Embed Size (px)
Citation preview
Fundamental Research Project oriented. Call 2010 I + D + I "collaborative learning through ICT in the context of
school 2.0" (Ref. EDU2011-28071)
EDUCATIONAL EXPERIENCE OF COLLABORATIVE
WORK WITH MOBILE DEVICES IN PRIMARY
EDUCATION
Iglesias, A.; García-Riaza, B.; Sánchez, MªC. & Blanco, F.([email protected] / [email protected] /[email protected] /
October, 7-9, 2015
Technological Ecosystems for Enhancing Multiculturality TEEM'15
Fundamental Research Project oriented. Call 2010 I + D + I "collaborative learning through ICT in the context of
school 2.0" (Ref. EDU2011-28071)
INTRODUCTION
Project work + collaborative learning + integration of
digital technologies = major challenges of educational
innovation today.
Benefit from the advantages of:
Collaborative learning processes
The potential of digital tools to motivate students
The importance of generic skills such as the ability to
search and selection of information, organization, work
autonomous and troubleshooting.
Technological Ecosystems for Enhancing Multiculturality TEEM'15
Fundamental Research Project oriented. Call 2010 I + D + I "collaborative learning through ICT in the context of
school 2.0" (Ref. EDU2011-28071)
INTRODUCTION
Study of a real case developed with a renowned ICT
Level 5 school in Spain, in which these new lines of
work are combined.
We have taken into consideration:
the reflections of teachers throughout the development of
the project
observations by researchers
student opinion on the methodology and the learning
achieved
Technological Ecosystems for Enhancing Multiculturality TEEM'15
Fundamental Research Project oriented. Call 2010 I + D + I "collaborative learning through ICT in the context of
school 2.0" (Ref. EDU2011-28071)
PURPOSE OF THE RESEARCH
Evaluate models of collaborative work using ICTs
through an experience carried out in a public school
with a long history of Integrating ICTs, and which has
the highest recognition (Level 5) from the Education
Council in Castille and Leon.
Technological Ecosystems for Enhancing Multiculturality TEEM'15
Fundamental Research Project oriented. Call 2010 I + D + I "collaborative learning through ICT in the context of
school 2.0" (Ref. EDU2011-28071)
INTEGRATION OF ICTS IN PRIMARY EDUCATION SCHOOLS
ICT lost the adjective of new a while ago, and although
they should be an item of daily use in all schools, the
reality is that it all depends on the economic, material
and personnel resources’ management.
However, there is one issue that is clear nowadays:
Technological Competence concerns all areas and
all teachers.
Technological Ecosystems for Enhancing Multiculturality TEEM'15
Fundamental Research Project oriented. Call 2010 I + D + I "collaborative learning through ICT in the context of
school 2.0" (Ref. EDU2011-28071)
Technologicalresources
A maintenance system that ensures
coordination and operational resources
Implement a sufficient and adequate
resources’ bank for the levels of the center
Commitment and leadership of the
management team and support of the
educational community
Teacher training in digital didactics
Technological Ecosystems for Enhancing Multiculturality TEEM'15
Ways to
integrate ICT in
schools(Marqués, 2005)
Th
e C
EIP
Alm
an
zo
ra
de
qu
ate
ly m
ee
t th
es
e f
ive
re
qu
ire
me
nts
Fundamental Research Project oriented. Call 2010 I + D + I "collaborative learning through ICT in the context of
school 2.0" (Ref. EDU2011-28071)
Technological Ecosystems for Enhancing Multiculturality TEEM'15
Computerroom
Classcomputer
Digital board
Mobile rooms
Personal computer
INTEGRATION OF ICT IN CEIP ALMANZOR. TOWARDS A NEW PARADIGM
The integration of ICTs has been gradually incorporating each of the new phases of
integration, based on the best experiences of the previous phase
The center is in a process of change that is reflected in the evolution of terminology:
It started adapting the e-learning to school, to soften the b-learning up to the present
time with the U-learning and m-learning.
CASE STUDY“SCHOOL DETECTIVES: THE MYSTERY OF THE STONE LION”
Technological Ecosystems for Enhancing Multiculturality TEEM'15
Fundamental Research Project oriented. Call 2010 I + D + I "collaborative learning through ICT in the context of
school 2.0" (Ref. EDU2011-28071)
Fundamental Research Project oriented. Call 2010 I + D + I "collaborative learning through ICT in the context of
school 2.0" (Ref. EDU2011-28071)
PARTICIPATE
2 Classes
5º PE
Group A:
19 students
Group B:
18 students
3 teachers
2 tutors
1 TIC teacher
Technological Ecosystems for Enhancing Multiculturality TEEM'15
CASE INTRODUCTION
Technological Ecosystems for Enhancing Multiculturality TEEM'15
Purpose of work: using different technological means to promote the love for
reading through solving a mystery using different apps for the production of
contents iMovie (video editing), Design Strip (for comics), and QR-Scanner Layar
(activities of virtual reality) and the development of a blog
Map of the processes used in the dif¡gital board to present the proposal to the students
Fundamental Research Project oriented. Call 2010 I + D + I "collaborative learning through ICT in the context of
school 2.0" (Ref. EDU2011-28071)
OBJECTIVESWith regard to the content and training models of cooperative and collaborative work
Meaningful access to cultural content, integrating the curricular areas of
Language, Science and s and Crafts.
Participate in a cooperative and collaborative work, being able, departing from
the proposal of each chapter, to search and select information stored in digital
format, prepare documents and papers, incorporate their own productions and
present and disseminate them through several channels.
Assume different roles within the group, assessing the importance of
accountability on the results obtained by the group
Use the resources of the school library knowledge books, magazines, etc.
Technological Ecosystems for Enhancing Multiculturality TEEM'15
Fundamental Research Project oriented. Call 2010 I + D + I "collaborative learning through ICT in the context of
school 2.0" (Ref. EDU2011-28071)
OBJECTIVESRegarding the ICT competence
Experience the reading practice in digital form.
Consolidate the basics of operating a digital reader, library access, opening an
e-book, browsing the book, using the index dictionary.
Use the communication tools of the Virtual Classroom to meet the needs of
teamwork: exchange of information and documents, workflow between school
and home computer, etc.
Deepen in the use of applications installed on their mini-notebook: Word,
PowerPoint, Paint.net, ...
Appreciate the potential of ICTs as tools for performing tasks in groups.
Technological Ecosystems for Enhancing Multiculturality TEEM'15
Fundamental Research Project oriented. Call 2010 I + D + I "collaborative learning through ICT in the context of
school 2.0" (Ref. EDU2011-28071)
OBJECTIVESRegarding the ICT competence
Get started in the use digital tablets: operating system, applications, camera
and video usage, navigation and information access.
Explore the possibilities of some Apps for content production: iMovie video
editing; Desing Strip to make comics, and Qr-Scanner and Layar for activities
entailing virtual reality.
Get started using the blog as a tool for publishing and disseminating school
work
Technological Ecosystems for Enhancing Multiculturality TEEM'15
Fundamental Research Project oriented. Call 2010 I + D + I "collaborative learning through ICT in the context of
school 2.0" (Ref. EDU2011-28071)
METODOLOGY
The methodology is based on the principles of mixed
approaches with predominance of the CUAL-cuan
methodology and using the case study method.
Technological Ecosystems for Enhancing Multiculturality TEEM'15
Fundamental Research Project oriented. Call 2010 I + D + I "collaborative learning through ICT in the context of
school 2.0" (Ref. EDU2011-28071)
•Long temporal sequence
•January – April (5 didactic units)Timing
•8 Basic competences (according to LOE)
•Interdisciplinary work: Language (reading and writing), CONO, mathematics and arts and crafts
Contentsworked
•Regular classrooms and school library
•Walkways, patios, other classrooms (to play track search), salt and reprographic materials (scanning) and the principal's office (group work)
•Laptops for the teacher and children
•20 Kindle digital readers; 7 Ipads and virtual classroom of each class
Resourcesand spaces
Technological Ecosystems for Enhancing Multiculturality TEEM'15
ACTIVITIES SAMPLESPerformed by students of 5th year of Primary Education
Technological Ecosystems for Enhancing Multiculturality TEEM'15
Fundamental Research Project oriented. Call 2010 I + D + I "collaborative learning through ICT in the context of
school 2.0" (Ref. EDU2011-28071)
Technological Ecosystems for Enhancing Multiculturality TEEM'15
Making a digital mural (Glogster) that inaugurates the College Blog
Fundamental Research Project oriented. Call 2010 I + D + I "collaborative learning through ICT in the context of
school 2.0" (Ref. EDU2011-28071)
Technological Ecosystems for Enhancing Multiculturality TEEM'15
School detective card
Students receive in your email the virtual
classroom, once your group has finished its
part of the mural, developed a template for
your driver's detective. To achieve this, they
have to work with PowerPoint or Paint.Net,
take a picture with the webcam, crop.
They have to generate their first QR code.
When they complete their license, following
all the instructions, they send it by internal
mail and receive a printed and laminated
copy. (Is a cooperative activity: Pupils with
difficulties can seek the help of colleagues).
Fundamental Research Project oriented. Call 2010 I + D + I "collaborative learning through ICT in the context of
school 2.0" (Ref. EDU2011-28071)
Technological Ecosystems for Enhancing Multiculturality TEEM'15
Limerik publication produced in the blog created once scanned and
trimmed
Fundamental Research Project oriented. Call 2010 I + D + I "collaborative learning through ICT in the context of
school 2.0" (Ref. EDU2011-28071)
Technological Ecosystems for Enhancing Multiculturality TEEM'15
Exhibition of the work of the group with the PDI
Fundamental Research Project oriented. Call 2010 I + D + I "collaborative learning through ICT in the context of
school 2.0" (Ref. EDU2011-28071)
Technological Ecosystems for Enhancing Multiculturality TEEM'15
Working with Imovie and Strip-Designer
Digital content creation with the IPAD.
Materials generated for the legends were used to enter the editing work with tablets. Each
group selects one of the legends, not necessarily theirs, loading scanned images in their
Ipad and creating the story in the form of a comic (strip-Designer application) or a video
(iMovie). Prior to this, a session is devoted to handling Apps and, exceeding our
expectations, some groups did both.
Fundamental Research Project oriented. Call 2010 I + D + I "collaborative learning through ICT in the context of
school 2.0" (Ref. EDU2011-28071)
Technological Ecosystems for Enhancing Multiculturality TEEM'15
Agency Diploma Virtual reality test
Detectives in action
Fundamental Research Project oriented. Call 2010 I + D + I "collaborative learning through ICT in the context of
school 2.0" (Ref. EDU2011-28071)
CONCLUSIONS In this case, the evaluation has a transversal character.
Its programming includes no specific evaluation
process with respect to participating students but the
evaluation of the experience.
Its development has contributed to the acquisition of
the contents of the different areas
Technological Ecosystems for Enhancing Multiculturality TEEM'15
Fundamental Research Project oriented. Call 2010 I + D + I "collaborative learning through ICT in the context of
school 2.0" (Ref. EDU2011-28071)
CONCLUSIONS In none of the courses the regular model of assessment has
not been fully nor partially replaced, making special
emphasis on the results of the activities carried out.
The CEIP Almanzor has established that the evaluation tests
are coordinated between subjects and the qualifying criteria
set the percentage of weight of the different assessment
tools. The written tests usually have the highest weight.
This should not be a problem if the test is raised by skills
such as we have presented.
Technological Ecosystems for Enhancing Multiculturality TEEM'15
Fundamental Research Project oriented. Call 2010 I + D + I "collaborative learning through ICT in the context of
school 2.0" (Ref. EDU2011-28071)
CONCLUSIONS We can say that the experience has influenced very
positively in improving pupil performance and the acquisitionof basic skills.
The analysis of the results indicates that participants haveimproved their classes in Language and Science fromprevious courses.
The methodology used very favorably impacts on studentoutcomes and appears as a factor for improvement.
The results of the questionnaires and analysis of materialsindicate that the experience has been very positive and hasreached a high degree the objectives sought.
Technological Ecosystems for Enhancing Multiculturality TEEM'15
Fundamental Research Project oriented. Call 2010 I + D + I "collaborative learning through ICT in the context of
school 2.0" (Ref. EDU2011-28071)
Technological Ecosystems for Enhancing Multiculturality TEEM'15
Fundamental Research Project oriented. Call 2010 I + D + I "collaborative learning through ICT in the context of
school 2.0" (Ref. EDU2011-28071)
EDUCATIONAL EXPERIENCE OF COLLABORATIVE
WORK WITH MOBILE DEVICES IN PRIMARY
EDUCATION
Iglesias, A.; García, B.; Sánchez, MªC. & Blanco, F.([email protected] / [email protected] /[email protected] /
October, 7-9, 2015
Technological Ecosystems for Enhancing Multiculturality TEEM'15
