by UNRE, NARI and USP School of Agriculture and Food Technology, Samoa
Theme 5. Using ICT; Flexible and Distance Learning.
Rafael discussed E-Learning as an innovative approach to problem solving and information literacy for critical thinking in advancing science and technology in the Pacific. He discussed learning in relation to the development of knowledge and understanding. The Internet appears to be reshaping teaching, learning and research. Therefore it is important that academic libraries take a leading role to support web-based e-learning by creating and developing new services and linking them to the various programmes in universities and research organisations. Electronic delivery can change the way faculty and students, organisations and communities access, create and use information, and libraries will continue to play a central role in linking all to quality information sources.
This document provides an agenda and information for a workshop on using technology to enhance English language instruction. The agenda includes bell work, videos, discussions on various technology tools, and an exit activity. Web 2.0 tools that could promote language development in English language learners are discussed, including Google Docs, SurveyMonkey, Animoto, and tools for collaboration. The objectives are for participants to learn how to incorporate technology into lesson plans to support English language development.
The study examined how blogging can help build teachers' computer-assisted language teaching skills. Twenty English teachers from five smart schools participated by forming an online community via blogs. Through posting blog entries about their teaching practices and interacting with each other, the teachers gained new technical skills and pedagogical knowledge for teaching in technology-rich environments. Blogging exposed teachers to skills like basic ICT competence and integrating tools like PowerPoint in their lessons. It also allowed for collaboration and sharing between teachers as they discussed challenges of using technology. The findings showed that blogging enhanced the teachers' skills and confidence in incorporating IT applications in their teaching.
This document provides a research proposal for studying how open source information databases could enhance the quality of education. The proposal outlines a theoretical framework and literature review on open source databases and their potential economic and educational impacts. Key points include:
- The research question is whether open source databases can improve the quality of education by increasing access to up-to-date, peer-reviewed information at low or no cost.
- Existing examples like Connexions allow contributors to add educational content in modules that can be collected into personalized courses. Quality is maintained through sign-in requirements, version tracking, and peer review.
- While open source models seem economically puzzling, companies still invest in open source development for strategic reasons
Fútbol es un deporte de equipo jugado entre dos equipos de 11 jugadores cada uno, cuyo objetivo es introducir la pelota en la portería contraria para marcar goles. Se juega en un campo rectangular con porterías a cada lado, usando cualquier parte del cuerpo excepto las manos. Es el deporte más popular del mundo con 270 millones de personas que participan.
Este documento compara los factores que facilitaron y dificultaron el aprendizaje de dos estudiantes. El Estudiante A utilizaba principalmente la memorización, mientras que el Estudiante B usaba varias estrategias metacognitivas como elaborar mapas conceptuales, repasar diariamente, y preguntar a maestros y compañeros sobre sus dudas. Mientras que la memorización dificultó el aprendizaje del Estudiante A, el uso de múltiples estrategias cognitivas facilitó el aprendizaje autónomo
Lorien Osservatorio Politico Nazionale 5 aprile2013Fabrizio Allavena
In un contesto sociale ed economico ancora di più segnato dai numeri sempre più negativi della crisi (occupazione, potere d’acquisto, declassamento del valore dei titoli di stato, calo della borsa e crescita dello spread….) i cittadini italiani sembrano un una situazione di trance collettivo, paralizzati dai timori e da un futuro sempre più incerto e critico e dall’altra dalla collettiva sensazione di impotenza trasmessa dallo stallo politico-istituzionale.
The document proposes the creation of a natural commercial center in Bagheria closed to traffic each weekend. It would consist of 4 galleries differentiated by colors, urban decor, and amenities. The goals are to promote traditional commerce, create a shared identity through coordinated storefronts and signs, and support local traditions and innovative commerce through events and initiatives. Monitoring results would include operator and visitor surveys and traffic analysis to evaluate effectiveness. Initial results saw increased engagement and attractiveness of the historic center through events, digital promotion, and public space improvements.
Independent software vendors are facing increased challenges, study shows that a significant number of software product corporations fail, the reason behind that are many but this presentation tries to explore one of the significant challenge that needs to be addressed
El curso tiene como objetivos proveer una visión preliminar de Oracle Forms Ver. 4.5 y dar una introducción al manejo y diseño de un Form. El curso también cubre objetos y propiedades, explicando que cuando se construyen aplicaciones con Oracle Forms la mayor parte del desarrollo implica crear objetos y fijar sus propiedades para controlar su apariencia y funcionalidad.
Este documento proporciona instrucciones para crear una cuenta y un blog en Blogger en 5 pasos: 1) ir a blogger.com, 2) completar un formulario con los detalles de la cuenta, 3) completar un formulario con el título y la dirección del blog, 4) seleccionar un diseño, 5) completar la configuración inicial del blog. También menciona algunas razones comunes por las que las personas no actualizan sus blogs con frecuencia y lista varios servicios de blogs populares.
A árvore de problemas identifica a dificuldade do acesso de crianças ao diagnóstico e tratamento da Retinopatia da Prematuridade, com causas como falta de previsão na rede cegonha, registro de qualidade e referências pactadas, e consequências como judicialização, aumento de custos para o SUS e deficiência visual.
Este documento describe un contrato para la organización de Grupos Juveniles Creativos en el MegaColegio de la Comuna V en Yopal durante los ciclos III, IV, V y VI. El contrato tendrá una duración de 38 semestres para los ciclos III y IV, y 19 semestres para los ciclos V y VI, con 16 horas semanales. El programa incluirá componentes administrativos, curriculares y de gestión para fortalecer la atención integral de los estudiantes a través de la adición de Grupos Juveniles Creativos
Para conectar una memoria USB al computador, se debe destapar la memoria USB, buscar un puerto USB en el computador al que se puede conectar, y conectar la memoria USB al puerto. Una vez conectada, aparecerá un icono informando que el dispositivo está conectado, y se pueden explorar los datos de la memoria USB haciendo clic derecho en el botón Inicio y eligiendo la opción Explorar.
O documento fornece sugestões para melhorar a busca no Apache Lucene, incluindo buscar por títulos populares de vendas e componentes de análise que normalizam acentos, removem espaços e reconhecem sinônimos para fornecer sugestões mais relevantes. Exemplos de classes para sugestões automáticas também são fornecidos.
This document is a portfolio created by Ana Satrustegui Arambillet for a course on new technologies from 2014-2015. It includes summaries of her learning each week, with a focus on digital literacy and tools that can be used to create authentic learning tasks for students. Some of the tools highlighted include Hot Potatoes for creating interactive exercises, and dotsub for creating and viewing subtitles on videos to improve language learning. The portfolio evaluates her growth in understanding new technologies and how they can be best implemented for teaching.
This document appears to be a portfolio created by Ana Satrustegui for a course on new technologies from 2014-2015. It includes an index and sections for each week of the course as well as reports and conclusions. The document discusses how technologies have changed education and how teachers now need digital competence. It defines digital residents and visitors and says the author is a resident due to extensive internet use. Later sections discuss creating meaningful and authentic tasks for students using tools like Hot Potatoes and dotsub.
This course reflection discusses what the student learned in the course and how it relates to their goals. The student reviewed their campus' STaR Chart and technology integration reports, which provided insight into how the school establishes goals. However, not all assignments aligned with the student's expectations. The student enjoyed learning about blogging and analyzing data but felt some assignments lacked depth. Overall, the student feels they gained knowledge on using technology to engage 21st century learners and prepare them for the future.
This document is a portfolio from Ana Satrustegui's 2014 new technologies course at the Public University of Navarre. It includes an introduction and summaries of each of the 4 weekly lessons, which focused on developing digital competence and learning about tools like content creation, video editing, mind mapping, and rubrics. The portfolio also includes a report on how new technologies are used in classrooms at Saint Mary the Real School in Navarre, where interactive whiteboards are the main resource used by teachers.
This document appears to be a portfolio from a student named Ana Satrustegui chronicling her experiences in a course on new technologies during 2014. It includes introductions to various topics each week such as digital competence, digital residents, and video editing tools. The portfolio consists of reflections after completing assignments where she had to demonstrate skills like creating online exercises and digital presentations. Overall, the document shows Ana's learning process as she gained exposure to new technologies and recognized their importance for her future career as a teacher.
New ict for sustainable development microsoft powerpoint presentationNaomiDada
ICTs can help promote sustainable development through education by enabling time savings, teaching students important digital skills, and facilitating online learning. When integrated into lessons, technology can improve student engagement, knowledge retention, individualized and collaborative learning, and teach 21st century skills. It also benefits teachers by providing online resources to enhance lessons and free up time for other tasks like assisting struggling students. During the COVID-19 pandemic, many schools have turned to digital technologies and online learning platforms to continue educating the nearly 1 billion students affected by school closures worldwide, while paying attention to equity and vulnerable students.
Esto es un trabajo realizado para mi clase de Topics in Linguistics de la carrera de Lingüística Aplicada. Se trata de un portafolio donde yo y mi grupo respondemos preguntas sacadas de un libro sobre la enseñanza de lenguas y la tecnología.
This document discusses the use of technology and the internet in the classroom. It covers several topics: the amount of money spent on technology and challenges with teacher adoption; studies linking technology to improved academic achievement and problem solving skills; how combining technology with instructional strategies can improve learning; and how teachers need training to effectively integrate technology. It also describes the "Knowledge Web" concept which creates an interactive way for students to learn and make connections. The conclusion emphasizes that technology is what we make of it, and teachers need to understand the tools and how to use them to enhance learning and make it fun.
C:\Fakepath\Treasures And Traps Of This Open Learning WorldDennis McKoy
The document discusses the concept of an "open world" of learning using a WE-ALL-LEARN framework. It outlines four tactics used to demonstrate an open world of learning, including stories, facts and references, web links, and a WE-ALL-LEARN model. Ten educational opportunities enabled by technologies are discussed. The document also addresses issues like the digital divide, ensuring quality, and addressing challenges in an open world.
Treasures and traps of this open learning worldDennis McKoy
The document discusses the concept of an "open world" of learning using a WE-ALL-LEARN framework. It outlines four tactics used to demonstrate an open world of learning, including stories, facts/figures, web links, and a WE-ALL-LEARN model. Ten educational opportunities enabled by technologies are discussed. The framework addresses availability of tools/infrastructure, educational content/resources, and a participatory learning culture.
Treasures And Traps Of This Open Learning WorldDennis McKoy
The document discusses the concept of an "open world" of learning using a WE-ALL-LEARN framework. It outlines four tactics used to demonstrate an open world of learning, including stories, facts/figures, web links, and a WE-ALL-LEARN model. Ten educational opportunities enabled by technologies are discussed. The availability of open tools/infrastructure, content/resources, and a participatory culture are key aspects. Problems, opportunities, and implications of this open world are also addressed.
Treasures And Traps Of This Open Learning WorldDennis McKoy
The document discusses the concept of an "open world" of learning using a WE-ALL-LEARN framework. It outlines four tactics used to demonstrate an open world of learning, including stories, facts and references, web links, and a WE-ALL-LEARN model. Ten educational opportunities enabled by web technologies are also discussed. The document then covers issues, opportunities, and implications of an open world for various stakeholders in education.
The document discusses the impact of technology in the classroom from the perspectives of both teachers and students. It outlines several benefits of educational technology, such as making lessons more interactive, allowing students to learn in different ways, and giving them access to more resources and information. However, it also notes some potential downsides, such as over-reliance on technology hindering basic skills development and distracting some students from learning. Overall, the document seems to argue that when used appropriately to enhance teaching and engage students, technology can have a positive effect, but its impact depends on how it is implemented in the classroom.
This document discusses the use of technology in language teaching. It addresses challenges teachers face when incorporating new technologies, such as internet connectivity issues. Benefits of technologies like collaborative blogging are outlined, such as improving reading and writing skills. The document also examines the types of technologies available in schools in Ecuador and how technology use has changed over time to provide more opportunities for authentic interaction and access to online resources.
Treasures and traps of this open learning worlddennis_mckoy
The document discusses the open world of learning using the WE-ALL-LEARN model as a framework. It describes how the availability of open educational resources, tools, and a participatory learning culture allows all learners to benefit from lifelong learning opportunities. However, it also notes challenges like the digital divide and need for quality assurance. Overall, the document advocates for embracing open and blended learning models to ensure no one is left behind in this new world of learning.
This document outlines Almira May Estrada Cacal's portfolio on educational technology. It includes an introduction to the author, definitions of educational technology, discussions of how technology can be beneficial or detrimental to learning, and descriptions of concepts like Bloom's taxonomy and the cone of experiences. The roles of technology in learning are explored, such as how it can transform the teacher's role from lecturer to supporter. The document emphasizes that technology should be used properly to enhance education rather than distract or replace human interaction.
Shaira DC. De Leon is a third year undergraduate student studying to become a secondary education teacher focusing on Filipino. She provides some background information on herself, noting she was born in Manila but lives in Bulacan with her family. She is interested in integrating technology into teaching and learning to prepare students for the digital world and help them develop 21st century skills. The document discusses constructivist learning theories and how tools like computers can support collaboration, information sharing, and knowledge building between teachers and students. It also emphasizes the importance of technology and digital literacy for both students and teachers in today's society.
The document discusses the importance of technology, specifically the Internet, in BSEd (Bachelor of Secondary Education) programs. It outlines several benefits of using technology in the classroom, such as allowing students to more easily access information and presentations, engaging students' attention during lessons, and exposing students to real-world contexts. However, it also notes challenges such as students having difficulty evaluating online information sources. The document emphasizes the need to teach students important Internet literacy skills to ensure the Internet is used as an effective learning tool.
The document discusses the importance of technology, specifically the Internet, in BSEd programs. It notes that technology helps students complete their work more easily and allows for new teaching techniques through tools like presentations and visuals. It also emphasizes that the Internet is a vast source of information but that students must be taught proper evaluation and search skills to effectively learn from online resources. Schools must consider how to harness the opportunities of the Internet while addressing challenges like ensuring students can find authentic and relevant information.
This document provides an introduction to a handbook about fostering digital literacy across the curriculum. It discusses the importance of digital literacy for young people in today's digital world and how schools can help develop students' digital literacy through classroom practices. The handbook was informed by a research project working with teachers to design and test classroom activities to teach digital literacy skills alongside subject knowledge. It aims to give teachers guidance and examples for supporting the development of students' digital literacy from within their regular subject lessons.
El documento describe las diferentes competencias elementales que incluyen la comunicación lingüística, las competencias matemáticas y científicas, la competencia digital, aprender a aprender, las competencias sociales y cívicas, el sentido de iniciativa y espíritu emprendedor, y la conciencia y expresiones culturales. Cada competencia se define a través de una serie de habilidades y capacidades clave.
John Lennon was a famous singer known for his song "Imagine." His wife, Yoko Ono Lennon, came up with the idea to use the lyrics of "Imagine" to tell a story about birds living in peace. Students are encouraged to draw something inspired by the story and lyrics of "Imagine" and take a picture to contribute to a book compiling all the drawings and creative works.
"The journey of language flying with e-twinning vueling" by Cristina Cirauquicirauqui
Este documento describe un proyecto de aprendizaje del idioma inglés para alumnos de 2o primaria que dura un curso escolar. El proyecto utiliza una metodología basada en proyectos y el método CLIL para enseñar contenidos académicos a través del inglés. Los estudiantes trabajan en grupos para crear productos como un diccionario de palabras, un mapa cultural interactivo y biografías sobre diferentes países de habla inglesa. El aprendizaje se centra en el desarrollo de habilidades ling
This study examined whether podcasting is an effective tool for improving language students' pronunciation. 22 students learning German or French recorded scripted and extemporaneous podcasts over 16 weeks. Their pre and post recordings were rated for comprehensibility and accentedness. Results showed minor improvements in pronunciation, with 44% of German and 10% of French students increasing comprehensibility. The study concluded that podcasting alone is not sufficient for improving pronunciation and must be combined with focused classroom practice and feedback to see significant gains.
This document is a power point presentation showing the improvements made to a Symbaloo website over the last few months. It focuses on organizing websites into categories related to entertainment, education, news, and social networks to demonstrate how the Symbaloo site has been enhanced.
Coments on the following websites wiki finalcirauqui
The document provides reviews of three math education websites: Hippocampus, Math Words, and NROC Math. For Hippocampus, the summary notes it provides digital resources across 13 subject areas for middle and high school as well as college through videos, examples, and simulations. For Math Words, the summary states it is an online math dictionary that defines terms alphabetically with topics and examples for secondary school students. For NROC Math, the summary indicates it focuses on providing instructional content and tools for math teachers and secondary students through videos, activities, and tutorials across various math topics.
This document outlines an activity for a group to work on topics related to exercise. The activity involves completing four tasks using an online tool called "HOT POTATOES" that will help the group develop a final mind map. The objectives are to learn about factors influencing health, develop healthy habits, work on different aspects of exercise through various activities, and create a concluding mind map. The main activity consists of four parts: a multiple choice quiz, matching exercise benefits to pictures, filling in the blanks about aerobic exercise, and completing a crossword with elements of exercise.
This portfolio discusses the author's experience learning about digital technologies and developing digital competencies. It covers several topics:
1) The author reflects on how digital tools can make teaching more efficient and allow access to new information resources.
2) They discuss concepts related to digital literacy like TPACK framework and using tools like Symbaloo to organize online resources.
3) A comparison is made between Thai and Spanish students' use of digital devices, finding most own smartphones and spend 5-6 hours online daily.
4) The author recognizes the importance of digital skills for teachers and using English online to practice outside the classroom.
3. INTRODUCTION
This portfolio is organized into five sections. On the one hand, the first four
ones makes reference to electronic resources used for teaching which have been shown
in the ICT subject, coursed at the Public University of Navarra. On the other hand,
the last part is dedicated to express my internship experience and, in particular, my
observation and viewpoint of the use of New Technologies inside and outside class by
my tutor.
Not only I am reflecting on how the Information Age has created a knowledge-based
society, but I also try to share different digital programmes which play a central role
in education. Therefore, the best way of making use of these educational tools is to
include them in my blog.
Regarding the development of teaching techniques through electronic tools, in my
view, these can make classes more efficient giving access to other informative
documents which help you to learn from developing new ways of teaching. This
could not be possible without the contribution of millions of advanced users who
create and share information to learn and teach.
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4. MY FIRST COMPETENCE WITH DIGITAL COMPETENCES
According to the first theory and practice class, one can realize about the
technological changes developed in the 21th Century. Digital competence is the most
recent concept describing technology related to skills. As future teachers, we must
take into account technical skills to use digital technologies in a meaningful way
for working, studying and for everyday life in general. Furthermore, we have to be
able to select them appropriately depending on our purposes to reach our educational
goals.
Apart from that, I think that we should enable the growth of this interesting
World participating in digital culture. We could use and learn from different points
of view over a same thing to understand how others think and this contribution to
get a better education. Sincerely, I did not used to be keen on learning about new
technologies; I just worked as an intermediate user who was not worried about
overcoming that level. As a matter of fact, I was not aware of the wide range of
opportunities to research, select and create new content online. However, nowadays I
have changed my mind and I am really interested in learning further information
about this unknown world.
At the beginning of the new course, I was afraid of the quantity of content to
assimilate. However, at the moment, I am really motivated to know about Common
Framework of teaching digital competence. Therefore, I decided to search for
information about all of the knowledge which I had no idea. For example, which does
TPACK, CALL, PLE, PLN, VLE mean? I felt completely lost.
I discovered that Technological Pedagogical Content Knowledge (TPACK) is
a framework that identifies the knowledge which teachers need to teach effectively
with technology. But, what is it exactly? The following picture can show us the
complex interplay of three primary forms of knowledge: Content (CK), Pedagogy
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(PK), and Technology (TK).
This approach goes beyond seeing
these three knowledge bases in isolation.
TPACK also emphasizes the new kinds
of knowledge that is obtained from the
intersections between them, representing
four more knowledge which is applicable
to teaching with technology:
Pedagogical Content Knowledge (PCK),
Technological Content Knowledge
(TCK), Technological Pedagogical
Knowledge (TPK), and the intersection
5. of all three circles, Technological Pedagogical Content Knowledge (TPACK). In other
words, this picture shows visually what we can obtain when we share knowledge and think
of the main parts which are necessary to make it more complex.
In addition, there were other unknown concepts to look up as PLE, PLN, VLE,
CLE and PWT. However, it was a bit complicated to find out and understand the
meaning of these confusing terms because I knew that all of them have in common
some aspects, but I did not ensure how they are connected. Therefore, I have chosen
this picture to explain them clearly.
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Personal learning
environment is based on
collaborative learning and social
networks within communities of
practice. Attwell. Barnes, Bimrose
and Brown, (2008) said that a
PLE should be based on a set of
tools to allow personal access to
resources from multiple sources,
and to support knowledge
creation and communication.
Personal learning networks (PLN) share a close association with the concept
of PLE because a person makes a connection with another person with the specific
intent that some type of learning will occur because of that connection, deriving
knowledge from a personal learning environment. In this way, you will be able to
use personal web tools that help you to be an advanced user.
Furthermore, It has relation with CLE, because is an autonomous system
owned by any educational institutions. The academics or learners are the users of
some cloud based services, who all equally share the privileges like control, choice,
sharing of content on these services. However, VLE, Virtual Learning Environment
is an online educational platform. In this case, academics and the institutions have
the most control on this learning environment.
The major impact of the uses of new technologies and social networking for
learning is to move learning out of the institutions and into the society. The
Institutions should rethink their role as part of community and offer networks
supporting learning and collaborative knowledge development.
In this subject, we have had the opportunity to create an account in Symbaloo,
which will be a continuous process to evaluate at the end of the subject. It is an online
bookmarking tool which is useful to have access to all your habitual websites with
6. one click. I am really interested in developing and experimenting with this visual
tool properly. I think that its colorful structure make us spend time exploring it.
Moreover, you can separate some websites from others depends on their use. Therefore,
it gives us the possibility to organize them in our mind, too.
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7. HOW DO WE USE DIGITAL DEVICES?
The 2nd week was dedicated to learn the dimensions of digital competences,
to realize which sub-competences we are used to using, to recognize if we are a
foundation, an intermediate or an advanced user and to know the meaning of an
advanced user. To answer these questions, we had to search for information to
analyze the meaning of these concepts in groups. Each group had to prepare a
presentation to explain to the rest of our mates. It was useful to listen what they have
concluded, because sometimes we say the same, but in a different way.
To know other concepts like “digital resident” or a “visitor”, and the academic
and social use of internet in Thailand compared with Spain, we had to read a survey
and answer some questions. When we shared opinions, in class, most of us
considered that we are digital resident because we tend to use the web in many
aspects of our lives. Although some people said that they are digital and visitor
resident because sometimes they use the web as a tool for achieving specific goals as
needs, but it is not a venue for conducting her social life.
According to the use of digital devices by
Thai students is similar to Spanish students in
some aspects. Most of us usually spend between
5-6 hours online. We do not know the exact
percentage of Spanish students who owe
technological devices, but we supposed to be like
Thai students in this aspect. Due the 75% of them
said that they have smartphone, 70% have
desktop and 35% tablet or iPad.
In relation with the use of smartphones
and tablets for social purposes and not for education, we all do agree that we mainly
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8. use smartphones for social purposes and laptops or desktops for educational purposes.
Furthermore, we usually have a smartphone on.
However, the use of English in online gaming it is more frequent in Thai
students, because 61% of them use English in section E, and 48% in section D. From
my point of view and my experience, as Spanish language is one of the most
common language in the world we have the opportunity to play in our mother
tongue. Nevertheless, if you play with foreign people you will talk in the most
important language, the English.
We can compare this example with the importance of a second language in
films and TVs programmes. It is also remarkable to conclude that those countries
which did not have translation of films and TV programmes were bound to learn the
English basically because they needed to communicate in a single languge.
Nevertheless, we are used to watching them in Spanish, although nowadays we get
used to using English in digital devices, in general.
83% of Thai students consider that the use of digital devices help them to
practice English outside of class, and I think that it is the same than in Spain,
because we are improving our English due to the
access to use digital devices, outside and inside of
the class.
In the last environment, inside of the class,
the use of digital devices to learn English gives us
the chance of learning real word language. Moreover,
it provides us meaningful interactions because we
can create platforms and share opinions and
interests with students from other countries.
The fact of using English as an official language with digital devices has
caused the need of translating some words to understand the real meaning.
Therefore, it gives notable importance to choose the right translation programme.
Nowadays, teachers and students are aware of the potential of internet for accessing
to real English. However, most of us need to have more experience to learn The
English with digital devices correctly.
To sum up, we finished the week analyzing the good points and the bad
points of some webpages with educational purposes. Also, we had to realize; if those
were suitable for the age and the level of our students and If we can use them for
many topics and subjects like resources. Taking into account these ones, we had to
choose other two websites, to work and to include in an educational context.
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9. DISCOVERING NEW PROGRAMMES
The third week has been dedicated to learn about creating powerful activities
using different educational programmes. I was not used to creating activities with
this kind of tools, but I am expected to use them from right now. For example, the
first programme learnt this week it was “Hot potatoes” which is easy to understand
its functions correctly, although sometimes you can have difficulties. It offers
several ways of developing our instructive aims, using interactive multiple-choice,
short-answer, jumbled-sentence, crossword, matching/ordering and gap-fill
exercises. We had time to experiment with the programme by ourselves and we were
able to do three activities in the same class including a picture in one of them. From
my point of view, it is really helpful for our role as teachers, although we have not
discovered it yet properly.
According to the inclusion of videos in our work projects, I can say that I
knew about Movie Maker, Video Cuter and aTube Catcher because I had ever used.
However, I have learnt that everyone can download a video from YouTube without
any download programme and that it is possible to cut videos from Movie Maker and
Power Point. For the English Didactic, in the 3rd degree, my group chose the topic of
“San Fermin” for the final project and each one had to create their own lessons. In
my case, I decided to introduce my first lesson which was the first one of the project
with one video created by myself. The main aim of that video was to give an example
of working as a TV presenter, because the students would have to present something
using correctly verbal and non-verbal language as a competent TV presenter.
Therefore, I tried to present the common places in San Fermin in an ordinary day
comparing with another video in the same place, but in this international festival. It
was complicated to make it by myself, because I had never done anything like this
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10. before and it took me long time, but it was worth the effort. Nowadays, I can use it to
compare with my current English level and to share it in this blog. It was two years
ago, so I do not look like the same person.
Another programme to create videos is “Animoto” which it has a wide
variety of styles to use. You can join different videos and clicking play, you will
enjoy watching that collection. From my point of view, I think that its main aim is
to attract completely the attention, and it encourages you to create new videos.
Finally, we have had the opportunity to transcribe one video through
“Dotsub” which it is a programme to subtitle a video between the groups of the practice
class. This task is for the next group and it consists of the following steps, each
group has to transcribe 2'10''.
· Firstly we have to download the video from YouTube.
· Secondly we cut the video in Movie Maker.
· Finally, we need to listen the video several times to transcribe it using
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“Dotsub”.
This is the result of our work and effort. Click in the link: Reading &
Spelling teacher training section 5.3
The last task is really difficult for me because my worst skill in English
is the listening and it was necessary to write word by word, so you cannot invent
that the video says. In general, it has been a week really enjoyable, although
sometimes new technologies provoke us headache.
11. MEAGNINFUL RESOURCES
The fourth entry is based on explaining several digital programmes which are
really effective to include in our educational resources. In the theory class, some
groups gave us an explanation about the following programmes: Subtitle horse,
subtitle workshop, camptionatube, youtube, overstream, dotsub and amara. They had
to take into account the main advantages and disadvantages of them, to summarize
the relevant points.
Regarding the presentations, I think that we got a great impression to apply
them for different subjects, because, in this moment, we are aware of their conditions
and we can use them with different purposes. After that class, I had a look at these
programmes to investigate by my own. As a result, I think that I would not be able to
use them correctly, till I will have practiced seriously.
In addition, my group has used “dotsub” to subtitle a video about “Reading
and spelling”, and we have had some problems to upload the video, to save the
transcription, etc. In other words, to be an expert of using these programmes we need
to practice and to make a lot of mistakes.
Another task to perform in the theory class, it was to experiment with
programmes related to mind maps, in groups. We had to compare “Text 2 mind map”
and “Stormboad”. The first one was very similar to Cmaptools, although I prefer to
use Text 2 mind map, because in cmaptools when you add a box to write down, it
appears two boxes and sometimes you do not need both and you cannot eliminate one
of them. Furthermore, I would use “Text 2 mind map“because the appearance is more
remarkable and you can choose different styles of writing, colors, etc.
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12. 13
Stormboad has too many
templates to use with different
purposes, although it is necessary to
spend time discovering all of its
tools. I am sure you will find that
you are looking for, because it has
meaningful resources. Therefore, it
will take you time to get the right
template due to its wide variety. It
is really difficult to choose one
because they are completely
different and the use of them can be orientated to different purposes.
The practice class was very interesting because we have discussed about the
differences between memory test and practice test. Teachers have been using memory
tests to evaluate students for decades, but they did not realize that type of test is not
use checking if students have acquired the content required for that unit and if that
learning will be applied for their real lives. Because that results give us evidences that
students are learning by rote and that does not make sense.
We have to help students to be competent in different contexts and to develop
cognitive skills which will give them the opportunity to solve real problems. As my
blog’s title says, everyone needs to learn by using, because it is the only way to
acquire the knowledge properly. Mostly, if we learn something memorizing, we will
forget it quickly, but if we use that knowledge in a specific context, it does not
matter if we make mistakes, because we will remember what we do not have to do, so
we will not forget it easily.
According to the assessment, it is necessary to make the points to be
evaluated clear. When we were students, we weren't notified of what we had to know
exactly to pass the exam or to be an excellent student. If we were good at something,
any problem, but if we were bad at studying history, for example, what could we do?.
We could spend too many hours studying, but if we were not sure about what we
needed to know, we were losing our time. As a matter of fact, if we have clear how
teachers are going to evaluate us and what I need to know, we would focus on that
and we would do it successfully.
13. Rubrics are meaningful resources to assess. Because these are divided into
different sections like content and language written, and in each one, there are
different grades of acquisition of that skill. In consequence teachers and students
use these grades to be identified in any of them, and to take into account what they
need to achieve. It is easier if we make everything clear from the first time, we will
take advantages of every minute.
THE USE OF NEW TECHNOLOGIES IN MY INTERNSHIP
By the end of the internship we were supposed to have an idea of the use of new
technologies in the classroom to teach foreign languages, its use outside class to prepare
digital resources and for organizational purposes.
What I have seen during my internship is that all the classrooms have an
interactive whiteboard, but teachers are not used to making the most of this powerful
tool. Actually, this happens because I know that such is a new digital challenging
resource.
My teacher usually makes use of the interactive whiteboard to start the unit
with a power point. She also explains and practices theoretical concepts using games
and activities online. Furthermore, she means to listen to songs and activities either
watching pictures or videos.
However, the interactive whiteboard is used as a projection system. She tends
to use the blackboard to rely on an outline, as well as to make the content clear
and finally write the activities'key down.
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14. Apart from the resources have I seen my tutor uses for a teaching purpose in
the classroom, she also designs some activities in Microsoft Word and Power point.
These are targeted to students' learning.
Indeed, not only are new technologies been used for these purposes, but they
are also used for organizational ones. For instance, she uses Microsoft Excell to
create different schedules and so for, organize the course of the
units. Furthermore, she makes use of this programme to carry on with the
assessment. Regarding my tutor, I think that she could exploit new technologies
better.
To sum up, in my view, I think that the school should provide teachers with a
specific training on how bring new technologies into the classroom. I would
suggest to use Cmaptool so as to create a diagram and the use of concept maps at the
same time. Another remarkable tool to carry through the teaching process is the
useful programme VUE. Not only is possible to create concept maps in this, but it is
also beneficial because when you create a mind map, you are connecting them with
digital resources. You can have a look at the following website: http://vue.tufts.edu/
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15. 13
References:
Dhabi, A., (2007). What is CALL?. United Arab Emirates. Retrieve
from: http://advanceducation.blogspot.com.es/2007/04/what-is-call-computer-assisted-
language.html
Edublend. (2013). Technology Enhanced Active learning & Team Based Learning
UK HESTEM community launch. United Kingdom. Retrieve
from: http://edublend.blogspot.com.es/
Llomäki, L., Kantosalo, A. & Lakkala, M., (2011). What is digital competence? EUN
Partnership AISBL. Retrieve from:
http://linked.eun.org/c/document_library/get_filep_l_id=16319&folderId=22089&
name=DLFE-711.pdf
Koehler, M. J., (2006). What is TPACK?. Retrieve from: http://www.tpack.org/
Jarvis, H., Digital residents: practices and perceptions of non-native
speakers. University of Salford, UK.
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The following WebPages:
· www.dotsub.com
· www.animoto.es
· Movie Maker programme
· Hot potatoes programme
· www.youtube.com
· http://dotsub.com/
· http://www.phdcomics.com/comics.php?f=1319 /
· https://www.stormboard.com/
· https://www.text2mindmap.com/