The document discusses different internet applications that can be used for educational purposes, including webquests, blogs, wikis, and treasure hunts. It provides details on the structure, types, design, creation and uses of each application. Some key points discussed are that webquests are attractive, motivating activities that are student-centered and promote collaborative work. Blogs allow for personal communication and expression while wikis enable collaborative work. Treasure hunts engage students through questions and online resources. These internet applications offer educational possibilities for subjects and age groups like infant education.
This document discusses best practices for using Web 2.0 tools in teaching. It recommends recognizing students' learning curves with new tools, providing technical support, and ensuring multiple modes of learning. Blogs can be used as sources of course information, discussion forums, and to share projects. Wikis allow collaborative work like brainstorming, projects, lists, and building portfolios. Other tools mentioned include social bookmarking, website creation, presentations, tutorials, podcasts, photo sharing, and multimedia discussions. The document provides examples of specific Web 2.0 tools and ends with asking readers to share their experiences using these tools.
This document lists and briefly describes several Web 2.0 tools and platforms including Moodle, a learning management system; blogs; Picture Trail for sharing photos; Slideshare for sharing presentations; Scribd for sharing documents; and YouTube for sharing videos.
This document discusses various ways to stay up to date with information in the digital age. It notes that people are overloaded with information due to factors like the explosion of information, new formats and technologies. It then provides examples of Web 1.0 and Web 2.0 tools that can help people keep up, such as blogs, podcasts, RSS feeds, social bookmarking, and Google alerts. It emphasizes the importance of being organized and setting aside small amounts of time each day, such as 10 minutes, to review new information.
This document summarizes Web 2.0 tools wikis and blogs. It defines wikis as collaborative knowledge banks that allow users to create, edit and contribute texts, photos and videos. Wikis can be used for course resources, projects and discussions. Popular wiki sites include pbwiki, wikispaces and mediawiki. The document then defines blogs as places for students to respond to prompts and each other. Free blog sites mentioned are blogger, blogspot and wordpress. It provides directions on creating wikis on pbwiki and blogs on wordpress.
This document discusses developing a research profile online. It recommends having an institutional profile, personal blog, and social media presence to showcase work, build networks, and reach wider audiences. Specific social media like blogs, Twitter, LinkedIn, and Slideshare are discussed. Tips for effective blogging include regular posting, a clear focus and audience, and using links and images. Developing an online presence is becoming an expected part of academic activity.
Wikis and blogs can provide an environment for collaboration and sharing of information without physical walls. They allow teachers to create websites to share resources, students to access learning materials anywhere at any time, and administrators to communicate and store information for staff and parents. Wikis and blogs give students and teachers the freedom to develop websites cheaply and easily to support teaching and learning.
Mozilla Browsing History Design ChallengeKatie McCurdy
Initial instructions and plan for our fall 2009 Mozilla Design Challenge, the topic of which is "browsing history." These slides are for the first event, to be held 9/17/09.
This document provides guidance on developing a research profile online. It discusses establishing an institutional web presence through a university repository and faculty pages. It also recommends maintaining a personal research blog to showcase work, build networks, and reach wider audiences. The document offers tips for effective blogging, such as keeping content focused, engaging, and up-to-date. It also suggests using social media platforms like Twitter, LinkedIn, and social bookmarking sites to further develop an online research profile and connections. Finally, it prompts creating an action plan to improve one's current online presence.
This document discusses best practices for using Web 2.0 tools in teaching. It recommends recognizing students' learning curves with new tools, providing technical support, and ensuring multiple modes of learning. Blogs can be used as sources of course information, discussion forums, and to share projects. Wikis allow collaborative work like brainstorming, projects, lists, and building portfolios. Other tools mentioned include social bookmarking, website creation, presentations, tutorials, podcasts, photo sharing, and multimedia discussions. The document provides examples of specific Web 2.0 tools and ends with asking readers to share their experiences using these tools.
This document lists and briefly describes several Web 2.0 tools and platforms including Moodle, a learning management system; blogs; Picture Trail for sharing photos; Slideshare for sharing presentations; Scribd for sharing documents; and YouTube for sharing videos.
This document discusses various ways to stay up to date with information in the digital age. It notes that people are overloaded with information due to factors like the explosion of information, new formats and technologies. It then provides examples of Web 1.0 and Web 2.0 tools that can help people keep up, such as blogs, podcasts, RSS feeds, social bookmarking, and Google alerts. It emphasizes the importance of being organized and setting aside small amounts of time each day, such as 10 minutes, to review new information.
This document summarizes Web 2.0 tools wikis and blogs. It defines wikis as collaborative knowledge banks that allow users to create, edit and contribute texts, photos and videos. Wikis can be used for course resources, projects and discussions. Popular wiki sites include pbwiki, wikispaces and mediawiki. The document then defines blogs as places for students to respond to prompts and each other. Free blog sites mentioned are blogger, blogspot and wordpress. It provides directions on creating wikis on pbwiki and blogs on wordpress.
This document discusses developing a research profile online. It recommends having an institutional profile, personal blog, and social media presence to showcase work, build networks, and reach wider audiences. Specific social media like blogs, Twitter, LinkedIn, and Slideshare are discussed. Tips for effective blogging include regular posting, a clear focus and audience, and using links and images. Developing an online presence is becoming an expected part of academic activity.
Wikis and blogs can provide an environment for collaboration and sharing of information without physical walls. They allow teachers to create websites to share resources, students to access learning materials anywhere at any time, and administrators to communicate and store information for staff and parents. Wikis and blogs give students and teachers the freedom to develop websites cheaply and easily to support teaching and learning.
Mozilla Browsing History Design ChallengeKatie McCurdy
Initial instructions and plan for our fall 2009 Mozilla Design Challenge, the topic of which is "browsing history." These slides are for the first event, to be held 9/17/09.
This document provides guidance on developing a research profile online. It discusses establishing an institutional web presence through a university repository and faculty pages. It also recommends maintaining a personal research blog to showcase work, build networks, and reach wider audiences. The document offers tips for effective blogging, such as keeping content focused, engaging, and up-to-date. It also suggests using social media platforms like Twitter, LinkedIn, and social bookmarking sites to further develop an online research profile and connections. Finally, it prompts creating an action plan to improve one's current online presence.
This document contains a list of 11 social media and blog links related to Enrico Picciotto, an Italian chef. The links reference Picciotto's cooking blog, photos, recipes, slideshows, videos, website and profiles on platforms like Pinterest, Flickr, DailyMotion, Tumblr, Twitter, Google+, Facebook and YouTube where he shares content about cooking.
This document discusses various air regulations that organizations must manage, including New Source Performance Standards (NSPS) and National Emission Standards for Hazardous Air Pollutants (NESHAPS). It introduces 360factors as a cloud-based software to help companies comply with regulations, manage risks, and improve operations. Predict360 from 360factors uses mapping and cognitive technologies to provide regulatory insights, predict risks, and enhance sustainability, margins, and compliance. The solution aims to reduce risks across various areas including environmental, financial, legal, reputational, and operational.
Dieta bajar 4 kilos en 3 días. Beber dos litros de agua al día por lo menos. Esta cantidad se debe tomar durante todo el día, nunca en las comidas. Además, se recomienda esperar al menos 30 minutos después de cada comida antes de beber agua.
Este documento presenta información sobre el uso asertivo de las tecnologías de la información y la comunicación (TIC). Cubre temas como la hoja de vida, plataformas como Google y sus servicios (Gmail, Drive, etc.), encuestas, presentaciones, video y redes sociales. El objetivo principal es desarrollar habilidades en el uso de estas herramientas TIC.
This document introduces wikis and their educational uses. It discusses the differences between read-only and read/write web environments. Wikis allow collaborative writing and editing. The document then guides participants through activities to evaluate educational wikis, edit a wiki page, create their own wiki, and share their wiki with others. Benefits of wikis include engagement, collaboration and 21st century skills, while concerns include information literacy and inappropriate content.
This document summarizes a workshop about using wikis in K-12 education. It introduces wikis and their educational applications, such as collaboratively writing class texts and projects. It discusses the differences between the read-only web and read/write web. The workshop consists of activities like evaluating educational wikis, editing a wiki page, and creating wikis. Benefits include engagement, collaboration and 21st century skills, while concerns include information literacy and inappropriate content.
1. The document introduces wikis and their educational uses. Wikis allow for collaborative writing and sharing of resources online.
2. Examples of educational uses of wikis include collaboratively writing class texts, group projects, sharing teaching resources, and professional learning communities.
3. Attendees participated in activities like evaluating educational wikis, editing a wiki page, and creating their own wiki to use in their teaching.
This document discusses how to use a wiki in a Blackboard course. A wiki allows for collaborative writing and editing of content. Wikis can be used for group work, authentic audiences, and writing to learn. To set up a wiki in Blackboard, an instructor first organizes the content and creates a wiki document. They then generate wiki pages and links between pages. The instructor also adds a link from their course to the wiki. Finally, the wiki can be assessed through participation and grading features.
This document discusses using wikis for open education and building online resources. It defines wikis as websites that allow users to easily add and edit content collaboratively. The document provides examples of how wikis can be used in education, such as for collaborative class projects, learning journals, and digital class books. It also discusses best practices for setting up wikis and introducing them to students, including setting guidelines, moderating content, and ensuring student privacy and digital citizenship.
WebQuests and wikis provide vehicles for interactive, authentic projects that can become springboards for heightened research resulting in higher critical thought. A WebQuest is a kind of roadmap that takes the explorer on a journey through the many informative components of the World Wide Web. A wiki is like a web page that is always open to collaboration promoting editing and sharing of ideas and knowledge.
- The document discusses various Web 2.0 tools that can be used for learning like wikis, blogs, media sharing, Google Docs, and social bookmarking.
- It provides examples of how each tool can be used in the classroom for collaboration, organizing resources, and engaging students in project-based learning.
- The presentation also covers potential drawbacks of using these tools and how Web 2.0 supports 21st century learning frameworks.
This document provides an overview of digital tools that can be used for digital learning. It discusses tools for formative assessment like surveys, quizzes and collaborative writing. It also discusses classroom learning portals that can be created using wikis for class resources, discussions, student portfolios, and project based learning. Other tools covered include blogs, digital storytelling using tools like Animoto and Photo Story, podcasting, and additional project tools like Glogster and Wix. The goal is to inspire educators to try different digital tools to engage students without feeling overwhelmed. Educators are encouraged to start small by focusing on one tool and sharing successes.
This document provides an overview of best practices for using technology in education based on a workshop for teachers. It discusses various digital tools for formative assessment, creating classroom resources, digital storytelling, and more. Tips are provided for integrating technology, including starting with one tool and sharing resources with colleagues. Teachers are encouraged to design a lesson using one of the tools or create a class wiki to start implementing these strategies.
This document provides an overview of various Web 2.0 tools including blogs, wikis, social networking sites, video sharing sites, and word clouds. Examples are given for tools like Facebook, Wikipedia, YouTube, Google Docs, Wordle, and Tagxedo. The document also lists references and resources for learning more about implementing these tools in educational settings.
This document contains a list of 11 social media and blog links related to Enrico Picciotto, an Italian chef. The links reference Picciotto's cooking blog, photos, recipes, slideshows, videos, website and profiles on platforms like Pinterest, Flickr, DailyMotion, Tumblr, Twitter, Google+, Facebook and YouTube where he shares content about cooking.
This document discusses various air regulations that organizations must manage, including New Source Performance Standards (NSPS) and National Emission Standards for Hazardous Air Pollutants (NESHAPS). It introduces 360factors as a cloud-based software to help companies comply with regulations, manage risks, and improve operations. Predict360 from 360factors uses mapping and cognitive technologies to provide regulatory insights, predict risks, and enhance sustainability, margins, and compliance. The solution aims to reduce risks across various areas including environmental, financial, legal, reputational, and operational.
Dieta bajar 4 kilos en 3 días. Beber dos litros de agua al día por lo menos. Esta cantidad se debe tomar durante todo el día, nunca en las comidas. Además, se recomienda esperar al menos 30 minutos después de cada comida antes de beber agua.
Este documento presenta información sobre el uso asertivo de las tecnologías de la información y la comunicación (TIC). Cubre temas como la hoja de vida, plataformas como Google y sus servicios (Gmail, Drive, etc.), encuestas, presentaciones, video y redes sociales. El objetivo principal es desarrollar habilidades en el uso de estas herramientas TIC.
This document introduces wikis and their educational uses. It discusses the differences between read-only and read/write web environments. Wikis allow collaborative writing and editing. The document then guides participants through activities to evaluate educational wikis, edit a wiki page, create their own wiki, and share their wiki with others. Benefits of wikis include engagement, collaboration and 21st century skills, while concerns include information literacy and inappropriate content.
This document summarizes a workshop about using wikis in K-12 education. It introduces wikis and their educational applications, such as collaboratively writing class texts and projects. It discusses the differences between the read-only web and read/write web. The workshop consists of activities like evaluating educational wikis, editing a wiki page, and creating wikis. Benefits include engagement, collaboration and 21st century skills, while concerns include information literacy and inappropriate content.
1. The document introduces wikis and their educational uses. Wikis allow for collaborative writing and sharing of resources online.
2. Examples of educational uses of wikis include collaboratively writing class texts, group projects, sharing teaching resources, and professional learning communities.
3. Attendees participated in activities like evaluating educational wikis, editing a wiki page, and creating their own wiki to use in their teaching.
This document discusses how to use a wiki in a Blackboard course. A wiki allows for collaborative writing and editing of content. Wikis can be used for group work, authentic audiences, and writing to learn. To set up a wiki in Blackboard, an instructor first organizes the content and creates a wiki document. They then generate wiki pages and links between pages. The instructor also adds a link from their course to the wiki. Finally, the wiki can be assessed through participation and grading features.
This document discusses using wikis for open education and building online resources. It defines wikis as websites that allow users to easily add and edit content collaboratively. The document provides examples of how wikis can be used in education, such as for collaborative class projects, learning journals, and digital class books. It also discusses best practices for setting up wikis and introducing them to students, including setting guidelines, moderating content, and ensuring student privacy and digital citizenship.
WebQuests and wikis provide vehicles for interactive, authentic projects that can become springboards for heightened research resulting in higher critical thought. A WebQuest is a kind of roadmap that takes the explorer on a journey through the many informative components of the World Wide Web. A wiki is like a web page that is always open to collaboration promoting editing and sharing of ideas and knowledge.
- The document discusses various Web 2.0 tools that can be used for learning like wikis, blogs, media sharing, Google Docs, and social bookmarking.
- It provides examples of how each tool can be used in the classroom for collaboration, organizing resources, and engaging students in project-based learning.
- The presentation also covers potential drawbacks of using these tools and how Web 2.0 supports 21st century learning frameworks.
This document provides an overview of digital tools that can be used for digital learning. It discusses tools for formative assessment like surveys, quizzes and collaborative writing. It also discusses classroom learning portals that can be created using wikis for class resources, discussions, student portfolios, and project based learning. Other tools covered include blogs, digital storytelling using tools like Animoto and Photo Story, podcasting, and additional project tools like Glogster and Wix. The goal is to inspire educators to try different digital tools to engage students without feeling overwhelmed. Educators are encouraged to start small by focusing on one tool and sharing successes.
This document provides an overview of best practices for using technology in education based on a workshop for teachers. It discusses various digital tools for formative assessment, creating classroom resources, digital storytelling, and more. Tips are provided for integrating technology, including starting with one tool and sharing resources with colleagues. Teachers are encouraged to design a lesson using one of the tools or create a class wiki to start implementing these strategies.
This document provides an overview of various Web 2.0 tools including blogs, wikis, social networking sites, video sharing sites, and word clouds. Examples are given for tools like Facebook, Wikipedia, YouTube, Google Docs, Wordle, and Tagxedo. The document also lists references and resources for learning more about implementing these tools in educational settings.
Setting up a centralized knowledge base for your library can be a great way to collaboratively brainstorm ideas, gather specialized knowledge, organize instructional resources, and even replace intranets. Creating a private, personal knowledge base will keep you organized, store your files, and provide an online space for brainstorming, reading lists, project ideas, to-do lists, and even travel plans. Learn how to create your own personal and organizational repositories of information and knowledge with no technical skills required!
Victoria Davis gave a presentation on using wikis across the curriculum. She discussed the background of wikis and why students need to know how to collaborate using wikis. She outlined her active wiki projects and how wikis can be used pedagogically in the classroom, including for lesson summaries, notes collaboration, and assessments. She addressed common questions from administrators regarding editing permissions, student information, when to use wikis versus blogs, and discipline.
A wiki is a website that allows users to collaboratively create and edit content. Any user can add or update information. Wikis encourage community-based learning through collaboration and knowledge building. They provide a flexible learning environment where users can work together from anywhere at any time to build a shared knowledge base. Wikis empower learners and enhance communication between learners and teachers.
The document provides an agenda and overview for a workshop on using Wordpress and blogging for research purposes. It defines social media and blogging, discusses why researchers should blog, and gives step-by-step instructions for setting up a blog using Wordpress.com, including choosing a theme, configuring settings, adding content, and tips for writing blog posts.
This document discusses various online tools that can be used to engage students, including blogs, wikis, podcasts, social bookmarking tools, and more. It provides descriptions of each tool, examples of how they can be used in educational settings, and links to relevant online resources. Blogs allow students to publish work and receive feedback. Wikis enable collaboration on projects. Podcasts allow students to create audio projects and share their work. Social bookmarking and tagging tools help students organize resources.
Global connections in the classroom teach meetheinricb
This document provides information on using various online tools to connect classrooms globally and enhance learning. It discusses social bookmarking sites like Delicious and Diigo that allow bookmark sharing. It also covers using Skype for videoconferencing between classrooms. Blogs, wikis, and Twitter are presented as ways to easily share updates, collaborate, and build personal learning networks beyond the classroom. Setting up accounts and basic features of these tools are outlined.
This document discusses the differences between Web 1.0 and Web 2.0. Web 1.0 was largely a source of static information, while Web 2.0 allows for collaboration, sharing, and user-generated content through tools like blogs, wikis, social networking sites, and photo sharing sites. It argues that Web 2.0 reflects how students currently live and learn, and that schools should embrace these tools to increase student engagement, motivation, and the development of 21st century skills. Examples of schools using Web 2.0 tools like podcasts and wikis are also provided.
This document discusses the differences between Web 1.0 and Web 2.0. Web 1.0 was largely a source of static information, while Web 2.0 allows for collaboration, sharing, and user-generated content through tools like blogs, wikis, social networking sites, and photo sharing sites. It argues that Web 2.0 reflects how students currently live and learn, and that schools should embrace these tools to increase student engagement, motivation, and the development of 21st century skills. Examples of schools currently using Web 2.0 tools like podcasts and wikis are also provided.
This document summarizes a presentation on harnessing new media for learning, teaching, and research. It discusses the characteristics of new technologies and their implications. Some key points are: (1) Learners are immersed in technology and prefer task-oriented and social learning approaches. (2) New media can be used to reach more learners effectively and impact business models and digital literacies. (3) Technologies should be mapped to pedagogies, like using blogs for reflection or forums for dialogue. (4) Learning design approaches make implicit designs explicit and encourage sharing. Activities in the presentation model mapping pedagogies to technologies and designing learning resources.
The document provides an overview of a workshop on blogging for researchers. It discusses setting up university blogs using WordPress, examples of existing university blogs, the purpose and benefits of blogging, technical aspects of creating blog posts, and tips for effective blogging. The workshop aims to introduce researchers to blogging and explain how it can increase visibility, recognition, engagement and social capital for their work.
1. INTERNET APLICAT A
L’EDUCACIÓ: BLOG I WIKI,
WEBQUEST, MINIQUEST I
CACERA DEL TRESOR.
´Jésica García Selva
Ylenia Maciá Pardines
Laura Navarro Aliaga
Sarai Quesada Asencio
2. ÍNDEX
1. INTRODUCCIÓ
2. WEBQUEST
• 2.1. Estructura de la WQ
• 2.2. Tipus de WQ
• 2.3. Usos educatius
• 2.4. Disseny, creació i publicacións
• 2.5. Miniquuest
3. LA CAÇERA DEL TRESOR
• 3.1. Estructura
4. BLOGS
• 4.1. Característiques
• 4.2. Estructura
• 4.3. Ús educatiu
• 4.4. Disseny, creació i publicacions
5. WIKIS
• 5.1. Característiques de l´estructura
• 5.2. Àmbit educatiu
• 5.3. Disseny, creació i publicacions
6. Possibilitats educatives en Educació Infantil
7. Referències bibliogràfique
3.
4.
5. ÍNDEX
1. INTRODUCCIÓ
2. WEBQUEST
• 2.1. Estructura de la WQ
• 2.2. Tipus de WQ
• 2.3. Usos educatius
• 2.4. Disseny, creació i publicacións
• 2.5. Miniquuest
3. LA CAÇERA DEL TRESOR
• 3.1. Estructura
4. BLOGS
• 4.1. Característiques
• 4.2. Estructura
• 4.3. Ús educatiu
• 4.4. Disseny, creació i publicacions
5. WIKIS
• 5.1. Característiques de l´estructura
• 5.2. Àmbit educatiu
• 5.3. Disseny, creació i publicacions
6. Possibilitats educatives en Educació Infantil
7. Referències bibliogràfique
6. 2. Webquest
Característiques:
Atractiva
Motivadora
Estratègia didáctica
Posada en comú dels
conèixements adquirits
Treball colaboratiu
Se valora més la informació
obtinguda
Activitat guiada i
estructurada
7. 2.1. Estructura
de la WQ
INTRODUCCIÓ TASQUES PROCÉS
AVALUACIÓ CONCLUSIÓ
ORIENTACIÓ
AL
PROFESSOR
8. 2.2.
TIPUS
DE WQ
MiniQuest
BlogQuest
TubeQuest
EarthQuest
Geoquest/Mapquest
9. 2.3. Usos
educatius:
Basat en projectes
Centrat en l’ús de la
informació obtinguda en
Internet
Senzilles de planificar pel
professor
10. 2.4. Disseny, creació i publicació
de WQ
Semblant a unitat didàctica
El disseny gràfic com una pàgina
web
Tema que pertany a alguna àrea
curricular
El text estarà adaptat
Internet un recurs molt important
11. 2.5. MINIQUEST
• Versió reduïda de Webquest
• Duració d'una semana
• Està formada en tres parts:
• https://sites.google.com/site/elsxiquetsaules/
Escenari
Miniquest
Producte Tarea
12. ÍNDEX
1. INTRODUCCIÓ
2. WEBQUEST
• 2.1. Estructura de la WQ
• 2.2. Tipus de WQ
• 2.3. Usos educatius
• 2.4. Disseny, creació i publicacións
• 2.5. Miniquuest
3. LA CAÇERA DEL TRESOR
• 3.1. Estructura
4. BLOGS
• 4.1. Característiques
• 4.2. Estructura
• 4.3. Ús educatiu
• 4.4. Disseny, creació i publicacions
5. WIKIS
• 5.1. Característiques de l´estructura
• 5.2. Àmbit educatiu
• 5.3. Disseny, creació i publicacions
6. Possibilitats educatives en Educació Infantil
7. Referències bibliogràfique
13. 3. La cacera del tresor
Pàgina web amb preguntes i enllaços
d'Internet en les quals els alumnes
han de buscar les respostes. Al final
la “gran pregunta”.
https://www.youtube.com/watch?v=mE-FjgDxwdA
https://sites.google.com/site/elsanimalsaules/
19. 4.2. Ús educatiu
Expressió i comunicació
Adquisició d’ aquesta
competencia
eina de gestió del coneixement
espai web destinat a les
reflexions de l’alumnat
20. 4.3. Disseny, creació y publicació de
blogs
Dos procediments bàsics:
• 1. En sistemes remots (per a
principiants)
• 2. Instalar i configurar la eina
de gestió en un servidor web
(per als ja iniciats)
21. ÍNDEX
1. INTRODUCCIÓ
2. WEBQUEST
• 2.1. Estructura de la WQ
• 2.2. Tipus de WQ
• 2.3. Usos educatius
• 2.4. Disseny, creació i publicacións
• 2.5. Miniquuest
3. LA CAÇERA DEL TRESOR
• 3.1. Estructura
4. BLOGS
• 4.1. Característiques
• 4.2. Estructura
• 4.3. Ús educatiu
• 4.4. Disseny, creació i publicacions
5. WIKIS
• 5.1. Característiques de l´estructura
• 5.2. Àmbit educatiu
• 5.3. Disseny, creació i publicacions
6. Possibilitats educatives en Educació Infantil
7. Referències bibliogràfiques
22. 5. Wiki
• La wiki és un tipus de web que
és desarrolla de manera
col·laborativa per un grup
d'usuaris i que pot ser fàcilment
editat per quasevols d‘ells.
• Exemple de wiki:
• http://goo.gl/H3GEqD
• http://elscolorstic.wikispaces.
com/
23.
24. 5.2. Àmbit educatiu
• Gran potencialitat en l'àmbit educatiu, i ens
permeten accedir a una gran quantitat d'informació i
a més podem aportar nova informació amb els
nostres alumnes.
26. ÍNDEX
1. INTRODUCCIÓ
2. WEBQUEST
• 2.1. Estructura de la WQ
• 2.2. Tipus de WQ
• 2.3. Usos educatius
• 2.4. Disseny, creació i publicacións
• 2.5. Miniquuest
3. LA CAÇERA DEL TRESOR
• 3.1. Estructura
4. BLOGS
• 4.1. Característiques
• 4.2. Estructura
• 4.3. Ús educatiu
• 4.4. Disseny, creació i publicacions
5. WIKIS
• 5.1. Característiques de l´estructura
• 5.2. Àmbit educatiu
• 5.3. Disseny, creació i publicacions
6. Possibilitats educatives en Educació Infantil
7. Referències bibliogràfiques
27. 7.Possibilitas educatives en Educació
Infantil
oTreballar per mitjà de la cacera del
tresor.
oTreballar amb els pares en una
WebQuest.
oUtilitzar els diversos recursos dels quals
disposem: wiki, blog, webqest…
28. 9. Referències bibliogràfiques
• Alier, M. (2007, Agosto 08) ¿Qué es una wiki? [ Archivo de vídeo]. Recuperado de: http://goo.gl/H3GEqD
• Adell, J., Barba, C., Bernabé, I., y Capella, S. (2008). Les webquests en educació infantil i pimaria. Catalunya: editorial
UOC.
• Caza del tesoro [Fotografía]. Recuperado de: http://goo.gl/ihSnCr
• Diseño [Fotografía]. Recuperado de: http://goo.gl/AvI9L0r
• Diseño [Fotografía]. Recuperado de: http://goo.gl/eaXla4
• Introducción al uso de las TIC en el aula. (2007). Rafael Bacho López, Mata Pacheco Gras, y Paco España Pérez.
Recuperado de: http://goo.gl/7c031J
• Matínez, I.S., y Suñé, X. (2011). Capítulo 4: Entornos de comunicación y aprendizaje para la escuela 2.0. En Matínez,
I.S., y Suñé, X. La escuela 2.0 en tus manos. Panorama, intrumentos y propuestas (pp.92-139). Madrid: Ediciones
anaya multimedia.
• Niños en la escuela ordenadoes [Fotografía]. Recuperado de: http://goo.gl/Tij0Uo
• Ordenadores y niños [Fotografía]. Recuperado de: http://goo.gl/bGyHil