UNIVERSIDAD NACIONAL

DE CATAMARCA

Facultad de Humanidades
2015
Information and
Communication
Technology ITC

MGTR: EDITH LUNA.

ASSISTANT: EMILIANO
STUDENT: PARMIGIANO

PRIMER EXAMEN PARCIAL

FIRST ACTIVITY

a. C.A.L.L. (Computer Assisted Language Learning)

The CAAL is an area of self-directed study, with modern equipment where users are
trained in the theory and practice of autonomous and independent study, which
motivates the user to advance their own self-study, which is marked by several goals.
It is mainly the autonomy or helped to recognize the things they can do themselves.
In the CAAL users learn to set their own learning objectives, taking into account their
needs, to decide on the materials used and the time of study will devote.
What is C.A.L.L.?
The field of C.A.L.L. (Computer Assisted Language Learning) involves the use of a
computer in the language learning process. CALL programs aim to teach aspects of
the language learning process through the computer. CALL programs can be (and
have been) developed for the many parts of the language learning process. Some of
the factors that determine the characteristics of any CALL program include:

The language taught.

The language of instruction.
The language writing system (both roman and non-roman character based).
The level of the language to be taught (from absolute beginners to advance).
What is to be taught (grammar, informal conversation and pronunciation) and
how it is to be taught.

Teaching approach
CAAL didactic approach focuses on the theory of self-learning, where the user is
responsible for their own learning and self-development in the study of a second
language. At the Center for Auto Access to Language Learning (CAAL) users practice,
improve and strengthen the knowledge and learning experiences to supplement their
classes.
Advisory Role
The role of the counsellor is important because it is the person who creates and
develops educational material for users, the assessor must take into account the
needs of students and the prospect that users have to learn, they must be motivated
by the materials that are using to learn for themselves.
The consultant will guide the user in order that they can use the entire learning resources
center and his team. However, the consultant shall not be liable for user training, or teach
English to users in the traditional way (as in the classroom). The consultant will assist the user
in the process of learning how to teach.

An important part of the role as a consultant is to help increase the opening of

students to model change of the teaching / learning process of the English language.
User Role
All users have different needs and aspirations to learn. In the CAAL fill these
aspirations users according to what they need. They are not guide the way in which
they must study, they choose this way. They are allowed to study in the way that best
prefer and in the time they want it.

b. Word cloud
Word clouds are fun ways to get students thinking creatively about any
topic. The problem is that its sometimes difficult to find the one that
best meets your needs.
For example, a well-known tool for designing word clouds is Wordle.

Wordle is a free web tool that allows users to create word clouds from
text that you provide. It then transforms those words into a cloud of interconnected
words. Users can change the layout, colour scheme, and fonts. The images you create

with Wordle are yours to use however you like. You can print them out, or save them
to your own desktop to use as you wish.
How can it be used in class?
Wordle looks pretty but how can it be applied for teaching? Obviously, it lends itself to
vocabulary and reading lessons. Here are a few suggestions:

Introducing a new vocabulary topic

Before starting a new unit in the course book or a new topic, students can be shown a
Wordle image containing the target vocabulary. They can then be asked to speculate
on the theme, identify words they do or don't know, or make sentences using the
words to see what target language they are already comfortable with using.

For pre-reading tasks

Prior to starting a reading passage, a word cloud can be displayed with words from
the text. Again, students can be asked to predict what the text is about or predict
sentences that may appear in the text. These predictions can then be checked against
the text itself.

An accompaniment for wall displays

After the students have finished projects or posters which you wish to display in class,
Wordle can be used to create a nice addition to the display using key words from the
theme. This could be done with either the target language from the book or by using
the students' own texts (obviously, this is easier if the writing has been done on
computer in the first place!).

Displaying survey results

As the most frequently used words appear largest, Wordle works great for showing the
results of class surveys. Poll the class about their favourite colour, sport, or food or ask
them about their hobbies, future ambitions etc., type their answers up and make your
word cloud. Easy!

Speed sentence writing

This is a good fun activity. Display a word cloud containing some recently covered
vocabulary and tell the students they have x minutes to write as many sentences as
they can use the words on display. This works best in pairs or groups and is a great
way to review and recycle language.

 Support for dictogloss and text reconstruction activities

When in the reconstruction phase of dictogloss or text reconstruction, a Wordle image
created with the words from the original text can be used to provide visual support.
Simply display the word cloud on the projector screen anytime the class seems to get
stuck.

Text analysis
This works best with higher level students. A text is entered into Wordle and then the
resulting word cloud is analysed to see which words are used most frequently. This can
be done with historical speeches or news websites to see what words are emphasised
and perhaps what bias is shown through the language used. It can also be used as a
tool for improving the students' own writing. If they create word clouds from their own
texts, they can see what words they use most often and perhaps then edit their text to
include more synonyms, resulting in a more varied piece of writing.

c. Cloze test

A cloze test (also cloze deletion test) is an exercise, test, or assessment consisting of a
portion of text with certain words removed (cloze text), where the
participant is asked to replace the missing words. Cloze tests require the
ability to understand context and vocabulary in order to identify the
correct words or type of words that belong in the deleted passages of a
text. This exercise is commonly administered for the assessment of native
and second language learning and instruction.

Example
A language teacher may give the following passage to students:

Today, I went to the ________ and bought some milk and eggs. I knew it was going to
rain, but I forgot to take my ________, and ended up getting wet on the way.

Students would then be required to fill in the blanks with words that would best
complete the passage. Context in language and content terms is essential in most, if
not all, cloze tests. The first blank is preceded by "the"; therefore, a noun, an adjective
or an adverb must follow. However, a conjunction follows the blank; the sentence

would not be grammatically correct if anything other than a noun were in the blank.
The words "milk and eggs" are important for deciding which noun to put in the blank;
"supermarket" is a possible answer; depending on the student, however, the first
blank could be store, supermarket, shop, market, or grocery while umbrella or raincoat
fit the second.

Assessment
The definition of success in a given cloze test varies, depending on the broader goals
behind the exercise. Assessment may depend on whether the exercise is objective (i.e.
students are given a list of words to use in a cloze) or subjective (i.e. students are to
fill in a cloze with words that would make a given sentence grammatically correct).
I saw a man laid his jacket on a puddle for a woman crossing the street. I thought that
was very ______.
Given the above passage, students' answers may then vary depending on their
vocabulary skills and their personal opinions. However, the placement of the blank at
the end of the sentence restricts the possible words that may complete the sentence;
following an adverb and finishing the sentence, the word is most likely an adjective.
Romantic, chivalrous or gallant may, for example, occupy the blank, as well as foolish
or cheesy. Using those answers, a teacher may ask students to reflect on the opinions
drawn from the given cloze.

Implementation
In addition to use in testing, cloze deletion can be used in learning, particularly
language learning, but also learning facts. This may be done manually for example, by
covering sections of a text with paper, or highlighting sections of text with a highlighter, then
covering the line with a coloured ruler in the complementary colour (say, a red ruler for green
highlighter) so the highlighted text disappears; this is popular in Japan, for instance. Cloze
deletion can also be used as part of spaced repetition software, for example the Super Memo
and Anki applications feature semi-automated creation of cloze tests.

d. To digitize
To digitalize is convert any continuous input signal (analog) and an image or a sound signal in
a series of numerical values. The term to digitize is often used when
diverse forms of information, such as text, sound, image or voice, are
converted into a single binary code. Digital information exists as one
of two digits, either 0 or 1. These are known as bits (a contraction of
binary digits) and the sequences of 0s and 1s that constitute
information are called bytes.

Treatment, transmission, storage and reception of many types of information through

communication channels and through computers requires that this information is in a format
compatible with your computer, so you must convert this information to a group of numbers
representing this information accurately and reliably. This process is known colloquially as To
digitalize or scanning, although in some cases it is known as a derivative of the name of the
device that performs such a function, as in the case of scanning, to be realized by a scanner.
The scanning or digitization process depends on the type of information concerned. In
some cases, such as a photograph, it comes to represent the colour of each of the image
points of a matrix of numbers so that the value of each matrix cells carry the color information
with adequate precision. In other cases such as the digitization of sound a sequence of
numbers in which each represents an instant of the value of the electrical signal equivalent to
the sound occurs.

e. To google
To google is a neologism that is increasingly common among Internet users who use the
Google search engine. Its meaning can be translated by searching the
web specifically using the search engine Google.
To google (also spelled Google) means using the Google
search engine to obtain information on something or
somebody on the World Wide Web.
It is the most used search engine on the Web, receives hundreds of millions of queries each
day through its various services. The main objective of search engine Google is to search text
on web pages, rather than other instead data type was originally developed by Larry Page and
Sergey Brin in 1997.

Google

benefits

It is a free digital tool; only requires opening a Gmail account.

Create and edit documents, spreadsheets and presentations online.
Stores and organizes teamwork safely.
Control who can access stored documents.
Create basic documents from scratch. Upload already created and accepts most
common file formats, including DOC, XLS, RTF, PDF, PPT etc.
Create forms to collect information useful.

Google-

Cons

The user must understand, at face value, the sense of "loss of privacy" information
caused by this tool, which could lead to problems, either between those who can view
or share your documents.

Its management could not be sure if the user does not create a good password and
protects, or if the user is trying to share files wrong with your group, and makes them
accessible to the public.

There are certain limitations on the capabilities that the tool accepts as the document
format.

Services offered by google

Gmail email.
You Tube.
Blog spots.
Video calls.
Google Maps.
Google Docs.
Google calendar.
Google translator.

SECOND ACTIVITY
In my opinion, before developing this activity, it seemed very important to explain what a
survey is.
A survey is an investigation, within the designs of descriptive
research (non-experimental) in which the researcher seeks to collect
data through a questionnaire previously designed or interview
someone, without changing the environment or the phenomenon
where it is collected information either to deliver it in the form of
triptych, graph or table. The data are obtained by performing a set of
standard questions to a representative sample or, often integrated by individuals,
companies and institutional entities, in order to make statements of opinion,
ideas, characteristics or the full set of statistical population under study specific
facts.

What does this survey want to test?

This is a survey wants to measure how much you know about computers and computer
skills.

Is there any reference to what Mark Prensky talks about in his article? What precisely? In
which sense?

If, when he mentions that we should "Enhancing Our Access to Data," since the human
mind cannot remember everything; detailed, voluminous data are quickly lost. Digital
technology can help by providing many tools such as, databases and algorithms that gather
and process vast amounts of data far more efficiently and thoroughly than the human brain
can.
Future technological tools allow people involved in making judgments and decisions to
evaluate their decisions very quickly in the light of the experience of the collective past.
Mark Prensky also refers when he speaks of being "digitally wise"; and is called "leaders"
to those who use techniques available that are around them, to advance their skills, we need
this digital retouching, in order to achieve the true digital wisdom, as Emiliano Mansilla did,
when designing a survey to find out what we know of the computer and to deal with certain
circumstances that it offers through its digital tools by the survey was to poll questions given
to you to obtain accurate data to make judgments and decisions, as well as plan, prioritize,
analyze and evaluate evidence that his imaginative capacity or cognitive not allow him to
explore by himself, but through this digital tool could make wise decisions, and explore the
possible interpretations of the data.
Specifically, Mark Prenky, makes mention in item Digital Extensions and
Enhancements, that Digital data-gathering and decision-making tools enhance judgment
by allowing us to gather more data than we could on our own, helping us perform more
complex analyses than we could unaided, and increasing our power to ask "what if?" and
pursue all the implications of that question; in the sense it improves our basic cognitive
process, as well as the emerging digital tools promise to facilitate communication and
enhance understanding; for example, voice-stress analysis tools will allow users to perceive
deception and automated translation utilities will help create translations free of human bias.
As these tools become widely available, digital enhancement will become even more vital for
everyone.

Which questions or parts of questions refer to your knowledge and skills at using the Web?
Which questions or parts of questions refer to knowledge and skills at using the internet?
Give a full answer.

Questions or parts
of questions

An Operating System
is.
The essential

knowledge and skills

at using the Web

knowledge and skills

at using the Internet

Both USES
To my knowledge
an
operating
system
can
download through a
web
page,
depending on the
operating
system
you
wish
to

download
for
example XP, Vista,
etc., on the other
hand I use the
Internet
to
download updates
or patches from the
system that will
improve
the
version,
because
that
would
not
happen
without
internet.

program we must
have for the
computer to work.

The same case as

above, we have
access to the w.w.w.
Although the data
travels over the
network and stay in
the local disk of our
PC.

When we install a
new program...
it lives as a file on
a disk

What is a file?
A folder on my hard
drive containing a
lot of documents

What is a Trojan
Horse?

You are creating a

There are different

types of file that
can be saved to the
PC, but if I have to
access a website,
this lodge in a
folder that has
several files to the
destination I choose
when I download it,
and they can then
be executed user.
Are viruses that
travel through the
internet and stay
on your pc,
damaging files and
instability in some
applications.

If you use Microsoft

Office 2010, you

document in the
latest version of
Microsoft Word. You
want to send the
document to a friend,
who has an older
version of MS Word.
You want your friend
to be able to see as
much of the
document's
formatting, styles,
colors etc. as
possible. What will
you do?

can share your files

with people who
use an older
version of Microsoft
Office if saved with
the appropriate file
format. For
example, you can
save a document in
version of MS Word
or Word 2010
(.docx) as a 972003 document
(.doc) for those who
use Microsoft Office
Word 2000 can
open.

THIRD ACTIVITY
3. Remember this video: The history of technology in education http://www.youtube.com/watch?
v=UFwWWsz_X9s ?
Well, watch it again, together with A Brief History of Technology in Education
http://www.youtube.com/watch?v=nJ0nlh5FU5A plus another video of your choice, on the same
subject (topic). With this,
a. Copy past the link of the extra video.
https://www.youtube.com/watch?v=yXeQjiNOVSY

Video

Breve historia de la tecnologa en

la educacin

b. List the information all videos have in common.

Similarities have been highlighted color
The history
education

of

technology

Cave drawings
Pythagoras Academy
Paper made in China
Manuscript transcription
Gutenberg Printing press
Chalkboard slates
Books
Film strip projector
Overhead projector
VHS-television-VCR
Audio Tape
Vectors
First smart board
Interactive whiteboard

Internet

Document camera

in

A Brief History of
Technology in
Education

Breve historia de la tecnologa en

la educacin

Printer
VCR
Interactive
whiteboard
Microsoft word
Google
Active learning
Interactive learning
Create
Twitter
FrontPage
(collaboration)
You Tube
Movile

Smart response XE
Laptops

EVA
Edmodo
COURSEsites
Bb
Cave drawings
Pythagoras Academy
Paper made in China
Manuscript transcription
Gutenberg Printing press
Blackboard
Film strip projector
Television
VCR
Audio tape
VHS tape
PC
INTERNET
Digital Boards
Google, Facebook, You Tube,
Twitter, wiki, skype, Laptops
Smart phones

c. Say whether they share any findings with Ian Peters article on the origins of Internet (this text is
online. The link is in the syllabus)

Ian Peter's History of the Internet

http://www.nethistory.info/History%20of%20the%20Internet/origins.html
I agree with the theories mentioned by Ian Peter, because he demonstrates specific
assumptions that must be taken into account to infer the origins of the internet, we must be
literate both technologically and digitally, and tread lightly to really know what the true
conclusion, that is to say, as hands or who originated the internet.
d. Where in the histories (shown in the videos) are Internet, Web 2.0 and Mobile learning to be
located?
TIMELINE

FUNDAMENTS

Internet

approxim
ately

1975

Web 2.0

2004

Mobile
learning
approxim
ately

1990

I would edit the video and the Internet would place in THE
INFORMATION AGE, because
I believe the first internet was created at Xerox PARC, circa '75, when we
connected, via PUP, the Ethernet with the ARPAnet. PUP (PARC Universal
Protocol) was instrumental later in defining TCP.
Also, we have to consider the TCP / IP as a model of a description of
network protocols developed by Vinton Cerf and Robert E. Kahn, in the
1970s it was introduced in the ARPANET, the first wide area network
(WAN), developed on behalf of DARPA, an agency of the United States
Department of Defense, and the predecessor of the Internet.

I would place it in THE INTERACTIVE AGE, because the term Web 2.0 is
associated closely with Tim O'Reilly who introduced the term in 2004.
Although the term suggests a new version of the World Wide Web, it
does not refer to an update of the technical specifications of the Web,
but rather to cumulative changes in the way software developers and
end users use the web. In conclusion, Web 2.0 allows us to make
collaborative work among multiple users or collaborators. In addition,
the tools offered by Web 2.0 will improve not only the subjects in the
classroom, but also can be used to work in business. Web 2.0 allows
students and teachers to improve the tools used in the classroom.
Collaborative work is taking much importance in the activities
performed on the Internet.

I reedit the video and place it in THE INFORMATION AGE. The concept
of Mobile Learning is not new in the field of education. The term has for
years been used in training schemes with some aspiration to introduce
technological innovations. However, as warn Herrington (2009), most of
the projects have focused on an instructional model of transmission,
where the teacher produces content and makes it accessible to students
for consumption through the device. This has led to the main uses of
these tools they have been limited to querying data, administrative
organization and interaction guided by the response to questionnaires.
In this sense, we can say that these applications do not involve
themselves in development of the educational potential of these
technologies, but the frame on unidirectional models of traditional
education.
Although, In the 90s, universities in Europe and Asia develop and
evaluate mobile learning for students. The Palm Company offered help
for universities and businesses to develop and test the use of Mobile
Learning on the PalmOS platform. Also the first mobile learning modules
created with Microsoft certification.

 FOURTH ACTIVITY

A. Why do we talk about Web 2.0?

We talk about Web 2.0 because it is the evolution of the World Wide Web, changing from a
static web to another dynamic where the user collaboration is needed. Although the term
suggests a new version of the World Wide Web, it does not refer to an update of the technical
specifications of the Web, but rather to cumulative changes in the way software developers
and end users use the Web. In conclusion, Web 2.0 allows us to make collaborative work
among multiple users or collaborators. In addition, the tools offered by Web 2.0 will improve
not only the subjects in the classroom, but also can be used to work in business. Web 2.0
allows students and teachers to improve the tools used in the classroom. Collaborative work is
taking much importance in the activities performed on the Internet.
Also, we must also take into account w.w.w. is one of the services offered by Internet; the
only thing that it allowed in the beginning was watch a static screen, unable to share
anything, over time these services have evolved as we know the web 2.0, 3.0 and 4.0 which
allowed users to communicate with each other.

B. Is the expression Internet 2.0 right?

The term Internet 2.0 is not correct because the Internet has no updates, but if they are
the services it offers, for better communication. Internet is just a "network of networks" that
uses TCP / IP as its communication protocol.
This global network has the feature that uses a common language that ensures the
intercommunication of different users; this common language or protocol (a protocol is the
language that computers use to share resources) is known as TCP / IP.
C. Why cant the terms Internet and World Wide Web be used interchangeable? D.
Which one do you use the most: the Internet or the World Wide Web?
Because the Internet is a universal intercom network, which is the only thing that allows the
passage of information through packets of bits is performed by the TCP / IP protocols, while
the WWW are initials that identify the English expression World Wide Web, the system of
hypertext documents that are linked together and accessed via the Internet. Through a
software known as a browser, users can view various web sites (which contain text, images,
videos and other multimedia content) and navigate through them using hyperlinks.
E. What do you use it for?
I use Internet to find and share information. I can do things like read a daily newspaper, to buy
almost any product, play any game with people all over the world, chat with them (chat), and
also working from my own home as now in ITC, and much more.

For college, from a practical point of view, the Internet can be a source of information: more
and more universities have information on the Internet available to everyone. In the field of
research, we can connect with world-class universities and obtain information on their latest
research, get items, consult bibliographic databases to locate references, etc. In terms of
teaching, there are many universities which are available information about subjects taught:
agendas, notes, background information ... Thus, you can find anywhere in the world
information. Also Internet is an important source of information about government agencies,
finance, statistics, etc. I can also communicate with my friends on Facebook, WhatsApp, and
Twitter or send an email to send a note, attach files or photos, etc.
F. Whats your opinion on the influence of Web 2.0 in education? Has it changed the
way we learn today (and can teach in the near future)?
In my opinion, I think Web 2.0. It offers multiple resources to work in our classrooms, teachers
to share our experiences with others, to participate to the families of our teaching duties, for
our students to share their work, to work the "values education" through the forums or
cooperative work. In short, our task applications are as many as professionals, since it is not
the tool but the user who sets the pace
Yes, the way to learn today has changed, especially when students and teachers use Social
networks, since these play a leading role today and too important in the development or
transformation of education. The use of Weblogs, or blogs, using them to upload material and
communication established, offers too many advantages in organizing virtual classes, as we
saw in WiZiQ at the beginning. Also, the use of multimedia resources such as photos, sounds,
videos, etc., do you take into account as important in the progress of regional and community,
allowing more easily share digital resources.
As teach in the near future, I think it is indisputable highlight the importance exercised by the
Information Technology and Communications as the appropriate means of communication and
transmission of information, either asynchronously or synchronously, for interaction between
actors (students - tutors) in Education. I also think that this new teaching/ learning system will
continue to develop more in the future because of technological advances.

G. In order to replace the traditional teaching/ learning approach of face-to-face

classes with blending, electronic or mobile learning, what would we use: the Web
or the Internet? How? By doing what precisely?

Working with blending-learning

What I would do first in class to face to face as a teacher would explain to the students the
contents of the subject, to promote and guarantee the organization of work, to request the
development of tasks in class, and guide them in each the questions for students to achieve
the objectives, while in line would ask homework are arranged for the students to perform

outside of class at the time and place they can. For teamwork activities, pupils are those who
organize to make assignments.
Activity:
To develop this activity I would use both, (the Web and the Internet) for example; first I would
search a website of interest issues where students have to access a link to solve a
questionnaire. And second, students must share and submit their responses through a social
network, for example in Facebook or students must design a video on the topic in question,
videos can become a powerful weapon pedagogical (YouTube, Google Video, etc.). They can
be used as: - Disclosure of extracurricular activities center (like photo albums) or class work. To show didactic aspects of an area (laboratory experiments, sports) - For the treatment of
cross-cutting themes. - As an end in itself, learn to create videos.

Working with mobile-learning

I would suggest working with students in reading books using the phone theory also send
them the textual documents in this way, to not have to take large amounts of copies, makes it
an ideal medium, provided that students need working with longer texts, and would develop
their work in a much more efficiently.
Activity:
I would develop an activity where students work through extensive reading and have to use
applications encyclopedic dictionary or consultation through the cellular nature, since there is
a lot of applications that allow us to look up definitions, anniversaries, topics historical or give
us information about very specific topics and then urge them to use a blog to establish
conjecture or investigate questions that make you the tutor on the text, so that students say
their views, broaden information, citing some sources, add comments, etc.

Working with e-learning

It is usually called e-learning distance education virtualized through electronic channels
(especially Internet), using digital tools or applications to support the processes of
teaching and learning.
Activity:
I would make students work through a virtual platform, using different resources and
tools,
where students have to access and develop a number of activities similar to those that
occur in the process of classroom teaching as talking, reading documents, exercises,
ask questions to teachers, teamwork, etc., so it is easy and stimulates to constitute the
student at the center of teaching and learning, actively participating in the construction
of their knowledge, have the capacity to decide the training itinerary according to your
interests.

 FIFTH ACTIVITY
a) Choose one of the subjects you attend (except ICT, i.e. this subject or English Language II),

The subject I choose to develop this activity is ENGLISH GRAMMAR 1.

b) Imagine a course using b-learning and describe it. In your description of this, your ideal blearning ............... (subject title) course, include as many tools and other resources as you
think necessary, but say what exactly each one would be used for and why you prefer these
rather than others.

IDEAL B-LEARNING ENGLISH GRAMMAR 1 COURSE

For this, use the links we have shared in the group (namely those used in the TP1) and say what
you would use each for. You can have a look at these other ones as well
http://es.scribd.com/doc/104800026?secret_password=st1tjxcju6s65vwvfdc
And you can add other tools and resources you know about or youve used before, only if you
consider them necessary to complete you description of your ideal b-learning course.
Before designing this item we must consider the following aspects:
TECHNOLOGY TOOLS are designed to facilitate the work and allow resources to be applied
efficiently by exchanging information and communication, such as word processors, graphics,
animations, tables, etc. They are tools that can be easily used, enables the development content of
written work such as essays, reports, stories, etc., strengthening writing skills and respect the
conventional rules of spelling. It also allows the inclusion of graphics, images, and sounds.
TECHNOLOGICAL RESOURCE
It is a medium that uses the technology to fulfill their purpose. They serve to optimize processes,
time, human resources; streamlining the work and response times that ultimately impact on
productivity and often the preference of the customer or end user. In its application in a primary
classroom, they are comfort and dynamism in exposing content, and accuracy and correction when
graphing examples or more theoretical knowledge.
VIRTUAL PLATFORM
A platform e-learning, web learning platform or Virtual Teaching and Learning Environment is a web
application that integrates a set of tools for teaching and learning, allowing a non-face teaching (e-

learning) and / or a co-education (b-learning), where teaching is combined with experiences in

Internet class attendance.
The primary objective of an e-learning platform is to allow the creation and management of teaching
and learning spaces on the Internet, where teachers and students can interact during the training
process. An area of teaching and learning (EA) is where the whole teaching and learning processes
aimed at the acquisition of one or more skills is done.
BLENDED LEARNING refers to the combination of the sessions (in the classroom) and online job
(combining Internet and digital media), where the student can control some factors such as location,
time and work space. It also can be understood as the efficient combination of different teaching
methods, teaching models and learning styles.

E- LEARNING
It is called e-learning distance education virtualized through electronic channels (especially
Internet), using digital tools or applications to support the processes of teaching and learning. The
literal translation would e-learning Spanish, but this is not the term commonly used, the term elearning is widespread. There are also other terms as synonyms, such as online learning, distance
learning, e-learning, online training and virtual learning.

FREEWARE/ WEBTOOLS

FREEWARE/ WEBTOOLS DESCRIPTION USED

IN A BLENDED LEARNING CLASS
And ACTIVITIES

Edcanvas

Edcanvas: Platform for organizing and

sharing educational materials.
EDCANVAS is a free
service
that
allows
teachers to organize
and share educational
material in a visually
pleasing format. The
"canvas" Edcanvas is
where you can organize
videos, links, images and files about any
topic of your choice. This tool makes it
easy to organize, on one page and very
visual way the resources we want to use
the students.

It has an attractive design and makes

finding content internally having services
like Youtube, Google, Flickr and others.
Also, if you own Dropbox or Google
account to synchronize Drive you can
access your files.
I would use it in a b- learning class for
students to take on a greater
understanding of the functions and uses of
the different verbs, downloading videos
YOU TUBE and know under what
circumstances should refer specifically to
the use of each tense.
Edcanvas is a webtool that can be
accessed by clicking on
https://www.blendspace.com/register#teache
r

Cloze test

Cloze test is a tool that

can be used for teachers
to
perform
tests
of
blanks, is likely to apply
in
different
verbal
classifications, to test the
theory or multiple choice.
This
same
type
of
exercise can also help students to see if
the different verbal tenses were acquired
during the first quarter, for example, the
blanks correspond to verbs, and each
student must decide the correct tense.
Another intuitive and attractive activity is
that students have to read different stories
in different tenses provided by the tutor,
then using cloze they must place the
correct word (verbs, adjectives, noun, etc.)
according to the context given.

Finally, cloze test allows students to take

responsibility for their own learning
because they can create their own cloze
tests to be shared and tested. Cloze test
tool can be accessed at

http://es.softwaresea.com/softwaredownload/Cloze-Test

EDMODO

Edmodo is a free social

education platform that
enables communication
between students and
teachers in a closed and
private
as
a
microblogging
environment.
Edmodo is a free social
education
platform
that
enables
communication between students and
teachers in a closed and private as a
microblogging
environment.
first you can access
https://www.edmodo.com/new-user
where you have access to your profile
completing your personal data, then you
set your class (with your name, academic
level and area), click and you give enables
your homepage, where you can manage
Ratings Set groups and communities, this
also has a search of messages, users,
applications, finding resources, etc. It also
has a start button, progress, a library, a
shop calendar, access to office word, etc.
I can use this platform to develop different
activities, as this has very interesting tools,
such as a calendar to publicize my
students
schedules
consultations,
tentative dates of partial set face
meetings, remember delivery of work, and
school events, and so on.
Some of the activities planned for the
students are that they have to work
together to produce a multimedia support
where they need to talk about the topics
covered in the first quarter, and provide
examples for each case.

This work provides a deadline on where

they must meet certain requirements set
by
the
teacher.
The teacher can provide material Stand, a
file, a hyperlink, or library item, different
for each group, so that activities achieve
the desired objectives.

vozMe

vozMe is an online application that allows

you to convert any text you want in voice.
It is saved in MP3 format and has several
languages: Spanish, Italian and English
We can write any word, sentence or
paragraph and click Generate MP3 system
will send us to another window where it is
played with a kind of robotic voice, which
we have written and we generate the link
to download it in MP3 format and save our
portfolio and use it later.
One of the activities that students could
develop is to send an audio explaining
their own theory of English grammar 1, to
strengthen the grammar in speech and
they themselves are heard when they
have to give oral report.
You can access this online tool by clicking
the following link
http://vozme.com/index.php?lang=en

ESL Blues

ESL Blues
It is a Free Site with various online
content, exercises and puzzles.
An activity with this product is that
students can access to enhance the
English
grammar,
display
different
examples and applications, as well as
develop different exercises provides.
http://ww2.collegeem.qc.ca/prof/epritchard/

 SIXTH ACTIVITY
Finally, go for
- One tool that can be used offline, describe it thoroughly (as complete as you can).
Then think yourself as a teacher and suggest how to use such tool for/in a class at
secondary school.
- One tool that can be used online, describe it thoroughly. Then think yourself as a
teacher and suggest how to use such tool for an after- class activity for secondary
school students.
So as not to have the same tools being described by all, once you have chosen both
tools, post the names in the group for the others to try to select different ones.

KIDSP
IRATI
ON

Kidspiration
It

is

development

program
of

that

thinking

supports
skills

the
leveraging

visual learning. Helps students to build or develop skills in the areas of reading, writing, science, social
studies and more, as well as Kidspiration is the visual way young students think, write and understand
in an entertaining way that allows them to organize or sort information into categories.
Students create graphics to combine images, text and spoken words organizers. By working visually,
young students develop important literacy skills premature; while more advanced students can better
understand information and communicate ideas.

About Picture View

In Picture View, Kidspiration provides different tools to organize and display ideas
visually.
The buttons on the toolbar will provide image access to key program elements. Point to a
button on the toolbar to see and hear a brief description. Click the button to execute the
function.
The Symbol palette contains hundreds of symbols you can use to showcase their ideas
visually. Point a symbol to have an enlarged preview. To place a symbol in the diagram, drag it
from the Symbol palette.
The Main Idea symbol provides a starting point for the diagram. Enter some text in the main
symbol or switch to another symbol that represents your idea.
Use the tools on the Formatting Toolbar to change the appearance of text, symbols and links
of the diagram.

Buttons on the toolbar view image

Go to Writing View.
Add a related or unrelated to your diagram
symbol.
Enlazar smbolos en su diagrama.
Agregar, crear o cambiar una forma
SuperGrouper.
Delete the current selection (symbol, link,
form SuperGrouper or text) of your diagram.
Undo the last change.
Activate the Listen tool. Click a symbol or
shape SuperGrouper link to listen to the
computer reading of selected text.
Add your name to a project. After adding
your name, it also appears in the title bar of

the document. When you print, it appears at

the top of each page.
Draw your own symbol using the Symbol
Maker tool.

Adding text to a symbol

Some symbols are shapes such as a circle or an oval, which allow you to write an idea inside
the symbol. The other symbols are given the title with space for text below it. When you select
a symbol, dashed
line surrounds the text area of the
same.

Draw a symbol using the Creator tool symbols

You can use the Symbol Maker tool to draw your own symbols. After you create a symbol, you
can install the libraries of symbols to make it available for other projects.

Add an idea in Writing View

1. Writing tool bar, click the button
Add idea and then type the new idea

2. To move the idea up or down a level in the hierarchy, click the buttons
Move left or Move right.

3. Add details to an idea

You can expand the ideas adding details, also called notes. One idea is separated
from his notes by a line. The notes area is always available. The area expands notes
automatically as you type text.

Change text font and size

1. Select the symbol, link, idea or words

You want to change.

2. On the Formatting toolbar, click the

Text size box and then click a text size on the list.

ACTIVITY
First, it is important to define some important concepts for the use Kidspiration:

Digital formats
The use of different digital formats (image, audio, text and video), will attend various
proposals allowing the development of activities and the production of materials in different
forms of language (oral, written, gestural).

Interactive Whiteboard
Interactive Whiteboard, also called the whiteboard, is a computer connected to a video
projector, which displays the signal of the computer on a flat, rigid, sensible or not the touch
surface, from which you can control the computer, do handwritten notes on any projected
image, as well as, save, print, e-mail them and export them in various formats. The main
function of the board is thus control the computer using this surface with a pen, finger, in
some cases or other device as if it were a mouse. This new technology offers the possibility to
interact with the image, which makes a difference in relation to a normal digital screen
(computer + projector).
The image
An image is a representation, which immediately tells us the visual field.
Images

are

varied,

can

be

photographs

or

paintings

can

be

static

or

moving.

The images may represent the immediate context or unfamiliar places, can be real or invented.
The images have the function of transmitting ideas, values and feelings, provide information
and knowledge, generate feelings of pleasure or rejection, and awaken emotions, mobilized.

Activity
As a future teacher, I would suggest to design an activity with Kidspiration to promote interaction
with the deaf and hard of hearing students, since this program allows me to build a more motivating
and entertaining class for students to develop their skills in the areas of reading, writing using the
whiteboard with various images and graphics to help students to gain interest, and invite reflection.
This flexibility offered by digital resources, can generate proposals and configurations tailored to
provide necessary support for each student group materials.

GLOGSTER

Glogster is a cloud-based (SaaS) platform for presentation and interactive learning. It allows users to
mix all kinds of media on a virtual canvas to create multimedia posters, and access a library of
engaging educational content created by students and educators worldwide. Glogster encourages
interactive, collaborative education and digital literacy.
Today, the platform is mainly used by educators and students. It has grown into a worldwide
community of over 19 million users, who have created over 25 million educational glogs, out of 45
million total glogs on the service. Glogster was launched in 2009 and is based in Prague and Boston.
Glogster is a service that focuses on letting people believe "posters" several bits of user-generated
content and prepared in advance, using a Flash editor. In addition, Glogster doubles as its own social
network. Users can add each other as friends, and each Glog gets its own space for comments and a
rating of five stars can get listed in the "top GLOGS" section.
To make use of this platform you have to click on the following link:
http://edu.glogster.com/

Digital storytelling is a powerful way to share and

engage with information. Now you can save time and
effort by bringing stories to life on a single page.
Combine text, images, videos and audio with the drag-and-drop Glogster tool, then instantly share the output
with others!
To make storytelling simpler, Glogster has included a Digital Storytelling template on your dashboard,
offering learners and educators a structure for their imaginings and allowing cooperative creativity
to take over.
Using Glogster, students engage creatively with knowledge and develop digital literacy skills while
teachers save time and resources with a range of customizable templates and a paperless cloud
solution not to mention several options for sharing your finished work with colleagues, classmates and
families.

Uses

Field trips are definitely a source of excitement for

learners, but how much information do they really take
home with them? With Glogster, available via iPad app or
online, the answer is all of it! Use the intuitive Field
Trip report template to capture your discoveries with
text, photos, videos and audio all on one page.
Using Glogster, students engage with field trips on a deeper level while teachers save time and
resources with customizable templates and a paperless cloud solution, making glogs accessible both
online and via our mobile app not to mention a range of ways to instantly share field trip fun with
parents, classmates and colleagues.

Glogster ensures that students science reports

are

just

as

impressive

as

themselves, allowing them to

the

experiments

combine video,

images, text, data and much more within a clearly

structured Experiment template.

Glogster saves time and resources with a range of customizable templates and a paperless cloud
solution, automatically syncing work between the online platform and the mobile app, allowing users to
work on their experiment reports in and out of the classroom.
Glogsters Experiment Report template is available on your dashboard, and makes a great starting
point for laying out methods, results and analysis, making science reports just as fun and unique as
the experiments they describe!

Giving interesting and informing presentations is a

lifelong skill, crucial throughout and beyond. All too often
though, presentations feel rather one-dimensional and
audiences begin to drift.
Glogster is a key tool for developing presentation skills,
allowing users to create a one-page visual aid that contains text, images, video, audio and more. Not
only will audiences be enraptured, but presenters will gain skills in digital literacy and creativity, as
well as a lot of confidence! Glogster presentations can also be shared instantly with classmates,
parents, colleagues and learners around the globe.
Glogster saves time and resources, with a paperless cloud solution and a range of customizable
templates. The Project Presentation template is available on your dashboard as a simple starting point
for structuring thoughts and findings, and creating the perfect multimedia presentation in as little as
fifteen minutes!

From Little League to Major League, theres nothing like an

exciting game. Now with Glogsters Sports Report template,
you can relive the best moments again and again, and share
the excitement with family, classmates and colleagues. Drag
and drop photos, videos and audio from the event with text,
links, graphics and more, then share your creation with
classmates, colleagues and family.
Using Glogster, students can develop their creativity and digital literacy skills, while teachers save
time and resources using customizable templates and a paperless cloud solution, automatically
synchronizing your glogs with our mobile application.

GLOG
Multimedia Interactive Poster

First before suggesting the activity must remember that Gloster is also a web 2.0 tool that lets
you create multimedia digital murals. The murals with Glogster can be printed, inserted into a
web (classroom blog, personal, etc.), designed and used in class by PDI or normal whiteboard
to support the presentation of certain contents.
As a teacher I can suggest students use "Gloster", as this is very simple to use, to give a fourmonth closure of the unit; for example in history, students can upload some videos from
YouTube, upload some pictures, highlight some important comments, news, etc., in order to
strengthen the contents of a fun, entertaining and dynamic way, through the participation of
collaborative work among students.
These should make a group effort, "exposing a discussion of the topics covered in the first
semester, where students design a mural as a support for the presentation."

The implementation of the activity online shall contain the following:

1. Summary of content viewed using Gloster: citing biographies, book reviews, summaries of
topics, etc.
2. Contribution of videos where exemplify important issues.
3. Illustrate with photos or images relevant to the units.
4. Publish and share your Gloster.

PARMIGIANO CLAUDIO MARCELO

MUN 1172