Teaching today
my personal experience

Hi everybody! My name is Arianna. I'm keen on technology, which I have long been trying to implement in my teaching practice. Let's start our journey together with a picture I adore ... it just gives the idea of my job ...

students today

I would like to introduce tablets in my classroom basically to make my students become active learners. I would like them to use technology instead of me. Tablets can help them personalise their learning paths and develop HOTS skills through collaborative tasks.

My basic idea is that "If I cannot beat them, I will make friends"... with their smartphones (lol!). So we have started using my students' cell-phones also for teaching and learning purposes in the classroom. Mobile devices in general are more flexible and offer inbuilt options like videocam recording, text-to-speech, Internet access, etc.

We use smartphones in class for researching information, flipped classroom and in-class-flipped learning through videos and websites, collaboratively tasks for creating content on Padlet, Edmodo and other apps as well as for tests, simulations, webquests, groupwork, video storytelling, etc.

If students are already familiar with these devices and use them as soon as they step out of school, why not exploit their potential also in class?

I think that the short video below summarizes better than thousand words how today's students feel when they are still addressed to as if they were "mere pitchers to be filled up with facts, facts, facts"! (cit. from Charles Dickens' Hard Times)

teaching in the 21st century

"We as teachers need to reflect on the way we are teaching if we really want to innovate the way we teach!"

The video below - though somewhat dated - still remains visionary and powerful for inspiring teachers!! I love it!

the added benefit of technology

As a teacher, I realize that web 2.0 tools are contributing to changing the focus of my teaching practice.

Although tablets have been around for just a few years, they have already become an important tool to change education forever.

In few short years the number of tablets personally owned by students have more than doubled, but they are still banned from the majority of schools. Most students have used smartphones for years, so that tablets are the natural next step for them.

  • I would use tablets - as wells as laptops, chromebooks or any mobile device - to carry out collaborative tasks. There are plenty of powerful tools for teaching and learning that foster collaboration, critical thinking, communication, creativity, personal responsibility and independence, and which I cannot use at the moment without the flexibility that only tablets can ensure.
  • Tablets facilitate learning because they empower the user and help active learning. See the Cone of Learning below.
  • I would also exploit the versatility of tablets for more formative assessment with tools like Kahoot or Socrative, instant messaging and feedback.
  • By putting these devices in the hands of students, we can grab hold of their interest, interact with content on a more personalized level, and monitor real-time learning.

quick changes

"We aren't preparing our students for today, but for tomorrow!"

The video below shows how the world has changed in less than 25 years! Did you know?

apps for teaching

learning management systems

The choice of a learning management system - like Edmodo or Moodle - is essential for the efficient introduction of technology in class. I warmly recommend it to my colleagues.

I see the technical requirements related to WiFi connectivity, the downloading of apps and the syncronisation and recharging of all devices in class as a relevant issue, for which I might need the support of some expert. I would also appreciate the availability at school of an instructional designer or at least of a helpdesk for troubleshooting. I would definitely go with the suggestion provided in the videos of identifying for each class at least two students who are already tech-savvy and could tutor the others in the use of tablets.

Edmodo is awesome

Oh yes! I am an Edmodo fan!

Edmodo is available also as an App, so that Students receive a notification on their Smartphones or an email on their PC anytime there are new posts on Edmodo.

There are plenty of videotutorials available on YouTube also in other languages.

Being a teacher of English as a foreign language I have used Edmodo first of all to facilitate communication in English with me and other classmates. It's fun and easy.

I often post a question or a picture and ask students to comment on it. Or else I ask my Ss to take a picture and post it on Edmodo.

Edmodo is first of all a microblogging platform.

I constantly use Edmodo also to share media, assign and correct homework, carry out polls and for online testing. We have also used it for peer-reviewing (before I mark a composition, essay or whatever, a classmate should reply attaching his own revision of the assignment and gets extra points).

Edmodo is multi-layered

What is great about Edmodo is that the more you use it, the more you discover new possible uses of it. It is indeed a multi-layer LMS. Lately, I have increased the use of badges which I assign students as positive feedback on particular occasions or special efforts in class (Critical Thinker! Great Communicator! Great Presenter! Brilliant tutor of classmates! Inspired writer! etc.) There are so many badges available that can be adapted to our needs! My Students love them!

In the future I would like to carry out projects on Edmodo, by creating minigroups with other classes from other schools and beyond classroom walls, for shared projects, book reviews, Skype Misteries, etc.

Finally, the communities of teachers on Edmodo are awesome! I have learnt so much from them! There are communities for nearly all subjects and we share ideas, contribute materials and find new connections with teachers.

Last but not least, Edmodo is constantly growing!

Internet safety & Cyberethics

Thanks to Chiara Spalatro's LD I have further reflected on the importance of making our kids aware of the risks of cyberbulling and privacy.

The video that Chiara has pinned on her Padlet is awesome! Straightforward and very efficient! Congrats to her students who have made it.

personalised learning

We urgently need to innovate and adapt our schools to the actual needs and expectations of our students. In few words, technology can help us teach 21st century skills and facilitate 'learning by doing' and project-based learning. Schools in my country have laid behind in these years and teachers need to see with their own eyes how technology can make our working in class more motivating and rewarding, not only for students but also for us. I think that a strong point to persuade skeptical parents and colleagues would be to explain that technology empowers the users. By introducing tablets in the classroom our main aim should be that of making our learners become more independent and personalize their learning. I love the Infographic below about Personalised Learning:

content creation

Learning by doing is another fundamental key to efficient longterm learning. It needs well-thought out modelling, planning and scaffolding by the teacher. I envisage some difficulties in that: often kids want to start doing videos or other multimedia products without any planning at all. Sometimes they feel frustrated when the teacher poses limits to their goals or resent negative feedback from their peers in the group. The suggested two steps prior to creating, i.e. "Explore" and "Map" are essential to ensure good collaboration in the classroom before proceeding on with "Make".

"Ask" and "Remake" are the two phases which are possibly the most formative for the students, whereby they need to reflect on what they have done so far and ask for help from teacher, other students or an external expert.

"Present" is what the kids always look forward the most. It is like the premiere to a show in a theatre: the spotlights are on the students, who can show what they have learnt and produced using their self-created knowledge. That's true competence!

I think this checklist to validate lesson plans for content creation by the University of Minho, (Portugal) could prove very useful for learning design. I'll definitely study it more thoroughly.

Here is a model for content creation

learning scenarios

Yes, I have tried to use Learning Scenarios with my students.

And I found a great example on the web by a super teacher! She says "This year for example we have made all together a virtual map of London as final output of our learning about the English capital. My main objective here was to bring my pupils to improve their speaking skills, both in terms of pronuciation, fluency and oracy.

First we got organised in groups and searched for information on the basis of a webquest. Information was analysed and put together on a Padlet. Then kids decided which attraction they wanted to present. We used Tellagami - an App that they could download on their smartphones for free and which allows the creation of a speaking avatar.

Their individual videos were then uploaded on a Thinglink that you can view below. (just click on each icon to watch and listen).

(Click on the Book icon at the bottom of the map, if you want to view their Padlet also)."

another great example is this ... "Powtoon. This is really an awesome tool for creating animated videos and presentations, which unfortunately does not work well on IOS because it requires Adobe Flashplayer. I launched the invitation by presenting my own animated video, accompanied by a videotutorial on how to use Powtoon."

how to use the content creation scenario

I am spotlighting here the list of apps that are suggested in relation to the seven stages of a learning scenario:

DREAM: TeamUp - Padlet - Lino-it - Reflex - FolioFor.me

EXPLORE: Evernote - Diigo - Google Calendar - Asana - Tackk

MAP: Mindmup - Popplet

MAKE: WeVideo - Loopster - Prezi - Snap (alternative to Scratch)

ASK: EasyPolls - Classdojo

human revolution

Recently I have come across a presentation on the importance of being Media Literate in our times. It does not merely mean being able to Read&Write! It has to do withliberty and democracy!

Teaching critical thinking, communication, problem solving, responsibility, creativity,etc. do foster CITIZENSHIP! After all, shouldn't this be the ultimate goal of education?

As teachers, we might need to reflect also on this!

So, let's think outside the box!I also found this video on uTube promoting Wakelet, a new tool for content curation, that an Italian colleague Gianfranco Marini suggested. Internet works through browsers andsearch engines, which rely on artificial intelligence. They call it: human revolution, meaning that Internet users should be in control of what is now available on the net. Quite inspiring!

collaborative work

I see Collaboration as a major challenge in our Italian schools, where trasmissive models are still primarily used for teaching. We teachers are the first who need to learn collaboration skills!!!

My students love working in groups! They say that what they learn doubles if they can do it in a cooperative way. Truth is, however, that they do not know how to collaborate efficiently because they lack practice! "Collaboration is a skill that needs to be learnt and that requires a lot of planning by the teacher".

I have found out at times that nobody has ever taught them how to do it! Teachers in secondary schools (A levels) often prefer more academic teaching and regard groupwork as appropriate for primary schools or too time-consuming. How sad!

The point is that when you come into a class like this, and you want your students to work in teams, they often tend to assign themselves tasks and insist on working on their own. It has taken a lot of energy, and even more time, to persuade my students that working in groups does not only mean distributing tasks. They need to learn how to share knowledge and resources with peers and how to switch from individual to teamwork.

Collaborative learning supports communication skills, inter-personal skills, collective problem-solving skills, cooperation, teamwork and leadership. Tasks and responsibilities must be shared among all members of the group.

Another big challenge is that learning spaces in Italian schools are very traditional, with students sitting in rows in front of the teacher. I always rotate classrooms, so that it is difficult to arrange for more efficient layouts.

I have been using some collaborative tools for brainstorming like Padlet, Tricider, Powerleague, Stickymoose. I have also used Google Drive for collaborative writing, but it was difficult because we do not have enough technology at school.

I often use Edmodo as a collaborative platform and ask my students to post links, texts. etc. as well as for peer reviewing. It worked very well. Titanpad is another great tool which I have used with decent results.

How do you form groups of students for group work and why do you take this approach?

I usually let students free to team up, above all at the beginning of the schoolyear. Sometimes I try to form mixed-ability groups, especially with junior students, so thatpeer learning becomes easier. I also assign roles (moderator, presenter, reporter, etc.) I prefer having students work in small groups (3 or 4 max.). If groups are too big, students tend to get off track more easily.

Another good tip is to form groups according to similar learning styles and to limit the number of team members, so as to avoid inactivity by some in the group.

Next time we do workgroup in class, I'll try the tool that Cristina Nicolaita suggested on a course Padlet. I have already set it up with my students' names! Random item/person selector is also nice! TeamUp definitely deserves a try.

Although I have not had much chance to use technology-based collaborative work, I should say that engaging activies are on the whole well received by students and contribute to improving their overall motivation und productivity. This is a Tricider a super teacher used in class to trigger discussion on school issues. This class was new to her and students were not confident enough to speak in English. Tricider proved an excellent ice-breaker and braistorming platform, after which students had to write an essay on school issues.

How do you keep your students focused and on track during collaborative projects?
How do you ensure all students contribute to the task?

The first ingredient to keep students focused on collaborative learning probably depends on the choices initially made by the teacher. It is essential to choose collaborative activities that require the help of all team partners.

I believe that one key point to the success of teamwork in class is that general goals should be split in various minor tasks to be carried out and then integrated in the learning process. The production of a creative artifact (video, presentation, etc) as final outcome of teamwork is highly appreciated by the students. This can also be done collaboratively as a whole class.

Students need to know what their final goal should be. Likewise, knowing the possible target for their presentations increases not only their motivation but also their responsibility towards the other group members. As such, I believe that Project-based Learning and eTwinning projects can motivate students and offer great opportunities of collaboration even beyond classroom walls and with other countries.

Time limit is also essential: students tend to drift away from work and indulge in too long discussions before they agree on a project schedule. To ensure a fair distribution of tasks and deadlines we have sometimes used an online tool for scheduling to-do-activities like Trello or Scrumy (here is an example:http://scrumy.com/passed55leaping).

Each student should be responsible for a specific part of the project, which must be properly carried out to ensure group performance. The initial phase of research can be guided by the teacher through webquests.

To ensure that all students collaborate to the same project, technology can help. There are tools which show the amount of collaborative work done by each student, like Titanpad, PBworks, Google Docs, etc.

Possible pitfalls of groupwork conducted in class are that:

  • Students might lose track of time and will have to finish activities for homework. Assigning the role of moderator or challenger could be a good solution.
  • Sometimes, it happens that some members of the group do most of the work, while others tend to skip obligations. Responsibility could be encouraged also by assigning students the role of mediator/coordinator in case of conflict.
  • Giving students continuous feedback through Edmodo has proved very useful in my experience. I ask students to post right from the beginning the link to their multimedia project, so that all others including me can follow their work in progress.
  • To avoid distraction in class, certain apps should be blocked. Students should also be informed that while teacher or other classmates are speaking or presenting, tablets and smartphones must be laid down on their desks.
  • One more challenge could concern students' mixed abilities and the participation in the group of students with special needs. Tablets could be useful in this case, since they allow personalisation and differentiation of learning processes. Students with disabilities, who usually tend to be neglected in class, can do well in teamwork especially in the role of "journalists", "investigators" or "photographers".

a collaborative project

I have had some great experiences of collaborative learning with my students. Last year, for example, we carried out a project all together on Samuel Beckett, soon after he had died. The topic was suggested by my 13th-year students, who wanted to learn more about this great man of our modern times.

They first watched videos and read articles from the press in Flipped mode. Later they worked in groups and created a Prezi presentation. Each group developed one slide in collaboratively: Prezi allows in fact to send out invitations up to 10 people who can then simultaneosly work on the same presentation. It has been one of the most rewarding teaching experiences of my career.

All students worked hard. Some had technical issues and were late in turning in, but all in all everything worked smoothly. Their presentation was even published on the school website.

what strategies have you used to assess group work?

I must admit that this is an area in which I need to develop better strategies. I have not dared to experiment innovative ways to assess students. Consequently, I tend to evaluate only their final outcome, often through traditional oral tests or presentations.

So far I have not employed rubrics for assessing collaborative work, although I often use rubrics for presentations and peer-reviews. I always encourage students to self- and peer evaluate themselves both as a group and as individuals. On-progress formative assessment is however another point I need to better integrate in class.

I agree that each student should be responsible for a specific part of the project, which must be properly carried out to ensure group performance. Sometimes, I assess microtasks along the way for example through crosswords, quizzes, gapfilling, etc.

To ensure that students are evaluated also according to the amount of work that they have done, technology can help. There are tools that highlight by means of different colours the amount of collaborative work done by each student, like Titanpad, PBworks, etc. I intend to implement them more often in the future.

The main challenges that I envisage regard equity of evalutation. If some students have worked more than others or have coordinated the team, their efforts should receive adequate attention by the teacher. So far I have used Edmodo Badges to award recognition for their work and have considered their attitude and behaviour in class for conduct assessment.

So far I have used Google.docs and created a spreadsheet for assessing various tasks. I have recently tried OnlineRubric, an AddOn application for Google.doc that can be used also to send feedback by email to students. Here is a videotutorial

I will also give a try to Rubistar, a specific tool for creating rubrics that several colleagues have recommended on Padlet.

learning styles of our students

My students are not aware of their learning styles.

As for teachers, too often do we issue personalised learning styles only when there are problems on the agenda regarding students with special needs. I think that at least as much energy should be devoted also to talented kids in mixed-ability classrooms and fast learners, who often get bored to death during transmissive instruction. Tablets are probably the best way today available to differentiate learning also in this respect.

We all learn in different ways. Often we change our learning style also according to the type of activities that must be done or even the way we felI on that day. I therefore agree that it is important to identify the different types of learners in class and that it is not enough to simply ask the students. They might not be aware of how they best learn. Some colleagues have posted links to questionnaires that they often use to assess students' learning styles. I'll study them in more detail.

Laura Cimetta from Italy contributed a questionnaire from Edutopia. Thank you Laura.

Stavrula Lada from Greece has pinned several questionnaires. This one from How to Learn looks interesting and quick to do. Thank you Stavrula.

The following infographic about Learning Styles was contributed on a Padlet by Janja from Slovenia. Thank you Janja.

I have tried to reflect on my own teaching practice, in order to identify the areas in which my students often have issues in learning. One of these is for sure vocabulary. Some students do not spend any time at all in learning new vocabulary, because they are aural and pick up sound and meaning very easily. Others need to struggle more and find great help in drawing up mind maps and flashcards. Few say they will never be able to remember so many new words by heart. And this is true until learning remains standardised.

On the whole, I try to encourage above all junior students to reflect on the way they learn. Especially after some particularly demanding experience, I ask my students to jot down anonymously just a few sentences to describe what they found particularly difficult and how we might have done it in a more efficient way. Lately, I have done it also through Edmodo polls, but it was not the same! I have experienced that teenagers find it awkward to explain their problems in class and, sometimes, prefer keeping their difficulties for themselves instead of asking. Social learning through groupwork and peer-tutoring are however well received by all students.

Considering the way I personally prefer to learn (visual-auditory), I have been trying to differentiate the range of activities through which my students can learn. Sometimes I leave them free to choose which one best suits their learning style. This requires a lot of planning and designing on the side of the teacher, but it is generally very appreciated by the students. So, the same topic could be studied on written texts (textbooks, newspaper articles, websites, etc.), through videos, podcasts, mind maps and infographics. Sometimes, I present my students a Blendspace of different materials, which can be studied in a blended mode (part in class, part for homework). Again, our learning platform serves us perfectly also in that, since it allows students to independently access information on line. Without Edmodo as a central store of resources, I would not be able to differentiate learning at all.

Personalised learning, in my opinion, requires above all 1:1 contact between student and teacher. More than Apps and cutting edge devices, our kids need to know that there is an adult in class who is listening and watching over their progress. Edmodo or any other instant messaging platform can help the teacher break through that frequent wall of indifference and mistrust that is common to many teenagers of our times. Teacher's early feedback through posts and comments or personal interviews can make a big difference in the learning process of a child.

Personalised Learning should not be the exception, but the rule!

Unfortunately, this is often not feasible in our schools: too many kids per classroom, not enough technology; too many classes, little collaboration among colleagues. In an ideal setting, I would like to have face-to-face interviews with each student and his/her parents sitting behind to set down short- and mid-term goals for each of them. I am confident that this would result in higher motivation and better school results.

I also dream of a school in which students will one day be free to study what they prefer according to their best talents and capacities, in mixed-aged classes with no barriers or too rigidly scheduled timetables. This might still be too visionary for Italian schools but already exists in other countries! Here is a video about a Danish school: Hellerup.

the flipped classroom

Student-centred learning requires new definition of student's and teacher's roles. "Liberating the student" can be facilitated with the use of tablets, since the learners are free to find and research information on their own.

An English school has chosen ePace, Aurasma and Edmodo as main tools to foster independent learning. As one of the teacher reports, "students have become more self-confident and less likely to lift up their hands asking for help. [...] Kids flourish and improve"! ... Wow!

Allowing students to find information on their own and above all at their own pace can liberate more time in class for the teacher to move around and monitor and/or guide activities or offer support on the spot.

Tablets can be used in class in a variety of ways, for example for:

  • Paper-less study by sharing rich-multimedia materials - No more photocopies!!
  • Individualised activities according to personal learning styles
  • Easy sharing of notes and bookmarking of resources through Evernote.
  • Individual webmixes of bookmarked resources (Symbaloo, De.li.cious, Pearltrees, etc.)
  • Easy revision of instructions by teacher, communications and information available at any time and anywhere for all students (even when absent!)
  • Text-to-Speech for easy reading and to improve pronunciation in foreign languages
  • Use of inbuilt video-camera and recorder for reportages and documentation during field trips.
  • QR-codes and/or Augmented reality (Aurasma) for scavenger treasure hunts and kinaesthetic learning
  • Flipped Classroom and in-class Flipped Learning.
  • Content creation (videos, presentations, photo editing, podcasts, mind maps and infographics.
  • Instant communication and feedback from teacher and other classmates, throughchats and instant polls.
  • Increased chances for formative assessment by using instant online quiz toolslike Kahoot, Socrative, Quizziz, etc.
  • Keep track of progress through online assessment and portfolios.

Have you tried out the flipped classroom model already?

I have been flipping for about two years now! It works great!

I started very gradually! At first it was just videotutorials to show students how to use a special tool and create content for homework. My favourite app for this kind of videos is Screencast'omatic or Screencastify. They spared me repeating the same instructions over and over again and served well also for absent students.

After that I asked my students to listen to the dialogues in their English textbooks at home, (instead of wasting time in class playing a tape recorder) so that we could have more time for class discussions and other activities. Later I started to create whole lessons on Blendspace integrating Edpuzzle, Educanons, etc. to utube videos, articles and websites. This is an example of Blendspace, which led to a Prezi about Mandela

This is a video quiz on London created with Educanon:

This year - due to lack of technology at school, I have also experimented in-class flipped learning, which consists in organising several stations in class (explore, make, ask, present) so as to allow students to rotate and use my tablet/laptop at turns to access information on line while others are doing other activities. I have learnt about this variation to the organisation of the Flipped model from an article on Edutopia:Flipped-classroom-in-class-version by Jennifer Lopez

One possible drawback of Flipped Classroom is that after a while kids might tend to gettired of watching videos alone for homework. So teachers have to invent even more activities to check that the work is done!

It can also happen that not all students have access to the Internet from home. However, if they have a PC, I have overcome the issue by downloading the video on a DVD, et voilà! It takes just some minutes!

Although I have used videos and self-made tutorials for a while, I must confess that I am not completely satisfied with this methodology. I mean, it depends on what topic is being taught. Our children watch videos and listen to music every day: they are positively bombarded with visuals! I feel that at least once in a while reading in class some nice piece of poetry or an excerpt from a book can create a special atmosphere of "happening" and "story-telling" in class, which kids can experience only at school! They love having somebody telling them a story!

All in all, I would go for a blended approach and alternate a mix of different teaching methods according to groups, age, interests and topics.

What do you think are the key challenges to implementing the flipped classroom model?

Flipping the classroom can be quite challenging because:

  • It requires thorough planning and designing by the teacher. This is in my opinion the biggest issue. Flipping can be very time-consuming especially in the beginning.
  • Internet accessibility should be guaranteed to all children. If not at home, at least in the school library. A B-Plan is always necessary (burning of the videos on DVDs or Flashdrives, inclass-flipping stations)
  • Before flipping, a teacher should have clear in mind how the time liberated in class is going to be used. If videos assigned for homework simply replace teacher-led instruction, we cannot say that much has changed from the old pedagogical approach. A shift from content consumption to content creationshould be the prime focus.
  • A wide range of pre- and after-flipping activities should be designed by the teacher. These must be motivating and challenging for the students and - at the same time - allow the teacher to check if the students have done the activitiesand how much they have contributed to the online discussion.
  • The most important benefits of flipped learning are that it allows personalisation with the smart use of technology and online learning, in order to provide students more control over the pace (how fast they learn), place (where they learn) and content (what they learn). It is therefore fundamental to choose or make well structured videos of adequate length (never too long!) that are easy to follow.
  • The fact that students have more control over their learning can also present drawbacks. In some cases students might feel at loss. Therefore instructions by the teacher must be very clear.
  • But above all, it is necessary to teach students how to watch the videos. They should understand that they are studying in a different way and not simply watching a film. They must learn to be proactive, take notes and give feedback or do related activities.
  • It is important to look closely at what the students are experiencing online, as well as the quality of teacher’s interactions with students as facilitators of that online learning. Instant messaging and feedback via Edmodo or other tools can be of great help.
  • Parents, other colleagues or the school principal might object that assigning videos for homework is not real teaching alive in class. Therefore it is necessary toinform families and school authorities ahead of flipping.
  • One of the issues that often arises after the first attempts at flipping is to keep motivation alive. After a while, students realize that they are studying, not playing videos and might tend to skip homework. Sometimes, it is difficult to check whether they have actually seen the videos at home. I like to use video editing tools which allow the embedding of quizzes - like Edpuzzle, Zaption orEducanon - note taking like Videonotes or Videoant - and video commentinglike for example Comment Bubble.

Last fall I managed to attend an ISTE webinar with Jorg Bergman and Aaron Sams - the two American teachers who first used the Flipped Classroom model. It was really inspiring! In the following video, they provide some good tips to overcome issues that can arise after a few Flipped Classes.

materials for flipping the classroom

elearning infographic on the Flipped Classroom

From Edutopia: Flipped Classroom Reference Materials

Guide to Flipped Classroom

In this module session, 4 tools are suggested:

Showbie: to share resources with students that they can access in their own time and in preparation for the lessons. Videotutorial

Khan Academy: for sourcing educational videos that can be used in class. This saves from preparing new content on ourselves. While most videos are still in English there is an increasing amount of content available in other languages. They also provide a lot of supporting materials for teachers to use in the classroom. Video

Socrative: a free responding system to personalise the learning for students by gaining valuable information about the understanding of each student. Videotutorial

Aurasma: for augmented reality instructional videos and to personalise the learning.Videotutorial

Guides and Checklists provided by Creative.eun.org:


  • Edmodo as LMS and sharing/communication platform
  • Educanon, Edupuzzle, Zaption for Video quizzes
  • Blendspace for aggregating media resources and quizzes for video lessons
  • Google Docs or Titanpad for collaborative writing and sharing
  • Screencast'Omatic for video tutorials and recording of video lessons
  • uTube
  • VideoAnt or VideoNotes for notetaking while watching
  • Spreaker or Soundcloud for podcasting
  • Kahoot, Socrative or Quizzez for online quizzes in gamification mode.

I also like video editing tools that allow comments and videonotes by the students. One of my favourite is Comment Bubble.

Quick guide to flipping your class

Apps for Education a collaboratively edited document by Luis Fìlipe. Brillian idea Luis!

A supercollection of web 2.0 tools curated by Gianfranco Marini! For the series: "One life is not enough!!!"

innovative learning environment

And this video is about the innovative learning environment that the visionary principal of ITIS Majorana has been able to set up in South Italy. Salvatore Giuliano and his staff have also extended their "Book in Progress" project to whole Italy and are currently delivering their own-made textbooks at the average, fabulous price of 5 Euro each! An Italian TV channel dedicated a special dossier on them. Here is the Video reportage in Italian. Although this is a brilliant example of how single individuals can do a lot do change the status quo, we need change to become system on a larger scale!

I love the graffiti in their presentation area! Inspiring!

a Symbaloo webmix

above and beyond

This space has given me a great opportunity to test a new app, but also to reflect upon different aspects of teaching. It has been a great human experience! I strongly believe in Mr Mandela's words about "the power of education as a means to change the world"

This video is called "Above and Beyond" and its final words mean a lot to me! "We have just begun!"

Ciao for now:)