Week 7 Post 2

I learned many useful things this week. Padlet is completely awesome!! I'm sure I'll be using it often, and students will love it. It is very user friendly and so intuitive that even younger students can use it successfuly

Reading about teaching with mobiles made me realize that we still have a long way to go regarding the pedagogical and didactic use of many technological devices. One issue in Uruguay is that mobile's services (messaging and internet connection through mobilles) are kind of expensive so many students  have their mobiles only to use it in case of need,

Regarding the Final Project Plan I had a good meeting with some of the authorities, and they are looking forward to read the Plan (by the way I have to translate it into Spanish for them).
I'm a little worried about the on line classroom because the platform manager still didn't answer my request, and I already need to access the virtual classroom.

Week 7 Post 1

Regarding the use of mobiles in teaching and learning I must say that in my country this is still an issue. 

Until last year it was almost forbidden, each classroom had a box in which students had to put their mobiles and they would pick them up before going home.

We are now undergoing a transition, as authorities and teachers are discovering mobiles can be friendly and useful tools to enhance teaching and learning. 

I'm very happy and excited about experimenting using mobiles to teach and improve learning. I will keep a thorough register of these experiences to share with colleagues and help demonstrate that mobiles are wonderful tools, and I hope this will be an important contribution towards including them in our teaching practices.

Week 6 Post 3




A lot of work and thinking done towards solving my Final Project puzzle. As I'm not currently teaching I'm writing a Project Plan to implement next year, starting hopefully late March or April.






As a begining step I sent e-mails to the Director of the National English Department, the National English supervisor and my own supervisor at Uruguay Educa portal to make them acquainted about my Final Project and ask the corresponding permissions to put it into practice. All of them are very interested and ready to help. We already scheduled a meeting for next week, to exchange opinions and discuss some details.

As I got my supervisors' permission, I asked the on line learning platform manager to open a virtual classroom, through which I will implement the on line course I'm planning. Managing and tutoring in service teachers in this virtual classroom is the NEW technology for my project: using a learning platform and delivering an on line course. I hope the virtual classroom will be ready soon to start uploading materials, getting ready the weeks' profiles and tasks, designing the different forums, etc.

I also started to write the Plan following the given template. I'm currently working on developing the plan timeline, distributing the course's content and tasks. As soon as the timeline is ready and the platform manager gives me access as a teacher I will be able to start developin the necessary materials. I'm really looking forward to this moment to come.

Week 6 Post 2

Interactive PowerPoint Presentations

Two very easy types of interactivity that can be included into any PowerPoint presentation are navigation and feedback. For navigation, you can use onscreen buttons and hypertext for a branching structure, allowing the user to visit the sections as they wish or to provide the option to gain more information on topics of interest.

 For feedback, slides can present questions and offer choices of answers. With proper scripting, when students make choices they are either given feedback on the slide or are taken to new slides which provide information. Benefits for the user of this structure include increased engagement, control, and interest along with immediate response.

        A more common application of non-linear PowerPoint presentations is in reviewing knowledge. With just a little practice, you can create quizzes. In these slide shows, students are asked questions and then click on what they think is the answer. If the answer is correct, the show moves to the next question. If the student answers incorrectly, the show moves the student back to re-answer the question or, if the question is of the True/False variety, explains why the answer was incorrect before moving them on to the next step. 

The student participates by not simply clicking in one direction but makes choices that affect what slide comes next: making the presentation interactive and non-linear. The movement between slides is not one-way, not linear, the pathway is determined by the student's interaction with it.


  

Week 6 Post 1

Student-centered classes

Besides carefully planning our lessons to foster students' participation we need to make them notice their responsibility for their own learning process and teach them how to participate.

Through this week's readings I had the opportunity to learn new techniques to promote interaction, and also to refresh some that were "hidden" in my toolbox.

This made me think that the course is giving me many important things:

  * Getting to know colleagues from all over the world.

  * Sharing and learning together.

  * Enriching my PLE.

 *  Fostering active spring-cleaning of my toolbox

Week 5 Post

Another awesome week of learning and sharing., building community with colleagues around the world. 

I like webquest, although I still have some difficulties to create them. The links for creatng them were very helpful. I hope to go on learning how to build them properly.

I want to share a presentation I prepared after reading about Assessment and Evaluation.

ASSESSMENT AND EVALUATION

More PowerPoint presentations from uruguayeduca

Week 4 Post 1

I enjoyed a lot working on the technology enhanced lesson plan. I think it is not very different from the ones I plan every day. That's because I mostly work deeloping digital educational resources for English elementary school teachers and students in .public schools throughout the country. Those resources are published at http://www.uruguayeduca.edu.uy/

I feel the article "What is successful technology Integration" (http://www.edutopia.org/technology-integration-guide-description)  was particularly useful for me. The SAMR model helped me revise my teaching practice.  In Uruguay we mostly follow the T-Pack model to promote technology integration among our teachers. I recomend visiting both sites to get a more thorough insite of the models.

Talking about the Final Project, I decided to change my target audience. Instead of developing a project for my students, I decided to focus on  teachers and technology integration. The main reasons for this change are:

• our students belong to the digital generation and thus are ready and willing to profit from technology while learning.
• one of the major barriers regarding technology integration lies on teachers' knowledge (T-Pack) and attitudes towards gadgets.

 I want to help build a collaborative  path

among teachers to move towards technogloy integration.                

Virginia