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INCORPORATING DIGITAL TECHNOLOGIES INTO OUR ENGLISH CLASSES.
PARTICIPANTS
● Amaia Urruzmendi Axular / EHI ● Diana Lindsay EHI ● Oihan Odriozola EHI
● Arantza Agirre Kurutziaga ● Naiara Agirrezabalaga Udarregi ● Leire Alkain Zubi Zaharra ● Maria Isabel Alvarez Irura ● Ainhoa Amenabar Kurutziaga ● Mari Tere Artetxe Eleizalde ● AnaArtieda Labiaga ● Irati Barrenetxea Kirikiño ● Maitane Davila Arizmendi ● Zuriñe Diez Aita
Larramendi ● Itziar Elejalde Argia ● Gorane Gonzalez Elgoibar ● Ainhoa Iturzaeta Udarregi
● Judith Laka Kirikiño ● Iera Larrañaga Elgoibar ● Tere Larreina Zubi Zahar ● Aloña Mendizabal Udarregi ● Mikel Navarro Argia ● Ainhoa Pastor Eguzkibegi ● Inma Regil Anoeta ● Nuria Revuelta Elgoibar ● Izaskun Salazar Paz de Ziganda ● Maialen Santa Cruz Aita Larramendi ● Isa Torres Beltran Eleizalde ● Amaia Ugalde Orio ● Miren Jone Urrutia Arizmendi ● Arantxa Zufiaurre Zubimusu
HOMEWORK
Participants filled in a questionnaire to familiarise them with notion of digital competences and give the seminar organisers a quick diagnostic view of participants digital confidence, levels and experience. (See Questionnaire and Questionnaire results )
WARMER / INTRODUCTIONS
We used a student responsive system Socrative to get the session started. Participants, individually or in pairs, used their smartphones to give us some personal news which was
shared on the screen. In this way we had a quick update of marriages, courses, children
grandchildren, trips, new cars, the weather, state of the roads etc!
INCORPORATING DIGITAL TECHNOLOGIES INTO OUR ENGLISH CLASSES.
PLAN OF THE SESSION The aim of the session was twofold:
1. Digital competences
o Ours
o Our pupils’
2. Digital Eleanitz
o Digitalisation of materials
o Useful applications
DIGITAL COMPETENCES 1. Our own ‐ From the questionnaire, it was clear that participants felt fairly competent about their
own digital competences but less confident in helping pupils develop theirs.
‐ Digital competences are divided into 5 areas in the European framework.
● Information ● Communication ● Content creation ● Safety ● Problem solving
‐ We looked at ‘can do’ descriptors of three levels of each competence and decided more
or less where we would place ourselves.
‐ There is a very thorough online self‐assessment of teacher digital competences Ikanos
along with a digital map.
2. Our pupils’ The same framework of competences is used for the pupils but our ICT team are
formulating the exit level for LH.
In the new curriculum, ICT skills are developed across the curriculum, in all subjects. this
means that all teachers are ICT teachers.
We looked at some examples to see how the development of students’ ICT skills are
embedded in subject areas.
‐ e.g. Use of drive for storing, communicating and creating information: making an
individual copy of documents, tables, charts etc. to work on.
The platform is still in an experimental stage for LH 6, but you can get a good idea of the
distribution of ICT contents in different subject areas at IKT.ekigunea
Amaia Urruzmendi / Diana Lindsay ‐ 19th February 2016
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INCORPORATING DIGITAL TECHNOLOGIES INTO OUR ENGLISH CLASSES.
TRAINING IN ICT SKILLS There are a lot of useful video tutorials. We would highlight:
1. ikt.ekigunea (in Euskara)
2. Russell Stannard’s Teacher Training Videos. He gives very clear instructions about how to obtain and use the most popular application in education at the moment. (in
English)
DIGITAL ELEANITZ 1. Digitalisation of materials We saw the possibilities offered by the digital platform for the future LMH eki materials
to store audios, videos, teacher’s materials, pupil’s worksheets etc.
In the meantime, what are we doing with Eleanitz materials?
Amaia Urruzmendi / Diana Lindsay ‐ 19th February 2016
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INCORPORATING DIGITAL TECHNOLOGIES INTO OUR ENGLISH CLASSES.
Use www.eleanitz.org for:
Audios o H & L o Story Projects o The Explorers
Videos o H & L: story pictures (Listening to the story) o Story Projects: Telling the story / Listening to the story (Long versions to
be added soon) o The Explorers: final tasks
Others: o Ppts (Hocus and Lotus 2) o Riddle, quiz (AAU) o Sandwich models (Apprentice chef) o Poem, key to the castle ppt (Horror) o Writing and feedback RUBRIC (Horror)
Write to Loraine Lekuona ([email protected]) to get an individual password.
2. Sharing tools We looked at some programmes colleagues had highlighted:
Amaia Urruzmendi / Diana Lindsay ‐ 19th February 2016
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INCORPORATING DIGITAL TECHNOLOGIES INTO OUR ENGLISH CLASSES.
● For quizzes: Kahoot and Quizlet ● For comics: Makebeliefs and Playcomic and Pixton ● For simple voice recording: Vocaroo
Amaia shows different tools and how she uses them with different age groups and other
colleagues added alternatives:
● For vocabulary: Bitsboard (Mac) ● For visual presentations with added audio: Adobe voice (Mac) or Photostory 3 (for
Windows) ● For programming: Scratch ● For posters: Google drawing and Glogster and Canva ● For stories: Storybird or Storyjumper ● For magazines: Lucidpress or madmagz
Other current Top ICT tools for learning can be found at Top 100 tools
Nuria shared a list of tools appropriate to use with Chromebooks or online.
3. Problems and solutions Some teachers mentioned the problems of lack of ICT equipment in schools. Oihan
explained that the current thinking was gradually for parents to buy and maintain IT
equipment e.g. Chromebooks in DBH, and for the school to provide decent Wifi etc.
Amaia suggested that the schools should provide some tablets/ipads for younger
learners which can be shared and easily handled and for all pupils in Primary to create
multimedia works or productions.
SESSION ROUND UP We finished a little dizzy from so many ICT programmes and possibilities, but after reflecting on what we’d seen, we decided that the ICT applications we would like to look into further or try out in class:
We used AnswerGarden to collect our feedback. KAHOOT was the winner!
Amaia Urruzmendi / Diana Lindsay ‐ 19th February 2016
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