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XXX

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Yes, good day to all of you.Here for all for your attendance

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we are friends to istitute Pedral Galdós

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Isitute of Secondary Science, in Mádori Capital

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In the area north, to answer the question they asked

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and the characteristics are different to the primary centers

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the students are totally different, they are older boys

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from the age of 14

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we have in the order of 356 students

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and in some cases with some special characteristics

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such as the students who are compensatory

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we have 17, integration, diversification, 23

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that in their case requires a treatment

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let's say different to the rest of the other students

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therefore, when we put them in the tablet project

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we thought that this project could be interesting

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to help, above all, this type of students

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who have some important learning needs

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in many cases

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we also have to tell that we have a percentage

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not very high, but large, of foreign students

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the difference in the cultural level

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from some to others, according to the countries, is large

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and then, well, all that has to be adapted to the students

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has to be adapted to the learnings

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so that they can carry out their studies in a, let's say, correct way

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well, in the case, when we start with the tablets

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well, the structure, the functioning is the same

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we have, let's say, some protocols of functioning

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well, the same as in a school, even if the children are older

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it's the same, we have to keep the tablets in a closet

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always have them permanently loaded

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because, at any time, the teachers can make use of them

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in the case they need it

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there are always some protocols, you have to get together

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so that there is, let's say, no conflict of interests

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between different departments

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well, what are the tablets being used at the moment?

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at first, they are in the GLOBE project

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which is a project about the atmosphere

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they are dedicated in their classes to take data

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we have a small meteorological station

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well, there they are dedicated to take data

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they work with the possibility

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we have Wi-Fi all over the center

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so they can take the tablets to the street

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let's say, inside the enclosure

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they can use them and there is no problem

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if they want to download data or connect to the Internet

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they can do it

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well, it has also been used, in some way

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to teach the students when they come to the center

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the students of the schools

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well, they are taught that we have some wonders

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which are called PC tables

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and then, of course, what we talked about before

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which is the issue of attention to the student

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with special educational needs

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I have told you that we have...

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well, yes, there are a lot of students

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approximately 64 or 65 students

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both integration, compensation and diversification

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and there is where perhaps the most important part of the use is

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by the institute of the tablets

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well, then, where are they usually used?

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where are they being used more at the moment?

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well, in science of nature

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in technology

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in the scientific and technological field of diversification

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in the image and expression of the room

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even in the first year of high school

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in the workshops of electronic electricity

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which then my colleagues will explain

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the use by them

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well, alternative to religion and fitness

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we have a group

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well, we have two groups

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of a module of higher cycle

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which does have it

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it is also being tried to introduce

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the use of the tablet in the French literature

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and in social sciences

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well, other punctual courses

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well, on the day of the book

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work is being prepared

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which are exposed in each of the tables

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throughout the center

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so that the students of other courses

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can see them

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and can...

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well, enjoy them

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well, the absence of attendance

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are already very punctual things

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and well, preparation of classes

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in some case

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that the teachers of the center need

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well

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I leave you now

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I leave you now

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with my colleagues

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who are the ones who know the most

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Hello, good morning

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this project arose

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through the Department of Orientation

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in the face of the need that we had

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as César has told you

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of attending individually to many children

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and also

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when it comes to communicating

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and agreeing

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different departments

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that in an institute

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we act in a very independent way

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for this you will see

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that we have objectives

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advantages and disadvantages

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both focused on the students

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and focused on the teachers

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we needed a way

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a resource that would unite us all

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that was a totally different resource

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so that we could all

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investigate

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students and teachers

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we needed learnings

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that were much more functional

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and realistic

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the possibility given

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the constant use of new technologies

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the possibility of access to the internet

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allows us to see in real time

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what is happening

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or any type of experiences

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much more real and concrete

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it also allowed us

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to do a variety of activities

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within the same classroom

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without having to take the children

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from one side to the other

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and on the other hand

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the most important part

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allowed us to reflect

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to all the teachers

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about the educational practice

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what advantages did the PC give us?

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the greater participation of the student

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the greater autonomy of the student

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the part of self-correction

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is fundamental

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in some students of ESO

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much greater motivation

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and the search for new resources

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by all

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the rupture of monotony

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and that also gave us

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the possibility of learning

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here you have different

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methodologies that we have used

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this is a master class

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this is what I say

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that is a teacher

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that is, an adult

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and these here are our students

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this is a normalized class

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the difficulty we had here

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was to attend

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to a heterogeneity

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that is increasingly higher

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especially in public centers

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and institutes

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what advantages does this class give us?

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it gives cohesion to the group

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and the students, deep down, like it

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everything that means change

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makes us nervous adults and students

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what did we do here?

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we put our PC tablet

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we have it here

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and here we have a cannon

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with which we have an adult

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who is explaining us

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certain activities

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put inside other activities

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that he is using

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he uses the blackboard

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and also uses the tablet

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it allowed us to do activities

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of a large group, of short duration

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and we also had

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a bibliography to the explanation

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and also allows us

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the individual contribution of the student

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that being a tablet

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not only a laptop

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but a tablet allows you to write

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save the changes

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and a greater participation of all of them

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this is an example that Merche explains

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good morning to all

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I have used a lot

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the tablets in the technology course

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for example, this is a web page

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called Tezno 1218

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that contains a lot of mini-units

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that cover all the contents

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of the secondary school

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the four secondary courses

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then these mini-units

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have a theoretical initial part

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but the important thing is that it brings

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dynamic images that are moving

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for example, if we give the plastics

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you can see how the machine heats the plastic

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it melts, a mold is made

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it takes the shape of the mold

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and the kids, when they see it graphically

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they learn much more

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then comes a series of questions

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at the end that work

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just like videogames

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if they answer all the questions well

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they skip the screen

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but if they answer badly, they have to read everything again

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so this makes

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even the most disruptive students

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get hooked and want to skip the screen

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so they read everything

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they pay attention to the drawings

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and well

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it is quite useful

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the methodology that we have used

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has been different

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either we have used the cannon

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we have projected the theoretical part

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and after the theoretical part

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the kids with the tablets

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have done the questions

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or directly

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we have taken other types of web pages

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we have projected them

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and then they have worked with the laptops

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in groups of two or three

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well, this is another

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use of tablets

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we have separated

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this is a great achievement

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of an institute

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we don't usually do this

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with the students

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we have here the adult

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and groups of students

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this allows us

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that the adult can do micro-interventions

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in a much more direct way

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we have put here the PC tablets

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this allows us

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that this group has more autonomy

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so those who are doing another activity

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allow the adult

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to go from here to there

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while those have the self-correction factor

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on the other hand, it also allows us

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that those can have a more direct activity

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and those here

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can have the presence of the adult

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different proposals are allowed

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and functional possibilities

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are allowed

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with technological support

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this allows us to move

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a whole class

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with what this means

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in an institute

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to any other classroom

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what needs does this require?

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well, of course, that the activities

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are very well motivated

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or that they are very attractive

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and that they are well organized

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that they are well proposed

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and it is necessary that the adult

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knows very well the methodology

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and the material

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this is the same

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but here the students are moving

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from one activity to another

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notice that the classes in an institute

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are usually 50 minutes

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if we had to do this

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changing the students of the classroom

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it would not give us time

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while here we can have an activity

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00:11:03,000 --> 00:11:05,000
of 10 minutes and a quarter of an hour

294
00:11:05,000 --> 00:11:07,000
another activity of 10 minutes and a quarter of an hour

295
00:11:07,000 --> 00:11:09,000
and the students pass

296
00:11:09,000 --> 00:11:11,000
logically

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00:11:11,000 --> 00:11:13,000
this requires a lot of planning

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00:11:13,000 --> 00:11:15,000
well, for example, in the technology room

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00:11:15,000 --> 00:11:17,000
when we talk about robotics

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00:11:17,000 --> 00:11:19,000
as you can see in the pictures

301
00:11:19,000 --> 00:11:21,000
we have the tablet

302
00:11:21,000 --> 00:11:23,000
inside the tablet we have installed

303
00:11:23,000 --> 00:11:25,000
two operating systems, Windows and Mac

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00:11:25,000 --> 00:11:27,000
inside Mac, in programs

305
00:11:27,000 --> 00:11:29,000
there is a section of educational programs

306
00:11:29,000 --> 00:11:31,000
and we have RoboLinux

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00:11:31,000 --> 00:11:33,000
RoboLinux allows

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00:11:33,000 --> 00:11:35,000
programming in the four basic levels

309
00:11:35,000 --> 00:11:37,000
of robotics

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00:11:37,000 --> 00:11:39,000
as in the institute we only have

311
00:11:39,000 --> 00:11:41,000
three robotics teams

312
00:11:41,000 --> 00:11:43,000
if there are 20 students

313
00:11:43,000 --> 00:11:45,000
7 students to build a car are excessive

314
00:11:45,000 --> 00:11:47,000
so what we do is divide the class

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00:11:47,000 --> 00:11:49,000
in two halves

316
00:11:49,000 --> 00:11:51,000
one half makes the robots

317
00:11:51,000 --> 00:11:53,000
and the other half learns to program

318
00:11:53,000 --> 00:11:55,000
when they have done this

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00:11:55,000 --> 00:11:57,000
then I exchange them

320
00:11:57,000 --> 00:11:59,000
so that those who have learned to program

321
00:11:59,000 --> 00:12:01,000
build and the others learn programming

322
00:12:01,000 --> 00:12:03,000
as they are activities that they like

323
00:12:03,000 --> 00:12:05,000
equally, they are very balanced activities

324
00:12:05,000 --> 00:12:07,000
because it can be combined

325
00:12:07,000 --> 00:12:09,000
then if the robot is mounted

326
00:12:09,000 --> 00:12:11,000
the program is passed

327
00:12:11,000 --> 00:12:13,000
to see if it works

328
00:12:13,000 --> 00:12:15,000
if it fails, as we have the laptops

329
00:12:15,000 --> 00:12:17,000
we can correct it in situ

330
00:12:17,000 --> 00:12:19,000
and reload it and pass

331
00:12:19,000 --> 00:12:21,000
and see if it works better

332
00:12:21,000 --> 00:12:23,000
we do not have to go to the computer room

333
00:12:23,000 --> 00:12:25,000
to do the rectification

334
00:12:25,000 --> 00:12:27,000
take the robots and go back

335
00:12:27,000 --> 00:12:29,000
to test them

336
00:12:29,000 --> 00:12:31,000
and here we have a video with an example

337
00:12:31,000 --> 00:12:33,000
of a car that crosses a barrier

338
00:12:33,000 --> 00:12:35,000
the video does not work

339
00:12:35,000 --> 00:12:37,000
it does not work

340
00:12:37,000 --> 00:12:39,000
no

341
00:12:39,000 --> 00:12:41,000
I escape and look for it

342
00:12:45,000 --> 00:12:47,000
I have it here

343
00:12:47,000 --> 00:12:49,000
the car crosses

344
00:12:49,000 --> 00:12:51,000
an infrared barrier

345
00:12:51,000 --> 00:12:53,000
it is seen

346
00:12:53,000 --> 00:12:55,000
that the computer

347
00:12:55,000 --> 00:12:57,000
is connected

348
00:12:57,000 --> 00:12:59,000
to the infrared port

349
00:12:59,000 --> 00:13:01,000
the program is passed

350
00:13:01,000 --> 00:13:03,000
when it crosses the barrier

351
00:13:03,000 --> 00:13:05,000
the door opens, the car enters

352
00:13:05,000 --> 00:13:07,000
and the background noise

353
00:13:07,000 --> 00:13:09,000
of the workshop

354
00:13:09,000 --> 00:13:11,000
this although it seems very simple

355
00:13:11,000 --> 00:13:13,000
then in reality

356
00:13:13,000 --> 00:13:15,000
when they are doing it

357
00:13:15,000 --> 00:13:17,000
it takes a long time

358
00:13:19,000 --> 00:13:21,000
another methodology

359
00:13:21,000 --> 00:13:23,000
that we have tried

360
00:13:23,000 --> 00:13:25,000
to introduce in the ISTI

361
00:13:25,000 --> 00:13:27,000
is the small group

362
00:13:27,000 --> 00:13:29,000
two or three students

363
00:13:29,000 --> 00:13:31,000
per laptop

364
00:13:31,000 --> 00:13:33,000
all perform the same activity

365
00:13:33,000 --> 00:13:35,000
and what happens

366
00:13:35,000 --> 00:13:37,000
is that my classmates

367
00:13:37,000 --> 00:13:39,000
try to use

368
00:13:39,000 --> 00:13:41,000
this for problems

369
00:13:41,000 --> 00:13:43,000
of coexistence

370
00:13:43,000 --> 00:13:45,000
or for problems of different types

371
00:13:45,000 --> 00:13:47,000
of learning

372
00:13:49,000 --> 00:13:51,000
in another subject

373
00:13:51,000 --> 00:13:53,000
in the electricity workshop

374
00:13:53,000 --> 00:13:55,000
what we have are some scripts

375
00:13:55,000 --> 00:13:57,000
for the realization of practices

376
00:13:57,000 --> 00:13:59,000
then in those scripts

377
00:13:59,000 --> 00:14:01,000
we have to mount a circuit on a board

378
00:14:01,000 --> 00:14:03,000
then we have to check them

379
00:14:03,000 --> 00:14:05,000
also in a simulator

380
00:14:05,000 --> 00:14:07,000
the same thing happens

381
00:14:07,000 --> 00:14:09,000
that if we have to go to computer

382
00:14:09,000 --> 00:14:11,000
to use the simulator

383
00:14:11,000 --> 00:14:13,000
and then we go to the workshop

384
00:14:13,000 --> 00:14:15,000
to mount the circuit

385
00:14:15,000 --> 00:14:17,000
we lose a lot of time

386
00:14:17,000 --> 00:14:19,000
and then each group

387
00:14:19,000 --> 00:14:21,000
takes a different rhythm of work

388
00:14:21,000 --> 00:14:23,000
I program to do five practices in a row

389
00:14:23,000 --> 00:14:25,000
and each group can take

390
00:14:25,000 --> 00:14:27,000
a different rhythm

391
00:14:28,000 --> 00:14:30,000
this is an example

392
00:14:30,000 --> 00:14:32,000
of a circuit that is mounted

393
00:14:32,000 --> 00:14:34,000
and then the same circuit is mounted

394
00:14:34,000 --> 00:14:36,000
in the computer

395
00:14:36,000 --> 00:14:38,000
and so they check it on the site

396
00:14:40,000 --> 00:14:42,000
in our institute we also work

397
00:14:42,000 --> 00:14:44,000
with students with different educational needs

398
00:14:46,000 --> 00:14:48,000
and with integration students

399
00:14:48,000 --> 00:14:50,000
with deficiencies

400
00:14:50,000 --> 00:14:52,000
both mental and physical

401
00:14:54,000 --> 00:14:56,000
this allows the Stablex PC

402
00:14:57,000 --> 00:14:59,000
to form groups

403
00:14:59,000 --> 00:15:01,000
of different levels

404
00:15:03,000 --> 00:15:05,000
it also allows to work

405
00:15:05,000 --> 00:15:07,000
with student tutoring

406
00:15:07,000 --> 00:15:09,000
that is also fundamental

407
00:15:09,000 --> 00:15:11,000
that is, a student who is more advanced

408
00:15:11,000 --> 00:15:13,000
than another in a certain way

409
00:15:13,000 --> 00:15:15,000
or a certain knowledge

410
00:15:15,000 --> 00:15:17,000
can be a tutor for the next

411
00:15:17,000 --> 00:15:19,000
also self-evaluation is increased

412
00:15:19,000 --> 00:15:21,000
that those of you who work with students

413
00:15:21,000 --> 00:15:23,000
with educational needs

414
00:15:23,000 --> 00:15:25,000
you know that it is more worrying

415
00:15:26,000 --> 00:15:28,000
to create your own activities

416
00:15:28,000 --> 00:15:30,000
with ease

417
00:15:30,000 --> 00:15:32,000
well, the integration students

418
00:15:32,000 --> 00:15:34,000
were divided into two groups

419
00:15:34,000 --> 00:15:36,000
and one hour a week

420
00:15:36,000 --> 00:15:38,000
they worked with laptops

421
00:15:38,000 --> 00:15:40,000
they only have time to work

422
00:15:40,000 --> 00:15:42,000
with Jotaclick

423
00:15:42,000 --> 00:15:44,000
but the most important advantage

424
00:15:44,000 --> 00:15:46,000
is that being eight students

425
00:15:46,000 --> 00:15:48,000
in each of the groups

426
00:15:48,000 --> 00:15:50,000
each one had a laptop

427
00:15:50,000 --> 00:15:52,000
and the therapeutic teacher

428
00:15:52,000 --> 00:15:54,000
prepared an activity

429
00:15:54,000 --> 00:15:56,000
Pilar, excuse me a moment

430
00:15:56,000 --> 00:15:58,000
one minute, ok?

431
00:15:58,000 --> 00:16:00,000
Ok, thank you

432
00:16:00,000 --> 00:16:02,000
Let's see

433
00:16:02,000 --> 00:16:04,000
the participation of two students

434
00:16:04,000 --> 00:16:06,000
is also fundamental to be able

435
00:16:06,000 --> 00:16:08,000
to use the Stablex

436
00:16:08,000 --> 00:16:10,000
sometimes this is usually the

437
00:16:10,000 --> 00:16:12,000
compensation or integration teacher

438
00:16:12,000 --> 00:16:14,000
who usually gets in

439
00:16:14,000 --> 00:16:16,000
together with the student

440
00:16:16,000 --> 00:16:18,000
with the other teacher in the classroom

441
00:16:18,000 --> 00:16:20,000
we have here an example of fitness

442
00:16:20,000 --> 00:16:22,000
we have put two teachers

443
00:16:22,000 --> 00:16:24,000
to prepare a webcast

444
00:16:24,000 --> 00:16:26,000
but only in three sessions

445
00:16:26,000 --> 00:16:28,000
then the students already knew

446
00:16:28,000 --> 00:16:30,000
what the methodology was

447
00:16:30,000 --> 00:16:32,000
and they already continued with a single teacher

448
00:16:32,000 --> 00:16:34,000
And we are going to finish

449
00:16:34,000 --> 00:16:36,000
we have here

450
00:16:36,000 --> 00:16:38,000
a slide of the advantages

451
00:16:38,000 --> 00:16:40,000
of using the Stablex

452
00:16:40,000 --> 00:16:42,000
it greatly increases interest and motivation

453
00:16:42,000 --> 00:16:44,000
the ability to manage

454
00:16:44,000 --> 00:16:46,000
does not always correlate

455
00:16:46,000 --> 00:16:48,000
with the ability of the most academic

456
00:16:48,000 --> 00:16:50,000
learnings that are taught in the institute

457
00:16:50,000 --> 00:16:52,000
this greatly increases

458
00:16:52,000 --> 00:16:54,000
the self-image of some people

459
00:16:54,000 --> 00:16:56,000
or some students

460
00:16:56,000 --> 00:16:58,000
it is a very valuable tool

461
00:16:58,000 --> 00:17:00,000
in cooperative work methodologies

462
00:17:00,000 --> 00:17:02,000
and provokes self-evaluation

463
00:17:02,000 --> 00:17:04,000
the advantages for the adult

464
00:17:04,000 --> 00:17:06,000
it is very useful

465
00:17:06,000 --> 00:17:08,000
for all kinds of activities

466
00:17:08,000 --> 00:17:10,000
here, above all, we have presented

467
00:17:10,000 --> 00:17:12,000
some of technology

468
00:17:12,000 --> 00:17:14,000
but it has been used in everything

469
00:17:14,000 --> 00:17:16,000
in tutoring, in geography

470
00:17:16,000 --> 00:17:18,000
in a lot of activities

471
00:17:18,000 --> 00:17:20,000
it has formed a group of work

472
00:17:20,000 --> 00:17:22,000
with the professors of the institute

473
00:17:22,000 --> 00:17:24,000
that we have managed to reflect

474
00:17:24,000 --> 00:17:26,000
on what we are doing

475
00:17:26,000 --> 00:17:28,000
with the students

476
00:17:28,000 --> 00:17:30,000
and it breaks down the routine

477
00:17:30,000 --> 00:17:32,000
and causes change, which is something fundamental

478
00:17:32,000 --> 00:17:34,000
the disadvantages that also exist

479
00:17:34,000 --> 00:17:36,000
the Wi-Fi does not always work

480
00:17:36,000 --> 00:17:38,000
with which it is a difficulty

481
00:17:38,000 --> 00:17:40,000
in some classrooms

482
00:17:40,000 --> 00:17:42,000
cannons are needed

483
00:17:42,000 --> 00:17:44,000
a lot of time is needed

484
00:17:44,000 --> 00:17:46,000
to prepare the material

485
00:17:46,000 --> 00:17:48,000
and the number of people

486
00:17:48,000 --> 00:17:50,000
we are talking about institutes

487
00:17:50,000 --> 00:17:52,000
that some are much higher than me

488
00:17:52,000 --> 00:17:54,000
and much bigger

489
00:17:54,000 --> 00:17:56,000
two students per PC

490
00:17:56,000 --> 00:17:58,000
almost does not fit

491
00:17:58,000 --> 00:18:00,000
and continuous use requires

492
00:18:00,000 --> 00:18:02,000
that we are very well organized

493
00:18:02,000 --> 00:18:04,000
by the adult it requires

494
00:18:04,000 --> 00:18:06,000
an exhaustive planning

495
00:18:06,000 --> 00:18:08,000
it requires a lot, it happens

496
00:18:08,000 --> 00:18:10,000
by the professionals who use it

497
00:18:10,000 --> 00:18:12,000
it requires training

498
00:18:12,000 --> 00:18:14,000
although the Madrid community

499
00:18:14,000 --> 00:18:16,000
requires the use

500
00:18:16,000 --> 00:18:18,000
of very rigid protocols

501
00:18:18,000 --> 00:18:20,000
and that they are assumed and teachers

502
00:18:20,000 --> 00:18:22,000
very clear routines

503
00:18:22,000 --> 00:18:24,000
and very rigid

504
00:18:24,000 --> 00:18:26,000
and when we work in several departments

505
00:18:26,000 --> 00:18:28,000
it requires that we agree

506
00:18:28,000 --> 00:18:30,000
with each other

507
00:18:30,000 --> 00:18:32,000
what advantages does the tablet have over another PC?

508
00:18:32,000 --> 00:18:34,000
that it is small, that it is very easy to transport

509
00:18:34,000 --> 00:18:36,000
it is very easy to handle

510
00:18:36,000 --> 00:18:38,000
it has multiple applications

511
00:18:38,000 --> 00:18:40,000
allows the turn of the screen

512
00:18:40,000 --> 00:18:42,000
allows the possibility of putting a tripod

513
00:18:42,000 --> 00:18:44,000
and also the use

514
00:18:44,000 --> 00:18:46,000
of a free language

515
00:18:46,000 --> 00:18:48,000
as it can be

516
00:18:48,000 --> 00:18:50,000
the Max has allowed us

517
00:18:50,000 --> 00:18:52,000
to access many things

518
00:18:52,000 --> 00:18:54,000
without having to be constantly

519
00:18:54,000 --> 00:18:56,000
paying copyright

520
00:18:56,000 --> 00:18:58,000
Well, I hope you like it

521
00:18:58,000 --> 00:19:00,000
Thank you very much

522
00:19:00,000 --> 00:19:02,000
for your assistance

523
00:19:02,000 --> 00:19:04,000
and we want to thank

524
00:19:04,000 --> 00:19:06,000
Carolina de Miguel for having supported us

525
00:19:06,000 --> 00:19:08,000
in the project

526
00:19:08,000 --> 00:19:10,000
with so much love and so much effort

527
00:19:10,000 --> 00:19:12,000
Thank you