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Learning Diary for "Creative use of Tablets in Schools"

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Solène Faupin

on 10 May 2015

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Transcript of Learning Diary for "Creative use of Tablets in Schools"

0-Introduction
Hello everyone!
My name is
Solène Faupin
.
I am 33 years old.
I have been teaching
Natural Sciences
for 10 years.
My schools take in
pupils with social difficulties
. So as to get their interest, I got involved a lot in
etwinning
.
2- My Teaching Background
My schools always had poor informatic equipments (few and old).

So as to get financial help, I need to elaborate a project unsing them.

This is why I am more than interested by learing how to use tablets in my projects...
I live in
Metz
,
North East of
France
Metz
1- My personal Presentation
1- Getting started with tablets at school
1-5 Edmondo
In Natural Sciences, observation is one of the most important competence we want our pupils to develop. Tablets are small and can be used to take photos in all situations. The tool can immediatly be reused to explore and modify the photo.
1-2 Why use tablet?
Tablets allow group activities. Pupils can work at the same time on a common document using several tablets. They also can share their work with their partners in case of an etwinning project.
Tablets are in the classroom, you do not have to change to the computer room. So, it can be used as easily as a book we distribute, even for a small activity.
Example of activity easily apprehended with tablets :
http://teacherstryscience.org/lp/backyard-ecosystem
In my example, just after taking photos, pupils just go to the class and reuse what they recorded. All pupils are able to do the complete activity.
Pupils can all take photos and videos.
We do not have already the minimum of equipment in computers (10 for a whole school). School budgets have been down from years to years. Parents do not always have the money and school has to be free (it is very important in France).
1-3 Tablets in schools
Teachers are not trained for this kind of pedagogy. But as training costs money, almost none is proposed... or it is during our day off...
Almost none of our schools have wifi because of financial and health issues...
Financial problem
Training problem
Equipment problems
4- Using Tablets for personalising learning
1- I have 300 to 400 pupils!
2- I see my pupils only 1,5 hours a week…
4-1 Introduction
2- Using Tablets for content creation
2-3 What kind of content?
Here is what I would like them to do:
http://www.thinglink.com/scene/647123123094683650
Example of an activity with Tablets: My environment
I chose to work on an activity with 11 year olds. The goal is the discovery of their environment in the school. Pupils have to complete a map.
Afterward, during the school year, pupils can add photos of the points in this map for each seasons.
2-1 An Introduction to Learning Scenarios
I did not know the name of these scenarios but I already used them in my lessons, mostly in my projects.
2-2 Introduction to content creation
The steps were given by the teachers. We could have discussed it more with the pupils so as to give new ideas.
Most of the documents were made only by the pupils in a combined work with their partners. However, we could have presented different tools and let them choose the one they prefered (by a vote maybe).
I am going to present you a project I already did about healthy eating in Europe. And I will try to show which changes I could make regarding the videos I saw.
Project: If I were you, I would eat... Healthy!
Website from the project:
https://sites.google.com/site/ifiwereyouiwouldeathealthy/
Each parts of this project was divided into 2 activities. During the first one, pupils give or ask information about their country. Then, during the second one, pupils complete or answer about the foreign countries.
3-Using Tablets for collaborative learning
3-3 School to school collaboration
3-1Introduction
The problem with groups of 2 is that when a pupils misses, its partner is alone. This is why I prefer groups of 3 pupils.
Depending on the tasks, I either choose the groups or let them decide. When they decide, we often get either competence groups or groups with too strong a leader doing all the job... So, I try to make activities, which oblige every pupil to get involved.
Groups organisation
3-2 Students collaboration
Pupils got really more invested in their work for 2 reasons:
- working with pupils from other countries made them want to show the best.
- making their lesson by their own made them want to implicate more.
During these scenarios, pupils mostly learn how to organise their work. We need to prepare a lot those lessons so pupils keep focusing on the subject and respect the steps.
- pupils dream not only about the subject and erase their ideas that are not related
- mapping their ideas in a logical way.
- asking to the "right people" ie getting a reflexion about informations they can find on the Internet.
after the "shy phase", pupils got a lot of ideas (too much sometimes)
once they understand what they have to do, pupils are really interested by the idea of serching by themselves.
Pupils want to show the best they can do. So they are mostly hearing the critics so as to get a better product.
As a conclusion, pupils already got involved a lot. They were surprised by what they discovered about the food habits in other countries. But giving them more autonomy should be even better.
We were not very regarding for the copyright on the photos. Thanks to the Tablets, pupils could have brought the food and took photos of their own. It would be a great improvment.
The website was done by the teachers afterwards. Thanks to the tablets, we could have ask a common realisation...

Luigia Palumbo, Italy

My students have been working on the nervous system and drugs. The question was: How can we explain such a complex subject in relation to drugs, in an interdisciplinary way?
The students decided to seek and deepen different topics in small groups. Subsequently, they found the connections between the nervous system and drugs. They chose a web 2.0 tool to produce a product. They subjected it to me and they have improved it, resulting in a better quality product. Finally, they took part in a competition "apprendere con la tecnologia (learning with technology)" and if you want you can vote for us, if you like our work (nervous system and drugs) and help us to win!
http://www.repositorymultimediale.com/concorso-apprendere-con-la-tecnologia/scuola-secondaria-i-grado-i-lavori/scuola-secondaria-i-grado-i-lavori/

Propositions from others
Alfonso D'Ambrosio (part2), italy

We presented on London Science on STage (in June 2015) a big work using App on Tablet.

Students engaged gravity force exploring the planet movements managing Apps on own Smartphone/Tablet .

They tested Kepler laws, simulating planet orbits

The apps were

https://play.google.com/store/apps/details?id=com.tss.android

https://play.google.com/store/apps/details?id=jp.danball.planet

https://play.google.com/store/apps/details?id=com.rts.android.spacesim
Others' ideas

Luigia Palumbo, Italy
I have used Thinglink to show a volcano.

https://www.thinglink.com/scene/622099799574839298


Päivi (Finland)

My daughter got a task from school to collect a flora. I twisted that task a little bit (and agreed with the teacher of course), that my daughter created a digital flora under my guidance. The result is here in Finnish. You can see the plants but there is also (in the top menu) principles and self evaluation. The flora is made with iPad and Wordpress.


Neringa-Lithuania

Today I use thinglink. Pupils are creating interactyve ecosystem

http://dienorastisdarbo.weebly.com/interaktyvi-ekosistema.html

Natavan, Azerbaijan

In the frame of the project " Health Issues among teenagersin european countries" students had to make national cuisine ebook and send it to peers for analysing it healthy or unhealthy.

Here is our eBook

http://issuu.com/natavanbadalova/docs/gyurza

2-5 Online Seminar
I do not think that parents would be a challenge for me. Tablets have to be free for education is free in France. Tablets will just be a new tool...
In all the schools I have been, parents have financial issues and will not be able to donate anything for most of them... However, I will have to struggle to get a little financial help... Our school budget was cut by half in 2 years. Our computer rooms do not have more than 10 computer for the whole school. So, I will only fight to try to get 10 tablets for 30 pupils per class... and hope my project will be chosen among all others...
Th challenge regarding the parents might be that most online tools require an inscription. And pupils cannot do it without their parents' approval...

Creative use of Tablets in Schools
Solène Faupin's Diary
Roles
When presenting the activity, I ask students to make a common presentation but to divide the work between themselves.
In this part, I will mostly show what I did with students from the University, where I teach a few hours in English and in Communication. But I use the same pedagogy with my pupils from Secondary school.
Starting the group
I first ask the pupils to do brainstorming.
Then, I ask them to make 3 or 4 groups of works.
They have to find a title to each group.

Ex: project "Electrotech Corporation" :
https://sites.google.com/site/electrotechcorporationsport/
Ex: Methodology :
http://prezi.com/mw7hrlgywyr9/?utm_campaign=share&utm_medium=copy

lesson :
https://realtimeboard.com/app/74160828/?track=true
How to ensure pupils involvment
When presenting the activity, I ask students to make a common presentation but to divide the work between themselves. So, pupils learn:
to divide the work between themselves
to decide in common an organisation for the presentation.
to make only a part of the presentation by their own.
So each pupil make by his own a part of the big picture.
Ex: project "Electrotech Corporation" :
https://sites.google.com/site/electrotechcorporationsport/
Difficulties encountered
With secondary school, I must face the fact that pupils have to share devices. So as to try to get all of them involved, I divide the work in 2 steps in each part:
First, pupils have to answer questions by their own.
Then, pupils compare and start working together.
I love working on etwinning project, and so does the pupils who get a lot interested and involved.
If I were you, I would eat... healthy! (12 years old)
In this project,the goal was to define a universal healthy eating.
Pupils made collaborative tasks by coming over the work of their partners.
The activities would have been a lot more attractive with tablets... Pupils would have been able to do a lot more by themselves...
https://sites.google.com/site/ifiwereyouiwouldeathealthy/
Electrotech Corporation (19 years old)
In this example, students were doing a role playing project about their professionnal lives. They were working only on computers but it would have been even better with tablets if I had some. Pupils were more active and even more involved.
https://sites.google.com/site/electrotechcorporationsport/
1-4 Tablets in Classroom
Pupils will have to learn how to use the different applications. Teachers should try to select a small number of new applications for each year. This way, in their last year, pupils would be able to get to choose what they really want to do.
Learning how to use the applications
Pupils will have to learn how to use the different applications. We should try to select a small number of new applications for each year. This way, in their last year, pupils would be be to get to choose what they really want to do
Tablets are for learning
Evaluation is not a big problem either if you plan it before starting the project. Each step has to be evaluated with clear goals for the pupils.
Evaluation
I never heard about Edmondo but I used similar tools proposed by y schools.

In secondary school, we get school networks in which we can make groups, post assignments and activities. Pupils and teachers can discuss in forums

At the university, we also have a secure network, which proposes a lot of activities to make.

I really enjoy working with these tools and so do the pupils!
Step 1:
pupils get to know all countries and cities they work with.
Step 2
: pupils complete a food visual dictionnary with their own language to know the useful vocabulary.
Step 3 :
pupils make a questionnary about their food habits and answer the foreign questionnaries to get familiar with the differences.
Step 4 :
pupils illustrate foreign presentations about typical healthy menues of the day.
Step 5 :
pupils compare what they eat so as to define what healthy eating means and how to achieve it.
3- most parents are not involved in school…
never set a foot in it…
My big issues
4- Personnalised learning
What can I do anyway?
I never really tried to know per se what kind of learners my pupils were. However, my activities work on different skills:

-listening to videos,

-working on schemes and pictures,

-making experiments,
-...
I always keep track on how they succeed in each task. I could use these notes to get a better idea on their learning styles.
4-2 Tablets and personnalisation
Learning scenarios
Groups could be made:
with similar learning styles.
with mixed abilities.

This way, pupils would look for documents that suits them most.
They could propose products they feel confortable with.

But not always...
I think we also have to be careful not to reduce pupils to one learning skill. They also have to learn to develop other competences.

Respecting their learning style can let them be more confident.

But they have to learn they are able to do other activities.

4-4 Introduction
However, I will not use it each time because it inverses the way scientists work. Scientists observe, make hypothesis and try find experiments, documents,... to verify it.
How to do it?
4- Flipped Classroom
My lesson plan...
I chose a theme where I use to ask pupils to do a lot of schemes. Animation could be a great motivation.

http://learningdesigner.org/viewer.php?uri=/shared/fid/6e7103b3fafd49fc40714de7d78229f6eb5fc5b7d11ed8d98955a7224e0e473b
here is an example of animation pupils could achieve.
I first tried Powtoon but I was not able to move objects except for entering or leaving the screen...
So, I finally found Wideo!

http://www.wideo.co/view/9456071430765016671-?from=cp
Final Product
My lesson plan
(traditionnal)
Applications
I use
to discover
To read or listen to during my summer holidays
Applications
I use
to discover
To read or listen to during my summer holidays
Applications
I use
to discover
To read or listen to during my summer holidays
Applications
I use
To read or listen to during my summer holidays
to discover
Lots of applications from Luis proposition:
https://docs.google.com/document/d/1aXAdPBsNjs8DykTK9MxH2h_FWpd3-I3jeibcsKpIBRw/edit
Research and newspaper articles on tablet use:

L'impact de l'iPad sur l'apprentissage des élèves (French) :
http://creative.eun.org/resources/-/blogs/l-impact-de-l-ipad-sur-l-apprentissage-des-eleves?_33_redirect=%2Fresources

Tablet vs. Paper: http://iejee.com/files/1/articles/article_5511d308a5981/IEJEE_5511d308a5981_last_article_5516c5b5d2533.pdf

Naace: the iPad as a tool for edcuation - a case study :
http://www.networkedblogs.com/zKu9M

Introducing Tablets in Schools - The Acer-European Schoolnet Tablet Pilot : http://files.eun.org/netbooks/TabletPilot_Evaluation_Report.pdf
Applications in French about Natural Sciences
:
http://svt.ac-creteil.fr/?Catalogue-d-applications-mobiles-dediees-aux-SVT

Share lessons
: http://ed.ted.com

Making animation
: http://www.powtoon.com/,
https://tackk.com/education
https://tellagami.com/ ;

http://www.freetech4teachers.com/2013/10/5-free-apps-and-sites-for-creating.html#.VUe7_WbBAiQ

course
: https://www.educreations.com/

interactive images
: https://www.thinglink.com/

a lot of applications
: https://mlearning.zeef.com/lucian.duma
presentations
: www.prezi.com

comments and votes
: www.tricider.com

Google Apps
Favourite apps of the CCL teachers :
http://www.europeanschoolnetacademy.eu/documents/760551/0/CCL+teachers%27%20favourite+apps.pdf/dcb8e24a-d2f8-44d1-9e2c-0055f33b397a

CCL Learning Story on Content Creation :
http://creative.eun.org/c/document_library/get_file?uuid=82b21700-92c7-4a28-8d67-ebd81422a599&groupId=96459

The Guardian: Tablets in schools: coding, creativity and the importance of teachers
http://www.theguardian.com/technology/2014/jan/27/tablets-schools-coding-kids-education-ipad
Presentations
: https://prezi.com

Comments and votes
: http://www.tricider.com/

Branstorming, Mind mapping
: https://realtimeboard.com/app/

Various
: Google Apps
to make groups
: http://teamup.aalto.fi/

to take notes:
http://www.onenote.com/

Educational activities
: http://www.socrative.com/
CCL Learning Story on collaboration : http://creative.eun.org/c/document_library/get_file?uuid=7d09448e-a79e-4817-b611-8fb9e0762f0a&groupId=96459

CCL Learning Story on collaboration & assessment : http://creative.eun.org/c/document_library/get_file?uuid=8d79aca2-3162-42dd-acf2-cd438b486963&groupId=96459

CCL Learning Story on school-to-school collaboration : http://creative.eun.org/c/document_library/get_file?uuid=614fb7f1-c17e-4d37-8005-c3a3b8e75cba&groupId=96459
Like I already mentionned, I do not need Edmondo since my schools propose similar private applications...
Personnalised
Learning
Flipped
Classroom
CCL Learning Story on Personalisation
http://creative.eun.org/c/document_library/get_file?uuid=0fc53c14-601b-42a7-b2c5-959aa523e967&groupId=96459

CCL Learning Story on Liberating Learners (independent learners)
http://creative.eun.org/c/document_library/get_file?uuid=614fb7f1-c17e-4d37-8005-c3a3b8e75cba&groupId=96459

CCL guide: Learning Story Liberating Learners
http://creative.eun.org/c/document_library/get_file?uuid=cdc3e818-eed8-4357-a397-c33e4777b696&groupId=96459
CCL Learning Story on Flipped Classroom
http://creative.eun.org/c/document_library/get_file?uuid=42357fbe-1cc1-4d6e-bc13-0077ab251a02&groupId=96459

CCL guide: Learning Story Flipped Classroom + checklist : http://creative.eun.org/c/document_library/get_file?uuid=b0845def-9c31-476d-a3be-52a04c1e23a0&groupId=96459

8 videos about the Flipped Classroom : http://www.emergingedtech.com/2013/06/8-great-flipped-class-videos/
to prepare flipping activities
: http://www.showbie.com/

https://fr.khanacademy.org
http://it.padlet.com/lucianastravato/3dxhbdw9kmc8

http://pt-br.padlet.com/lapa_mafalda/hvy7shltl2yy

http://nl.padlet.com/fossp/vmywu7vo1434

http://es.padlet.com/biolgnf/f0heapknga5w

http://padlet.com/nstravinskiene/5pplj01tv38z

http://padlet.com/nathaliescerri/b32re0xvz4hz

http://fr.padlet.com/fnlhca/x6uv1ay2osga

http://it.padlet.com/ginapalumbo/4nq9fh5jjifq
Learning diaries from other
Natural Science Teachers
This year, I also started teaching :
professionnal and scientific English
2- My Teaching Background
Expression and communication
In a technical University of Mechanics
which is much more equiped!
I made a second version of my lesson plan so as to try also the flipped classroom.
I really like what I obtained...

http://v.gd/QshEIO
My lesson plan
(flipped classroom)
Learning diaries
listed by subjects
We do not use Tablets the same way depending on what we teach...

So as to able everyone to get new ideas, I created a table to list the diaries for each subjects.

You can add your name and diary link to this table.
https://docs.google.com/document/d/1vPnf9Zapju-dRMyvTIEqLMs0b1LPxc58uIpWYcLbMmY/edit?usp=sharing
A website will be made out of this table!
As strongly recommended, I also made a second Diary on Padlet:
http://fr.padlet.com/solene_faupin/gp88rdyiax6m
This module allowed to reflect on the (too many) difficulties I will meet. However, the modules reinforced my knowledge of how much I could gain in getting Tablets...
Moreover, I just learned I should probably be getting Tablets for the few hours I teach at the University. It will be a chance of making a realistic project to gat financial help in my secondary school!
In this module, I realised we all have similar pedagogies using different words (learning Scenarios is called "démarche d'investigation" in French...).
It made me have a reflexion again on what works and which difficulties I should reflect on.
Thanks to the other participants, this module mostly helped me knowing new application and new ideas of activities. This is why I chose "content creation" for my lesson plan.
My main reflexion on the groups was on how to make them... It always is a big question... And depends upon the pupils that we have and the activity we want to realise. I do not think we can have a universal answer (unfortunately...)
Concerning their involvment, I am very thankful for the new tools I did not know of before and should be very useful!
Finally, I am convinced Tablets would be so much better than computers for team work...
I was curious about this last module because I never really tried personnalised learning or flipped classroom.
These new methods are really interesting but it need so much involvment from pupils and their parents outside the school... Maybe I could try to adapt the concept by letting pupils during 1 hour discovering all materials and in the next hour doing classroom activities? Reflexion is started...
I even tried it on a second lesson plan...
1- Pupils do not do their homework no matter what we try…

2- Some pupils do not have internet at home… and I do not want them to feel unconfortable…
4-5 Tablets and Challenges
3- Some parents help, but most can’t or don’t…
Biggest chalenge: Flipping would be discriminatory
Solutions?

I think I could try to let the pupils make their homework during a course, where I would only watch them over. Then, on the next lesson, we could do classrooms activities.
Or maybe, I could give them documents about "old knowledge". During the lesson, I could make them investigate so as to discover new knowledge by themselves...
Flipped classroom? Why not...

I really like the idea of the flipped classroom! I even made a second lesson plan using the concept of flipped classroom.

Just doing so, I can see how pupils would gain autonomy and confidence.

4-3 Live Webinar (Special need)
Thank you for showing us what is possible...

We have more and more special need pupils coming to some lessons in our "normal" classes. And it is very difficult to adapt the lesson to them... I find it very fustrating for both the pupil and the teacher...

I will try to use some advices once I get some Tablets...
Ipad Orchestra
I made a second version of my lesson plan so as to try also the flipped classroom.
I really like what I obtained...

http://v.gd/QshEIO
My lesson plan
flipped classroom)
3-4 Live Webinar
I think this issue depends on the age of the pupils. With young pupils, we have to deal with interpersonnal issues. Sometimes, groups can become unmanageable because pupils fight (not physically of course!).
How to form groups?
How to assess group work?

I always ask pupils to divide the work between themselves and to note who does what. This way, I am able to note exactly each one’s work. My marks always include personnal and group work.

I never tried the learning diary but I like very much the idea and should try it, especially with older pupils. I think I can adapt it to younger ones by asking very few questions.
What do we assess?

Like Luciana noted on her padlet, in each step, we do not assess the same type of work. I would only add in the ask phase the capacity of the pupils to think about the reliability of the information given the source they found.

So as to get an idea of how the group works, learning diaries will be helpful but we do not need to observe very long to get an idea... Online forms could also be helpful to see how pupils see their partners
With older pupils, they have to learn how to communicate in the professionnal live. This is why, I prefer deciding the groups in random or given their abilities. I will use Teamup to try it.
But I will propose a project to get financial help...
But I know that some colleagues use wifi hotspots just in their classrooms.
But I am a big girl and I will do it by myself ;)!
Lesson plans from others
Paulien de Fos :
http://learningdesigner.org/viewer.php?uri=/shared/fid/ab600cb7abbd0e959fe2e45be5481774430ba4240d98cb60a16ecbc05f6464ad

Neringa :
http://learningdesigner.org/viewer.php?uri=/personal/neringa/designs/fid/928b28085c7a096ef17046453b6e0bd6f92ee7a141229f4b4c17115c6caef30e
Letter to Diana
Dear Diana,

Hello from Metz (France)! I hope you enjoy the postcard of my city.

To answer your question, in France, schools are underequiped. In secondary schools, we only have 12 computers for a whole school. Internet does not have enough output and wifi does not exist. Computers are often very old and do not work well... And school budgets are cut every year by the government.

So as to get tablets, we have to make a project proposition and be in competition with other teachers. Then, we just have to hope our project will be chosen. Even then, I do not think I could get more than 10 tablets for 30 pupils per class...

It might seem a little depressing, but I will fight for it!
Fortunately, I also teach a little at the university. I spoke to them about the tablets and they are going to buy some for next year! So, I will be able to use what I learned in this course!

Kind regards,
Solène
I really like this application and could use it a lot for captions and other maps!
Paulien made me realise, I could also start using animations with my pupils. When I work on schemes, they could do them as animation:
- bees' disparition
- ways of reproduction
- human body functions (see my lesson plan for example),..
Tips as Etwinning Ambassador!
Being Ambassador for etwinning, here is the presentation I made for different formations.
You will find tips about beginning a project!
http://fr.padlet.com/solene_faupin/gp88rdyiax6m/wish/59899420
Full transcript