FINAL ENTRY

      Before starting this subject I was in the doubt about if the use of new technologies are actually useful in Nursery School or not. In real schools, while the most traditional teacher avoid using ICTs, the most innovative one, if he/she has the opportunity, use them all the time. There was no doubt that the government and the society were trying to enhance new technologies in schools, but I didn't understand exactly the reasons of that and why there were such big differences in opinion.

      After attending this subject, I have learnt that the knowledge about new technologies and the possibilities they give us has a strong positive influence in both teaching and learning. 

      On the one hand, they makes the process of teaching easier. ICTs allow teacher to:

- organize the internet resources they use to plan their sessions --> with the help of Symbaloo.

- create multimodal materials

            - worksheets --> in Word.

            -  flashcards --> with Google, Paint and Word.

            - podcast --> in Podomatic:The country of the five senses

            - videos---> in Movie Maker or Animoto
  
- express orally and in a written way with more accurancy--> with Word Reference and Thesaurus.

- obtain ideas about activities and materials --> in Different Webpages.

- share experiences with other teachers and with parents --> in Blogger.

- create different types of activities --> Hot Potatoes.

- create presentation or activities --> in Power Point.

- create mind maps of the knowledge he/she want to teach --> in Mindmup, Lucidchart.

- create surveys to parents --> SurveyMonkey.

- create rubrics --> Word.

- get marks  --> in Excel.

      On the other hand, they improve the process of learning:

- watch different videos related with the topic they are working on --> Youtube.

- create stories collaboratively --> StoryJumper.

- develop handwriting skills --> using IWBs

- share knowledge and doubts in wikis --> Wikispaces, Edmodo, Webnode

- create podcast --> Podomatic

      In conclusion, sometimes we avoid new technologies because we don't know how to use them. But they have a lot of advantages. However we have to bear in mind that using them all the time, without any purpose or just for the sake of it  is not going to lead us to success. 

Personal Learning Environment (PLE)

      At the beginning of the course, this was my PLE in Symbaloo:

 

    
      After the subject New Technologies, it has develop to this one:

EXCEL SPREADSHEET TO SCORE THE TASKS

      To know the marks of the activities following the rubric in which the maximum mark is 5, we use this excel spreadsheet: 

      In it, each task is 33,33% of the final mark, and in each task, cognition is 30%, participation 10%, language is 30% and use of new technologies is 30%.

      We can find it also here:

TASK 4- RUBRIC (Leyre Orduna)

		5	4	2	1
Task 1: SUMMER	Cognition	He/she distinguishes without problems the season of Summer.	He/she distinguishes with little problem the season of Summer.	He/she distinguishes with quite a few problems the season of Summer.	He/she does not distinguish the season of Summer.
	Participation	He/she shows interest and active participation in the activities.	He/she partly interested and participate in some of the activities.	He/she is distracted and ignores the activity most of the time.	He/she is not interested in the subject and does not participate.
	Language	He/she dares to speak and communicate in the foreign language. He/she understands and uses the new vocabulary.	He/she sometimes speaks in English and uses the new vocabulary to communicate to the other.	He/sherarely speaks in the second language or uses the new words.	He/she never speaks in English and communicates to the other in this language. He/she never uses the learnt vocabulary.
	Relationship	He/she is able to work in groups/pairs all the time.	Almost all the times he/she is able to work in groups/pairs.	He/she hardly is able to work in groups/pairs.	He/she is unable to work in groups/pairs.
	Use of new technologies	He/she is able to use without problems the tool of Power Point.	He/she is able to solve the problems that arise using the tool of Power Point.	He/she presents some difficulties to use Power Point.	He/she is not able to use the tool of Power Point.
		He/she is able to use without problems the Interactive Whiteboard.	He/she uses with little problems the Interactive Whiteboard.	He/she uses with quite a few problems the Interactive Whiteboard	He/she is unable to use the Interactive Whiteboard without help.
Task 2: AUTUMN	Cognition	He/she is able to relate images with names of Autumn elements.	He/she is able to relate with little problemsimages with names of Autumn elements.	He/she presents important problems to relate images with names of Autumn elements.	He/she is not able to relate images with names of Autumn elements.
	Participation	He/she shows interest and active participation in the activities.	He/she partly interested and participate in some of the activities.	He/she is distracted and ignores the activity most of the time.	He/she is not interested in the subject and does not participate.
	Language	He/she dares to speak and communicate in the foreign language. He/she understands and uses the new vocabulary.	He/she sometimes speaks in English and uses the new vocabulary to communicate to the other.	He/she rarely speaks in the second language or uses the new words.	He/she never speaks in English and communicates to the other in this language. He/she never uses the learnt vocabulary.
	Relationship	He/she is able to work in groups/pairs all the time and respect the speaking turn.	Almost all the times he/she is able to work in groups/pairs.	He/she hardly is able to work in groups/pairs.	He/she is unable to work in groups/pairs.
	Use of new technologies	He/she is able to use without problems the tool of Power Point.	He/she is able to solve the problems that arise using the tool of Power Point.	He/she presents some difficulties to use Power Point.	He/she is not able to use the tool of Power Point.
		He/she is able to use without problems the tool of Pixlr Editor.	He/she presents minor problems to use the tool of Pixlr Editor	He/shedoes not use extensively the tool of Pixlr Editor.	He/she is not interested in the use of Pixlr Editor
Task 3: WINTER	Cognition	He/she distinguishes without problems the season of Winter.	He/she distinguishes with little problem the season of Winter.	He/she distinguishes with quite a few problems the season of Winter.	He/she does not distinguish the season of Winter.
	Participation	He/she shows interest and active participation in the activities.	He/she partly interested and participate in some of the activities.	He/she is distracted and ignores the activity most of the time.	He/she is not interested in the subject and does not participate.
	Language	He/she dares to speak and communicate in the foreign language. He/she understands and uses the new vocabulary.	He/she sometimes speaks in English and uses the new vocabulary to communicate to the other.	He/she rarely speaks in the second language or uses the new words.	He/she never speaks in English and communicates to the other in this language. He/she never uses the learnt vocabulary.
	Relationship	He/she is able to work in groups/pairs all the time.	Almost all the times he/she is able to work in groups/pairs.	He/she hardly is able to work in groups/pairs.	He/she is unable to work in groups/pairs.
	Use of new technologies	He/she is able to use without problems the tool of Power Point.	He/she is able to solve the problems that arise using the tool of Power Point.	He/she presents some difficulties to use Power Point.	He/she is not able to use the tool of Power Point.
		He/she is able to use without problems the Interactive Whiteboard.	He/she uses with little problems the Interactive Whiteboard.	He/she uses with quite a few problems the Interactive Whiteboard	He/she is unable to use the Interactive Whiteboard without help.

TASK 3- WINTER (Leire Zabaleta)

      This task is going to be related with the season of WINTER and the technological tools used in it or to prepare it are: WORD, GOOGLE images searcher, STORYJUMPER, INTERACTIVE WHITEBOARD, HOT POTATOES and POWERPOINT.

      The first activity is going to be an assembly in which the teacher and her students are going to talk about Winter. Using the flashcards shown below created with the help of Word and Google searcher, the clothes we use in winter, the weather usually do in this season, the snowman and the Christmast are items we can talk about. 

      Secondly, the teacher is going to read a story about a snowman. Based on the book of Raymond Briggs and created in StoryJumper, the story shown in the following figure can be told with and Interactive Whiteboard in class.

      

      Then, children two by two in computers are going to do an activity created in Hot Potatoes in which they have the opportunity to order some pictures of the story. The activity is in this link (file:///C:/Documents%20and%20Settings/Toshiba/Escritorio/Story/Story.htm) and it has the appearance of the following image.

      And finally, using the next Power Point and also in pairs, children can form their own snowman and then explain to the rest the objects they have use to do it. 

TASK 2- AUTUMN (Sandra Urgelles)

      With these activities we want to teach the main characteristics of autumn. For this we are going to teach basic vocabulary like: leaves, tree, chestnut, walnut, acorn. In the interactive whiteboard, we are going to match the images with the words, then individually in a paper they have to do the same. To create this activity we have used power point.

      After this in the computer we are going to make a game, there is going to be an autumn picture and the children must to cycle the things that are not from autumn. For this one we have used an online tool called, pixlr editor.

      Finally they have to draw something about autumn using this online tool: http://artpad.art.com/artpad/painter/

TASK 1- SUMMER (Iranzu López)

      My group decided to work with the seasons due to the fact that it is a interesting and motivating topic for nursery children.

      In this activity I want to work with the season of SUMMER and for that I am going to use different new technologies such as YOUTUBE, GOOGLE, iNTERACTIVE WHITEBOARD…

      
      First the teacher is going to do an assembly in which she or he is going to introduce the summer season using some flashcards such as: the beach, the sun, summer clothes… and showing them a song of the summer (https://www.youtube.com/watch?v=u_1Y3ogkPDg). With this she or he is going to create a mind map in Cmaptools with some ideas of the children about summer .

      
      Then the pupils are going to use the computer to find some photos and in 4 groups ,each one is going to print with the photocopier the photos that have chosen and create a mural. Those are some examples:

      Furthermore each group will show their classmates their murals. Then the teacher will create a blog in which is going to upload the presentations. To conclude the activity each child will has to draw in the whiteboard one word that it is related with the summer and with this they will create a digital mural of draws.

      The main objective of this activity is that children learn and work with vocabulary that it is related with the summer such as: beach, sun, hot, swim, pool, summer, holidays...

FINAL TASKS

      In this page, I include the final 4 tasks my group B1 have created destinated to Nursery Children and the Excel spreadsheet we would use to score the tasks.

TASK 1- SUMMER (Iranzu López)

TASK 2- AUTUMN (Sandra Urgelles)

TASK 3- WINTER (Leire Zabaleta)

TASK 4- RUBRIC (Leyre Orduna)

EXCEL SPREADSHEET TO SCORE THE TASKS