Fun, authentic, simple and trustworthy - Erasmus+ project with focus on the use of ICT.
The role of podcasts in a learning process is to augment learning. There can be numerous benefits for both teachers and students, but the main purpose is developing improving listening and comprehension skills. Podcast can be an effective tool, but it has its limitations in terms of comprehensive learning. Yet when used properly, podcasts can make be a powerful and positive addition to the classrooms.
This month’s product is a presentation with voice over made with an audio software (Audacity or similar)
Look at our results right here…..
By the start of this task every participant was asked to do a small Google Analytics with 4 questions or more. The Google Analysis had to include a question about the name of the respondent and a question with the email address of the respondent also had to be entered.
When all the questions is answered Google Analytics will create a Google Sheet and in this sheet Flubaroo is opened. At first it is important to show Flubaroo the right answers made by the teacher and then the little add-on will be able to make grade assignments and assessments in under a minute, get reporting and analysis on student performance and quickly send scores to the students. Click on the picture to the left to learn more about Flubaroo
Read about all of our results right here
Based on this insight from science it has been constructive for us to look for tools that allow students to co-engage with others through the tool. In this way it is possible for the pupils to share their fiction stories in e.g. Google Docs with teachers, parents and other collaborators. This allows the children to get immediate feedback on their writing.
Once again we have been inspired from Bloom’s Digital Taxonomy and each teacher has chosen which levels to focus on in relation to openness, diversity and complexity. Have a look at our results right here….
There has been unmatched options to vary the content in this project about entrepreneurship. For example, if a school class wants to earn some money for an excursion or trip, it will be an opportunity via a small website or blog to offer help for eg gardening, cleaning, childcare or walking with dogs. Likewise, it would be obvious, for example, to sell students' art projects so that the class would be able to pass the money to a sponsor child in a developing country.
In planning the course it has been important to try to focus on different elements from 21st century skills. The table to the left focuses on different keywords from the theory and has been used as inspiration.
Have a look at all the fine and educative results right here.....
The subject of this Geogebra course was to design the most beautiful FAST logo.
In this way we would come across many of the exciting aspects of 21st century skills: apply, analyze, evaluate and create.
At the end of the month's project, the primary responsible at each school has formulated how this way of working met the school's overall purpose of using ICT in teaching. Each school send the best project to our colleagues in Norway and the acted as judge and found the winning project.
Have a look at some of the best outcomes and read descriptions about how all of the schools planned this project.
How do we place us in the forefront of the ICT technology and ensure an ongoing dialogue around this? We all have small ICT committees that continuously evaluate and plan in relation to our project.
To be able to visualize and explain experiences this for each other we have gathered our description in a single document.
Have a look at our results right here
Self-assessment involves a lot of skills that become more sophisticated as they evolve over time. At the beginning teachers and students who need to learn self-assessment, may need more explicit guidance; Over time, teachers and pupils will become more responsible for their own learning.
This month we have been working with ICT self-evaluation done by the teachers themselves and how this can lead to better quality of education. Our underlying basis is practice, as we see it now and practice we want to develop - formally and informally. Our focus is also comparison of processes and various curriculums.
Each school has been free to choose a skill from 21st century skills (or another ICT skills) which can look like this. One of the skills is described like this:
Collaboration Across Networks
Do you facilitate global communication and collaboration with your learners?
Have a look at our results this month
The Technology Enhanced Learning (TEL) Roadmap we used has 4 consecutive stages of progression:
Each stage represents a more advanced stage than its predecessor. It is not unusual for a school to be at different stages across each of the areas listed in this questionnaire. For example, schools may find that they are in the initial stage in one area and perhaps in the enabled stage in another. This roadmap is designed to generate discussion among our schools about the five key areas and their sub-criteria.
To carry out this self-evaluation of your own school and to show how we (probably) are different in our different stages we will use this evaluation as a benchmarks for our further cooperation.Click on the image to the right to see a compilation of our results
The evaluation of the first year of our project clearly shows that our work has begun reflections at all co-operating schools. But our cooperation has led to many new initiatives - initiatives that make our education even better with the involvement of ICT. The evaluation can be seen by clicking on the image on the right.
At the same time, we have included another exciting international dimension by focusing on the use of eTwiining in teaching. Read exciting reviews on how Etwinning can be involved and how easily accessible this option is right here.
All of our schools already have a plan for this and this month each school had to reflect if and how this plan needed to be adjusted. All of our school's adjusted plans have been translated into english to inspiration for all participants and also to inspire teachers all over Europe. Some of the new things in the plans may not be possible to go through with here and now. Then we have added a date when the new plan/the new initiative has to be implemented.
We have now reached so far in our exciting Erasmus + project that we can start working on the things we have already experienced and achieved. The work in our different countries has been incredibly varied and inspiring to great pleasure for both teachers and especially our students. This month we have also focused on how we theoretically secure ourselves as teachers and from the theoretical point of view we also focus on how we can make the most effective and varied teaching.
Have a look at our results this month
Winter is soon ending but it is very cold outside
Immediately, cross-border online collaboration may seem complicated and perhaps even a bit unimaginable. But our topic this winter month has shown that the collaboration can be easy, manageable and easy to get started with.
The two major groups, without coordinating both had chosen to work with Padlet.com, and the results show in every way that both topics and ways of building the pages can be varied in countless ways (have a look here).
The method can in all ways be recommended to others who want to do international cooperation and to comply with the national curricula.
2018 - another great beginning for our FAST cooperation
Sometimes you have to ask yourself big questions well knowing that it might be difficult to answer them. Maybe the answer also will be different if you ask again in two month. But we tried anyhow:
"What is the right ICT equipment and can we ensure forward"?
We enriched each other with experiences - both positive and the more cumbersome in hope of being able to support each other in terms of both hardware and software. This month's focus may not be results that can be use here and now but may prove usable to us in the long run and particularly in the further work with our exciting project
Christmas time and
Once again we succeeded in making teaching in new and useful ways. This month our focus inspired our colleagues to use different online (and free) portals. The curiosity and the ingenuity has been the dominant factor and the decribed procedures can be seen right here. Please feel free to use all of the good ideas and happy New Year
First result is now ready!
In October 2017 we discussed and shared information and facts about how to make teaching more exciting and varied when using ICT? We shared information about the ICT software we use and also shared advantages and disadvantages of each software.
We also placed the software according to Bloom's Digital Taxonomy. In this context it is possible to see that the different software is located in different areas of the taxonomy while some software can be used at all levels.
It is also clear that there is a big difference in the price level of the various ICT programs. Many programs are free and are nevertheless quality at a high level. The most expensive ICT program, which is mentioned in our overview, costs 3000 euros / year
The sharing of this knowledge will from now on act as a basis for future activities.
Please have a look at our work right here
The results from are now ready
One conclusion for the work this month may be summarized as one of the Norwegian children commented:
- I thought the teacher knew everything - but this time I could learn my teacher something.
The experience with the Pixlr image online software has been many and really good and constructive...... Read a summery of our work this monthe right here.
Have a look at our great work and all the detailed results and experiences
This month we focused on the free online tool Pixlr.
Pixlr is a cloud-based set of image tools and utilities, including a number of photo editors, a screen grabber browser extension, and a photo sharing service. It can be used on PCs, on smartphones or tablets using a mobile app
“Before we can understand a concept we have to remember it
Before we can apply the concept we must understand it
Before we analyse it we must be able to apply it
Before we can evaluate its impact we must have analysed it
Before we can create we must have remembered, understood, applied, analysed, and evaluated”.