Si está tan interesado en el tema de los cursos de español online, les presento algunas plataformas con cursos que les puede ser útil, dependiendo de su nivel.
📺 FUTURELEARN
El curso Futurelearn diseñado para principiantes avanzados. Consta de 6 partes, cada una de ellas dedicada a un tema específico. Atención, cada parte tiene su tiempo de apertura y cierre.
📺 COURSERA
En "Coursera" podrás encontrar varios cursos, algunos de ellos son:
📌 Curso sobre las diferencias de estilo, todo tipo de innovaciones en el idioma, etc. Usan un lenguaje claro. Es abierto y puedes entrar gratis. Sin prisas y a tu ritmo.
📌 Curso para principiantes, que consta de cinco partes, con amplio vocabulario sobre varios temas: cultura, deporte, etc. de acceso gratuito sólo durante una semana, después hay que pagar. En este caso, si lo quieres terminar, hay que correr y aprender rápido.
📺 MIRIADAX
📌 Curso para A1-A2 del Instituto Cervantes sobre cómo se puede hablar sobre la ciudad, lo que sucede en la ciudad, además de una breve información sobre Madrid, Barcelona, La Habana y Santiago, por ejemplo. Es un curso corto, conciso; suficiente para saber algunas expresiones.
📌 Curso para profesores ELE sobre algunas dificultades a la hora de enseñar español a extranjeros y cómo explicar los mismos fenómenos en diferentes niveles. Universidad de Tenerife.
📌 Curso básico de ortografía sobre los errores típicos de la gramática española. También gratuito.
📌 Curso básico de ortografía sobre puntuación y normas explicadas con claridad. Universidad de El Salvador.
📺 EDX
📌 Curso para principiantes, muy detallado y con claridad, con una explicación de las reglas de lectura y temas del nivel A1. En el curso podrás encontrar videos cortos, audios, ejercicios de pronunciación, etc. Es gratuito, pero por un tiempo limitado.
📺 IVERSITY
📌 Curso para principiantes nivel A1. Las clases se desarrollan en base a diálogos de dos estudiantes extranjeros que participaron en un programa de intercambio. Método inductivo, primero se realiza la escucha para luego presentar la gramática. Presta atención y no pierdas detalle.
📺 TUTELLUS
📌 La App Tutellus trata algunos aspectos de la gramática, principalmente la sintaxis (preposiciones, oraciones impersonales, etc.).
Showing posts with label bilingue. Show all posts
Showing posts with label bilingue. Show all posts
Thursday, January 17, 2019
Wednesday, December 26, 2018
Spanish lesson 1
¡Buenos días amigos y amigas!
Vamos a comenzar las clases de español con canciones.
Las canciones a continuación están indicadas para estudiantes principiantes o con nivel A1, ya que la pronunciación es muy marcada y se pueden entender las palabras claramente.
Recomendaciones:
1 - Escuchar la canción relajadamente, disfrutando de la melodía y de la música.
Don´t be stressed! Enjoy the music!.
2 - Cuando la hayas escuchado una vez, vuelve a escucharla y presta atención a las palabras que puedes reconocer. Anótalas en un papel.
Replay the song and try to pick up some words.
3 - Comprueba las palabras anotadas. ¿Cuántas tienes?
Check your words. How many of them are written right?
Si no pudiste escribir ninguna, no te frustres. Es normal. Las destrezas de escucha necesitan práctica y tiempo para perfeccionarlas. No te estreses y practica, disfruta de la música y de su letra. Si las escuchas a diario, en una semana (o menos) podrás cantarlas -incluso la podrás cantar en tus karaokes favoritos ;) -
Lista de canciones:
Rosana - El Talismán
Marc Anthony - Vivir Mi Vida:
Manu Chao - Me Gustas Tú:
Y para seguir con la parte de la escucha hay un gran programa llamado "Destinos". Vamos a ver el primer capítulo:
Vamos a comenzar las clases de español con canciones.
Las canciones a continuación están indicadas para estudiantes principiantes o con nivel A1, ya que la pronunciación es muy marcada y se pueden entender las palabras claramente.
Recomendaciones:
1 - Escuchar la canción relajadamente, disfrutando de la melodía y de la música.
Don´t be stressed! Enjoy the music!.
2 - Cuando la hayas escuchado una vez, vuelve a escucharla y presta atención a las palabras que puedes reconocer. Anótalas en un papel.
Replay the song and try to pick up some words.
3 - Comprueba las palabras anotadas. ¿Cuántas tienes?
Check your words. How many of them are written right?
Si no pudiste escribir ninguna, no te frustres. Es normal. Las destrezas de escucha necesitan práctica y tiempo para perfeccionarlas. No te estreses y practica, disfruta de la música y de su letra. Si las escuchas a diario, en una semana (o menos) podrás cantarlas -incluso la podrás cantar en tus karaokes favoritos ;) -
Lista de canciones:
Rosana - El Talismán
Marc Anthony - Vivir Mi Vida:
Manu Chao - Me Gustas Tú:
Y para seguir con la parte de la escucha hay un gran programa llamado "Destinos". Vamos a ver el primer capítulo:
Capitulo 1: https://learner.org/series/destinos/watch/
Si quieren practicar los pronombres y verbo "SER" pueden encontrar mas actividades con sus respuestas en esta entrada de mi blog:
https://maestrousero.blogspot.com/2019/01/spanish-personal-pronouns-subject.html
Hasta la proxima!!!! ;)
https://maestrousero.blogspot.com/2019/01/spanish-personal-pronouns-subject.html
Hasta la proxima!!!! ;)
Tuesday, January 23, 2018
como usamos el libro con nuestro nombre
Anteriormente: como hacer el libro con nuestro nombre
Seguimos aprendiendo con nuestro libro. En esta ocasion mostramos como podemos ampliar nuestro vocabulario con el uso de letras para aprender a leer y escribir.
Elegimos una imagen y vamos separando los sonidos, uno a uno. Por ejemplo, en el video tenemos "jabon" y a partir de ahi vamos sacando en primer lugar los sonidos para poder elegir las letras.
J
A
B
O
N
Cuando las tenemos todas en orden: J A B O N, ya podemos ayudarles a leer la palabra, primero por silabas, luego la palabra completa.
Para terminar podemos escribir la palabra de la imagen, podemos usar lapices, colores, marcadores,... incluso la pueden decorar a su gusto, si lo desean.
Cuando las tengamos todas podremos pasar a la siguiente actividad. Cuantas tienes ya escritas?
Seguimos aprendiendo con nuestro libro. En esta ocasion mostramos como podemos ampliar nuestro vocabulario con el uso de letras para aprender a leer y escribir.
Elegimos una imagen y vamos separando los sonidos, uno a uno. Por ejemplo, en el video tenemos "jabon" y a partir de ahi vamos sacando en primer lugar los sonidos para poder elegir las letras.
J
A
B
O
N
Cuando las tenemos todas en orden: J A B O N, ya podemos ayudarles a leer la palabra, primero por silabas, luego la palabra completa.
Para terminar podemos escribir la palabra de la imagen, podemos usar lapices, colores, marcadores,... incluso la pueden decorar a su gusto, si lo desean.
Cuando las tengamos todas podremos pasar a la siguiente actividad. Cuantas tienes ya escritas?
Tips to work letters and sounds at home!
How to work letters and sounds at home.
The Internet offers us a great number of possibilities and opportunities to continue learning as at school, but from home, from the office, from where they are located.
Nowadays, the access to videos and applications is easy... Most of videos and apps that we share are meant to review letters, sounds, numbers and other PreK concepts. With our mobile devices we can accelerate our learning, as well as having fun! why not to try with kids, too?
I want to share with you the steps to follow to work them at home.
1. Full video viewing.
First of all, we invite our "campeones" to watch a funny video, the ones that we use at school. We don't need to spend so much time during this activity since most of videos are short.If this is the first time you see them, please pay attention to the video, since the following activities are related to them.
To check comprehension, we can ask you questions like:
- What's the video about?
- What do you like the most?
- What is your favorite __________?
- Can you draw (and / or write, if they already know) what you liked the most?
We'll work with the video little by little. Why pauses?
- What do you like the most?
- What is your favorite __________?
- Can you draw (and / or write, if they already know) what you liked the most?
2. View by parts.
We'll work with the video little by little. Why pauses?
Because we will stop to repeat and produce the sounds of the letters or words that appear in the video. In case of difficulty, we will help our kids by inviting them to see it again or we will teach them how to do it.
For example, in the video that we give as an example, we find the first letter: A.
We pause and ask:
- What letter is it?
- What is the name of this letter?
- What is the sound of this letter?
(Let's try to avoid expressions like "you know how ...", since the little ones will respond most of the times and they will not produce them).
In case of presenting difficulties we will use the image (APPLE), and we ask them the following questions:
What fruit do you see?
What is it?
Can you say/pronounce its first sound? (or the last since both are A in this case)
In case of presenting difficulties we will use the image (APPLE), and we ask them the following questions:
What fruit do you see?
What is it?
Can you say/pronounce its first sound? (or the last since both are A in this case)
"very good"
"Excellent"
"Great job"
If, on the other hand, we do not have positive answers, we try to offer them other help such as "repeat after me ...". We can teach them how to trace the letters on the screen while we (together) repeat the sound and name it.
For the most advanced students, we can invite them to the following activities-games:
If, on the other hand, we do not have positive answers, we try to offer them other help such as "repeat after me ...". We can teach them how to trace the letters on the screen while we (together) repeat the sound and name it.
For the most advanced students, we can invite them to the following activities-games:
- I see, I see a little thing that starts with the letter ...
And they have to guess what is the one that starts with that letter.
And they have to guess what is the one that starts with that letter.
- How many things in the room begin with this letter?
- How many things in the room end with this letter?
- Tell me other words that you know start / end with this letter.
Other variants can be write and read. For example, with one of your favorite book stories you can ask the same questions that we have asked for the room.
3- Again full viewing of the video without sound.
In this last part of the activities we can see the full video again and play to see how many letters and sounds you know. For each one that they know (by themselves) we can make points and those points can be exchanged for things they like. By doing so we motivate them to learn the letters and sounds, it will be very fun!
Can you try at home? How many points will you get?
Other videos to work with letters and sounds:
Wednesday, January 17, 2018
Cómo trabajar desde casa las letras y sonidos
Cómo trabajar desde casa las letras y sonidos
Internet nos ofrece una gran cantidad de posibilidades y oportunidades para seguir aprendiendo como en la escuela, pero desde casa, desde la oficina, desde donde estén ubicados.
La posibilidad de acceder a videos y aplicaciones para repasar con nuestros dispositivos móviles amplian y aceleran nuestro aprendizaje, además de ser otra forma más de diversión. La mayoría de los videos y aplicaciones que usamos en nuestro salón de clase con nuestros campeones y campeonas son muy coloridos, con una melodía pegadiza, con ritmo,...
Quiero compartir con ustedes los pasos a seguir para repasar las letras.
1. Visionado completo del video.
En primer lugar invitamos a nuestros campeones a ver un video divertido, de los que les gusta cuando aprenden con Mr. Usero. Los videos suelen ser breves, por lo que el tiempo dedicado en este paso es poco y lo pueden hacer ellos solos.
Si es la primera vez que los ven, estén pendientes de que prestan atención al video, ya que las siguientes actividades están relacionadas con ellos.
Para comprobar que han entendido el video, le podemos hacer preguntas como:
¿de qué trata el video?
¿qué es lo que más te gustó?
¿cuál es tu _____ favorito?
¿me dibujas (y/o escribes, si ya saben) lo que más te gustó?
2. Visionado por partes.
En este paso realizaremos pausas. ¿Por qué pausas? Porque nos detendremos para repetir y producir los sonidos de las letras o palabras que aparezcan en el video.
En caso de dificultad, les ayudamos bien invitándoles a verlo otra vez o bien le enseñamos cómo hacerlo.
Por ejemplo en el video que ponemos de ejemplo, encontramos la primera letra: A.
Hacemos una pausa y preguntamos:
¿Qué letra es?
¿Cómo se llama esta letra?
¿Cómo se pronuncia?
(Intentemos evitar expresiones como "sabes cómo...", ya que los pequeños van a responder la mayoría de veces que sí y no las van a producir).
En caso de presentar dificultades vamos a usar la imagen (abeja), y le hacemos las siguientes preguntas:
¿Qué animal ves?
¿Cómo se llama?
¿Pronuncia el primer sonido? (o el último ya que ambas son A en este caso)
Reforzamos positivamente sus respuestas con las siguientes expresiones:
"muy bien"
"excelente"
"me gusta lo bien que aprendes"
Si, por el contrario, no tenemos respuestas positivas, intentamos ofrecer otras ayudas como por ejemplo "repite conmigo...". Con nuestra ayuda le enseñamos cómo se traza en la pantalla mientras repetimos el sonido y le nombre.
Para los más avanzados, le invitamos a las siguientes actividades-juegos:
- Veo, veo, una cosita que empieza por la letra...
Y tienen que adivinar qué cosa es la que empieza por dicha letra.
- ¿Cuántas cosas en la habitación empiezan por esta letra?
- ¿Cuántas cosas en la habitación terminan por esta letra?
- Dime otras palabras que sepas que empiecen/terminen por esta letra.
Otras variantes puede ser escribir y leer. Por ejemplo con uno de sus cuentos-libros favoritos se pueden hacer las mismas preguntas que hemos realizado para la habitación.
3- Nuevamente visionado completo del video sin sonido.
En esta última actividad vemos el video completo y le invitamos a jugar a ver cuántas letras y sonidos saben. Por cada una que se sepan (ellos solitos) podemos hacer puntos y esos puntos al final lo cambiamos por cosas que les guste. Así les motivamos a aprender las letras y sonidos, será algo muy divertido, porque cada vez más querrán más puntos y se sabrán más letras.
Ejemplo de la actividad
Una mamá ensayando en casa con una de mis campeonas. Están realizando el punto 2.
Otros videos que podemos usar para trabajar en casa con letras y sonidos con nuestros dispositivos móviles:
Friday, January 12, 2018
El Invierno - sonidos, letras y escritura
Another episode of letters, sounds, words,... in Dual-Language Prek. In this time we are working on the word "invierno". This word, "invierno" is part of our project with the same name.
Academic goal:
- to recognize letters based on their sounds(phonological awareness development)
- to order the positions of the letters to create a word- to develop reading skills
- to develop writing skills
- to have fun!
Materials and resources:
- PowerPoint
- ABC
- Picture of Winter
- Digital Board
- Notebook
- Pencil/crayons
- motivation to work together and help others!
Steps:
1) Introduce the picture
The teacher talks to the students about the picture.
Q: What can you see?
Q: Is it hot or cold?
Q: Which season is it: spring, summer, fall or winter?
Why?
Then, they draw and color a picture of winter.
2) ABC.
We say the ABC letter by letter in order with the help of all the students in the classroom.
3) Matching sounds with letters.
Now we focus on the word "invierno". We pronounce invierno for them.
Q: What's the first letter?
We start with the first letter: I
We check sounds and letters.
Q: Is this letter I?
Previously they drew 8 squares -as the ones (blue) you can see in the digital board-. One square for each letter of the word we are studying.
When we get a letter is time for them to write. It's important they follow the order of the sounds and writing.
Q: Where can I put the following letter?
We check if they understand the order of pronunciation and writing.
Q: What's the right order/position for this word?
The highest students, who can already read, help others to understand the letter-order-sequence to read and write.
We interact with them, like a game.
Q: What's the following letter?
(At this time I don't say the sound because one student already did it)
In case of confusion like the sound V and B, they have to use their memory.
They DO know that is V and not B.
We are forming a word TOGETHER!
It's a GREAT team!
It's important to read the sounds we are writing to help them understand we are creating the word.
First, the ones already written, and second the ones missing.
In this case we need an I, again we play with the possible mistake of using I or Y. They know well!
Sometimes they say other sounds/letters and we can play with them by trying to pronounce the word with their sounds.
Student: now we need a V.
Teacher: again V?
Do you say *"InviVerno"?
S: No!
Teacher: So, what's the next letter?
Student: Y!
Teacher: *"InviYerno"?
Student: Yes!
Teacher: We say "InvI-E-rno", so what's the next letter?
We must challenge them and help them too when they need it, they ARE learning (so are we, as teachers).
We can not forget that mistakes and errors are important elements in the learning process.
Student: E
Teacher: Well done! "InviErno"!
Working in whole groups help students who can not know something.
With the students' help learning is funnier and easier for them since they might not feel the pressure of being evaluated directly by the teacher.
We invite students to do what we, as teachers, are doing.
As you can see, our students are already trained to help others: positive classroom management, peer-peer relationship included.
First, it's recommended to offer them a model of how to do the activity. Then, they can practice with our guidance and help. This is what happening now during this scene.
The process of reading and writing is slow, so they must feel comfortable and sure of what they are doing.
Their self-image improves, therefore they feel motivated to keep on working by their own.
Thanks to all my Dual-Language Prek Students for their GREAT JOB everyday!
Mr Usero
Roosevelt ES
Houston ISD
2017-2018
Academic goal:
- to recognize letters based on their sounds(phonological awareness development)
- to order the positions of the letters to create a word- to develop reading skills
- to develop writing skills
- to have fun!
Materials and resources:
- PowerPoint
- ABC
- Picture of Winter
- Digital Board
- Notebook
- Pencil/crayons
- motivation to work together and help others!
Steps:
1) Introduce the picture
The teacher talks to the students about the picture.
Q: What can you see?
Q: Is it hot or cold?
Q: Which season is it: spring, summer, fall or winter?
Why?
Then, they draw and color a picture of winter.
2) ABC.
We say the ABC letter by letter in order with the help of all the students in the classroom.
3) Matching sounds with letters.
Now we focus on the word "invierno". We pronounce invierno for them.
Q: What's the first letter?
We start with the first letter: I
We check sounds and letters.
Q: Is this letter I?
Previously they drew 8 squares -as the ones (blue) you can see in the digital board-. One square for each letter of the word we are studying.
When we get a letter is time for them to write. It's important they follow the order of the sounds and writing.
Q: Where can I put the following letter?
We check if they understand the order of pronunciation and writing.
Q: What's the right order/position for this word?
The highest students, who can already read, help others to understand the letter-order-sequence to read and write.
We interact with them, like a game.
Q: What's the following letter?
(At this time I don't say the sound because one student already did it)
In case of confusion like the sound V and B, they have to use their memory.
They DO know that is V and not B.
We are forming a word TOGETHER!
It's a GREAT team!
It's important to read the sounds we are writing to help them understand we are creating the word.
First, the ones already written, and second the ones missing.
In this case we need an I, again we play with the possible mistake of using I or Y. They know well!
Sometimes they say other sounds/letters and we can play with them by trying to pronounce the word with their sounds.
Student: now we need a V.
Teacher: again V?
Do you say *"InviVerno"?
S: No!
Teacher: So, what's the next letter?
Student: Y!
Teacher: *"InviYerno"?
Student: Yes!
Teacher: We say "InvI-E-rno", so what's the next letter?
We must challenge them and help them too when they need it, they ARE learning (so are we, as teachers).
We can not forget that mistakes and errors are important elements in the learning process.
Student: E
Teacher: Well done! "InviErno"!
Working in whole groups help students who can not know something.
With the students' help learning is funnier and easier for them since they might not feel the pressure of being evaluated directly by the teacher.
We invite students to do what we, as teachers, are doing.
As you can see, our students are already trained to help others: positive classroom management, peer-peer relationship included.
First, it's recommended to offer them a model of how to do the activity. Then, they can practice with our guidance and help. This is what happening now during this scene.
The process of reading and writing is slow, so they must feel comfortable and sure of what they are doing.
Their self-image improves, therefore they feel motivated to keep on working by their own.
Thanks to all my Dual-Language Prek Students for their GREAT JOB everyday!
Mr Usero
Roosevelt ES
Houston ISD
2017-2018
Friday, December 1, 2017
Bienvenido diciembre
Every morning we work our calendar as part of the morning message.
We sing a song "Los dias de la semana", our students like it so much! They stop when the name of the day of the week appears, in this case: Friday - Viernes (in Spanish).
This is a good opportunity to learn the days of the week but letters, sounds and early reading and writing as well. Besides, it's another excellent opportunity to work in pairs -bilingual pairs and thinking pairs-. We spell "viernes", letter by letter, we learn about sounds.
At this time we are warming-up our writing skills to be prepared for our journals that's why we do air-writing.
Today, December 1st, 2017, we introduce the month of December too. It's another opportunity to work months of the year.
As part of their language development we sing (it improves their speech articulation and it motivates them since they like singing!!!) and dance (motor skill - body coordination and Total Physical Response).
Let's see what happens next...
Have a good day, friends!
We sing a song "Los dias de la semana", our students like it so much! They stop when the name of the day of the week appears, in this case: Friday - Viernes (in Spanish).
This is a good opportunity to learn the days of the week but letters, sounds and early reading and writing as well. Besides, it's another excellent opportunity to work in pairs -bilingual pairs and thinking pairs-. We spell "viernes", letter by letter, we learn about sounds.
At this time we are warming-up our writing skills to be prepared for our journals that's why we do air-writing.
Today, December 1st, 2017, we introduce the month of December too. It's another opportunity to work months of the year.
As part of their language development we sing (it improves their speech articulation and it motivates them since they like singing!!!) and dance (motor skill - body coordination and Total Physical Response).
Let's see what happens next...
Have a good day, friends!
Monday, November 13, 2017
Nuevo proyecto: HI AMIGOS CLUB! (con Ms Kaplan)
Welcome! ¡Bienvenidos a Hi Amigos Club!
Welcome to this online part of the community of this amazing club!
We, Ms Kaplan and Mr Usero, are going to share with you many materials, resources, videos,... that will help you learn the language you want: English or Spanish. During our face-to-face sessions we will be focused on the oral skills with the help of our awesome students.
Ms Kaplan y Mr Usero compartiremos con ustedes una gran cantidad de materiales, recursos, videos,... que le ayudarán en el aprendizaje de la lengua que usted quiera: inglés o español. En las clases presenciales nos centraremos más en las destrezas orales, con la ayuda de nuestros magníficos estudiantes.
It´s going to be a good opportunity to the school community to build something important together, where everyone can add something from their experience to others with a same goal: be multilingual, be multicultural.
Esta va a ser una buena oportunidad para la comunidad escolar para construir algo importante juntos, donde cada uno puede aportar algo de su propia experiencia a otros con un mismo objetivo: ser multilingüe, ser multicultural.
Why multicultural? As an expert in bilingual education we can confirm that learn a language cannot be possible without the cultural components, that´s why we add cultural topics to our lessons too.
¿Por qué multicultural? Como experto en educación bilingue podemos decir que para aprender una lengua necesitamos de sus componentes culturales, es la razón por la que trataremos, también, temas de la cultura en nuestras clases.
I´d like to share with you all my blog maestrousero.blogspot.com where you will find lots of posts about bilingualism and other articles and researches that may be interesting for you.
Me gustaría compartir con usted mi blog maestrousero.blogspot.com donde encontrará una gran cantidad de publicaciones sobre bilingüismo y otros articulos e investigaciones que podrán ser de su interés.
We appreciate your participation and collaboration in this innovative and enriching project.
Agradecemos su participación y colaboración en este proyecto innovador y enriquecedor.
Gracias very much! ;)
Ms Kaplan and Mr Usero
Aprendiendo letras con bloques
En nuestro salon cada centro de trabajo (workstation) supone una gran oportunidad de aprendizaje. Estas oportunidades de aprendizaje tambien suceden cuando los estudiantes participan y
colaboran en el proceso de ensenanza-aprendizaje de los demas companeros/as.
En este caso Aaron (hablante de espanol) ensena una palabra del vocabulario del proyecto de otono: GRACIAS. Como pueden ver en el video, Aaron ensena como hacer las letras con los bloques, incluyendo su grafia, nombre y sonido, a Sergio (hablante de ingles, aprendiz de espanol) tomando como referencia la palabra del smartboard.
Esta semana empezamos con la parte del proyecto que se llama "Accion de Gracias". Tras haber contado la historia de los peregrinos y los nativos americanos, aprendimos la razon de esta festividad y esta maravillosa palabra: Gracias.
El agradecimiento y la gratitud son las puertas de las demas virtudes. Por este motivo, comparto mi mensaje de agradecimiento: estoy agradecido por lo que me ensenan mis propios estudiantes, paciencia para con los demas, conocimiento de si mismos y de los demas y una vision e imaginacion que va mas alla de lo que nos rodea.
Gracias! ;)
Mr. Usero
Tuesday, October 10, 2017
Dual-Language Instruction (1)
Este es mi video resumen sobre la instruccion del modelo dual en Houston ISD.
En futuros posts hablare sobre otros puntos sobre "dual language instruction"
En futuros posts hablare sobre otros puntos sobre "dual language instruction"
Si tienen preguntas, por favor me pueden dejar comentarios.
Friday, September 22, 2017
Bilingualism, Dual language Instruction... y por que?
Muchos estudios hablan sobre la importancia de aprender varios idiomas y en un mundo cada vez mas globalizado y conectado saber otros idiomas nos abren puertas y ventanas.
Como docente he podido ver la incertidumbre de los padres y madres por proteger a sus hijos. Esta proteccion, en ocasiones, afecta en su educacion ya que por temor, miedo o desconocimiento a lo "nuevo" intentan frenar el avance y la mejora de sus propios hijos. Por este motivo quiero ofrecerles este interesante interesante articulo que habla sobre este tema:
http://www.abcdelbebe.com/etapa/nino/24-a-48-meses/desarrollo/buen-lenguaje-vital-para-el-cerebro-de-los-bebes
Destacamos los siguientes párrafos de esta interesante publicación:
El cerebro tiene gran plasticidad y maleabilidad en los primeros años de vida, de ahí que para los niños sea fácil aprender un segundo idioma en edad temprana. Exponga a su hijo a otro idioma cuando sea pequeño y verá como lo adquiere con facilidad. Además, está comprobado que el saber dos o más idiomas desarrolla una mejor habilidad de pensamiento verbal.
También los estudios científicos concluyen una vez más que el cerebro aprende de manera óptima solo cuando el niño se siente seguro y feliz. Por eso es esencial brindarles tranquilidad para aprender. Al ser el cerebro más emocional que racional, cuando el niño se conecta emocionalmente con su profesor(a) y el material didáctico, le va a ir muchísimo mejor que cuando no lo hace.
Y lo que es muy importante: respetar el desarrollo individual y no forzar el proceso de enseñanza-aprendizaje de cada niño/a. Añadimos a esta idea una recomendación fundamental para un desarrollo óptimo y positivo: no podemos comparar resultados con hermanos/as, familiares o amigos/as de la misma etapa porque contribuiremos a crearles una actitud negativa con imagen de inferioridad, que en un futuro dará lugar a conductas envidiosas que focalizarán sus objetivos y/o metas en los logros ajenos y no en los propios.
Esta publicacion fue escrita hace ya varios anos, y compartida en uno de mis perfiles de facebook Robotico Storyteller.
Actividad de Storytelling en inglés/español en colegios de Sevilla (España)
Mas información en otras publicaciones de este blog.
Saturday, April 1, 2017
AICLE - Webmix - Symbaloo
Esta entrada de mi blog corresponde al diario de la actividad que realizamos con las webmix, en mi caso me he decidido por Symbaloo: AICLE.
Los recursos recopilados son Todoele.net, Learning, Resources Exchange con videos educativos y recursos con AICLE, etc… A continuacion les explico brevemente que pueden encontrar en algunas de ellas:
- REA de AICLE, de European Schoolnet que ofrece una gran cantidad de animaciones y otros recursos que nos ayudará con la búsqueda de recursos concretos con los que ampliar o profundizar contenidos
- repositorio de múltiples recursos de Isabel Pérez que nos agilizará la búsqueda de recursos para trabajar con AICLE en la etapa de Primaría e incluso de Secundaria.¡Un gran blog para la lengua inglesa!.
- TeacherTube es una web donde pueden encontrar una gran cantidad de videos y explicaciones, contenidos, y muchos recursos mas.
- selección de UUDD de AICLE de la Junta de Andalucia para todos los niveles de educacion obligatoria.
Ademas, en las otras pestanas podran encontrar mas recursos que le seran muy util para organizar todas sus paginas personales.
Este obra cuyo autor es http://maestrousero.blogspot.com/ está bajo una licencia de Reconocimiento-NoComercial-CompartirIgual 4.0 Internacional de Creative Commons.
Thursday, March 23, 2017
Why comics as a project in Early Childhood Education?
This post is a justification and reflection upon the project we are currently doing at the school where I work, Ninfa Laurenzo ECC. My project is about the profession of comic creators because my students decided to do it. I am glad to guide them in a project like that since for years I have been the coordinator of reading programs for children and families at different schools and libraries in the region of Seville, Spain.
Having a comic or a story as a vehicle for learning is not new; indeed, it is one of the most used procedures at schools and education all over the world. The literary texts that the students listen with attention raise their message with extra and enriching information: socio-cultural conditions that will allow listeners to know about events, information and signals. And by understanding the story, remembering it and expressing it according to their feelings and experiences, primary students will personally participate in the reconstruction of the literary message, value it and interpret its contents making them theirs even if they are in the new language.
The advantage of popular literature is that the content that children access has the peculiarity that they exist in almost every culture in the world. All histories share an underlying basis and a relatively invariant structure, despite some differences. Obviously, they have some aspects or parts in common, like an introduction or presentation of the characters and the setting; a plot, in which the action is developed; an end with a final outcome of events. Another important thing in common is the fact that children feel sympathy for characters according to their features; they predict the action of the wicked witch, for instance, and are sure that the prince will save the princess after conquering a thousand dangers and obstacles.
They can also anticipate moments or episodes in the story, like the climax around which the action is organized. As they expand their knowledge and the volume of stories they hear, they manage to structure the stories according to a repeatable internal pattern, those discussed above. They also delimit the different characters and roles they play in the story. And finally, they participate in creating the story, using their language or the new, with a motivated attitude, a meaningful behavior and a learning process as effective as pleasant.
In this early stage of education, working with language and literature with comics and storytelling is benefitial since they can start to understan how a language works, as a system of signs that structures and formalizes experience and reality. Language and literature are elements of culture that complement each other, hence the contents of this area should enable the acquisition and mastery of the language, as well as knowledge of the various literary manifestations for their formative value as a universal heritage. This shows the interest in initiating the student in children's literature. In line with what has been pointed out above, recent studies show how the student acquires better the knowledge of a language if it is taught as a subject studied and not as a subject of study.
Telling a story to someone who wants to listen to it, entertaining themselves by learning about the art of telling an anecdote or a joke: all are entertainments, but also interpretations or representations of real life. They can be models of behavior beyond history and that is why they tend to have a teaching, because we project them, somehow, with our reality, no matter how far we look at it. The existence of archetypes shows a need to organize within history so that the pedagogical contribution goes from simpler to more detailed and complex. The models used have formed and will form a common base and memory for the society that listens to them and many of the models of behavior or interpretations of reality will undoubtedly form part of a know how to act or know how to solve.
When working with stories, the content of the lessons becomes more important than the language itself and this means that it is easier to relate the lessons to the experience and self-interest of the students. In addition, as we have already pointed out, such work helps the learning process as students can associate words with functions, structures and situations with a particular story or "reality". It is clear that the association contributes to have a good memory and improve their thinking levels as well as motivation for learningl; and learning a language in a given context helps understanding and memory.
The storytelling, on the other hand, allows to deepen in the issues that arise with depth and rigor and develops reactions and feelings in the students that, otherwise, can not demonstrate with so much clarity in a textbook. The teacher's work, in this type of approach, provides a personal touch to the lessons, since it is the educator who knows the pace of classroom learning and of the students - and their needs - in particular, when they need more vocabulary or require communicative experiences.
Este obra está bajo una licencia de Creative Commons Reconocimiento-NoComercial 4.0 Internacional.
Monday, March 20, 2017
Motivation & CLIL - How motivation affects Foreign/Second Language Acquisition/Learning
We know that motivation is a great part of our learning process. This video sums up how motivation affects our efforts and results when learning.
In the following document you can read about motivation and other aspects, authors and theories that contribute in Foreing/Second Language Acquisition/Learning.
CLIL step by step to Multilingual Programs
CLIL - Content and Language Integrated Learning.
First of all, we would like to start by defining the concept of CLIL (Content and Language Integrated Learning - coined in Europe in the early nineties (Coyle et al (2010)), and those concepts and key aspects around this approach. Many of which will need to be considered when designing activities for the CLIL classroom that will not help our students develop and improve their communicative and foreign language skills, but their learning process.
Why CLIL?
The 21st Century educational landscape has undergone important innovations in the last decades, one of them is the introduction of technologies in the classroom and the other notable change is related to the teaching of languages being part of a connected and globalized world, it should be one objective that everyone in the world can talk other languages in addition to the mother tongue. This method started in Europe, due to the great language and cultural diversity of the country members of the European Union.
These two aspects, the introduction of ICT and the learning of languages are well reflected in the White Paper on Education and Training: Teaching and Learning - Towards the Learning Society published in 1995 by the Commission of the European Community and in later publications1 where Action Plans to promote language learning and the use of Open Educational Resources (OER) are established. Both points are among the priorities for the member states in the document published in 2012 Rethinking Education: Investing in skills for better socio-economic outcomes where the priorities are "To increase the supply of transversal skills that increase employability, such as Entrepreneurship, digital skills and languages "and" Intensify the use of ICT-assisted learning and access to high quality OER "(p.17).
I would like to highlight this excerpt from the “White Paper on Education and Training”:
“Building skills for the 21st century
Transversal and basic skills
Efforts need to be concentrated on developing transversal skills… Modern, knowledge-based economies require people with higher and more relevant skills. CEDEFOP forecasts predict that the proportion of jobs in the EU requiring tertiary level qualifications will increase from 29% in 2010 to 34% in 2020, while the proportion of low skilled jobs will fall in the same period from 23% to 18%. Transversal skills such as the ability to think critically, take initiative, problem solve and work collaboratively will prepare individuals for today's varied and unpredictable career paths. …particularly entrepreneurial skills…”
This is not happening only in Europe, but worldwide. And I would like to add something more than preparing future workers or employees as it is said, since from my point of view the socio-emotional aspects of students are empty in this document, and nowadays many researchers have proved the importance of those aspects.
Learning is a beautiful part of our lives, since it opens our eyes to new landscapes and windows that go beyond our native communities. Learning lets us go beyond, above all, foreign language acquisition and Information and Communication Technology (ICT) since the current conditions of living are globalized and it is our duty to prepare good citizens equipped with a lot of skills and tools to live in this globalized world. Opportunities can be given in any point of the world and we should be ready to get them, regardless the nationality or other bureaucratic issues. I am talking from my own experience: a Spanish teacher who has educational experience in many countries besides of my home country, Spain. Nowadays I’m teaching in Houston, Texas (USA).
Multilingual programs
In this context, a great number of bilingual programs have been implemented over the last decade, many of which use the AICLE approach in Spanish: Integración de Contenidos y Lengua Extranjera; EMILE in French: Enseignement De Matières Par Integration D'une Langue Étrangère or CLIL in English: Content Language Integrated Learning. This method can be used with any language in the world.
D. Coyle et al. (2010) distinguish two main reasons for the interest in CLIL within a country or region. One of them is a proactive reason, as a way to promote the learning of a language for political, economic and social reasons. This is the case of the French immersion programs of Canada, as a way of supporting bilingualism, or the CLIL programs that promotes the policy of the European Union to strengthen relations and mobility between the countries of the same. The European Union has essentially become a territory without borders, where all citizens have the right to live, study or work where they wish; However, not knowing languages still represents an invisible barrier to free movement that needs to be eliminated and bilingual programs are one of the most effective measures.
From a pedagogical point of view there are many reasons why bilingual and CLIL programs are recommended:
First, they offer advantages for students' cognitive development (Bialystock, 2009).
They bring significant gains in the target language (L2) as evidenced by numerous studies on language immersion in Canada and CLIL in Europe.
They favor the collaboration of teachers with each other and with the administration of the center since much of the community will be involved in learning the language and content.
He observes how in the following video Hugo Baetens, referring in bilingualism and CLIL of the Vrij Universiteit Brussel (VUB) alludes to the expressed in the previous point.
This is one of my first activities to plan a CLIL unit with sports:
To know more:
EU Policy Documents
EU Languages and Language policy
The White Paper on Education and Training: Access to the document in its entirety. Available for download.
Languages in education: support page for language learning and linguistic diversity of the European Commission.
See the Eurydice Report (2006) a study on how and where CLIL was being implemented in the European Union.
Coyle, D., Hood, P. and Marsh, D. 2010, CLIL. Content and Language Integrated Learning. Cambridge: Cambridge University Press.
Usos de recursos educativos abiertos para AICLE by Aprende Intef cursos en linea is licensed under a Creative Commons Reconocimiento-NoComercial-CompartirIgual 4.0 Internacional License.
Creado a partir de la obra en http://formacion.educalab.es.
Puede hallar permisos más allá de los concedidos con esta licencia en http://formacion.educalab.es
Tuesday, March 7, 2017
How to create a comic with basic tools
The next comic has been done with basic tools:
- Camera to take pictures.
- Paint to modify the pictures.
- Word processor to add titles, bubbles and other comic characteristics.
First of all, a design of the story is strongly recommended, I mean, what story your students want to tell. You, as teacher/parent/educator, can help them with the topic of the story.
One idea is to ask for some topics they are interested in and the do a survey with all your students. In this way you encourage them to participate as well as they feel motivated. Once your students have decided what to tell, it is time to organize the story. In my case, I teach them that every story has three mainly parts, remember that it is focused on PreK students: beginning, middle and the end. And please, try to help them with examples of stories they already know (and even better, the most recent stories told in classroom) and let them identify each part.
The story decided to tell is about the recess time, since today it had rained early in the morning and some parts of the garden were wet. I tried to help them by asking them how we usually prepare to go to the outdoor learning area. Then, one by one started to tell me how: they are in a line, the students in charge of the doors go to their positions,... other students wanted to share other ideas to use in the story. After that, I looked through the window and everything was wet, my next question was what would happen if you were in the garden. Again, help them, please, with connections to their experiences... until some of them can say something to add to the story; indeed, they gave us some ideas for the story. And eventually we got this amazing story with my "champions".
If you have a tablet with an ebook reader app you can download this file https://drive.google.com/file/d/0B4elwj35ibmYNm9mLVFmX0hkMzQ/view?usp=sharing and they can read it.
If you prefer to do it by using an app with music, you can use Adobe Spark Video. Open this app and add the pictures that you and your children have selected to create a comic. Besides, you can add some music.
Have you seen how easy it is? Do you think you can do one comic with your children? If so, it is going to be a good time to enjoy creating a story together.
If you want to share your beautiful and awesome story, please, leave a comment with your file.
By Mr Usero.
Comic-Creator Project.
- Camera to take pictures.
- Paint to modify the pictures.
- Word processor to add titles, bubbles and other comic characteristics.
First of all, a design of the story is strongly recommended, I mean, what story your students want to tell. You, as teacher/parent/educator, can help them with the topic of the story.
One idea is to ask for some topics they are interested in and the do a survey with all your students. In this way you encourage them to participate as well as they feel motivated. Once your students have decided what to tell, it is time to organize the story. In my case, I teach them that every story has three mainly parts, remember that it is focused on PreK students: beginning, middle and the end. And please, try to help them with examples of stories they already know (and even better, the most recent stories told in classroom) and let them identify each part.
The story decided to tell is about the recess time, since today it had rained early in the morning and some parts of the garden were wet. I tried to help them by asking them how we usually prepare to go to the outdoor learning area. Then, one by one started to tell me how: they are in a line, the students in charge of the doors go to their positions,... other students wanted to share other ideas to use in the story. After that, I looked through the window and everything was wet, my next question was what would happen if you were in the garden. Again, help them, please, with connections to their experiences... until some of them can say something to add to the story; indeed, they gave us some ideas for the story. And eventually we got this amazing story with my "champions".
Recreo o no recreo by Paco Usero on Scribd
If you have a tablet with an ebook reader app you can download this file https://drive.google.com/file/d/0B4elwj35ibmYNm9mLVFmX0hkMzQ/view?usp=sharing and they can read it.
Publish at Calameo
Calameo is a free web that sets your documents as a traditional book. When you and your children finish your comic, you can save it as a .pdf file, then upload it on this web. There, you can have more options to choose and share it with your friends.
If you prefer to do it by using an app with music, you can use Adobe Spark Video. Open this app and add the pictures that you and your children have selected to create a comic. Besides, you can add some music.
Have you seen how easy it is? Do you think you can do one comic with your children? If so, it is going to be a good time to enjoy creating a story together.
If you want to share your beautiful and awesome story, please, leave a comment with your file.
By Mr Usero.
Comic-Creator Project.
Sunday, March 5, 2017
Benefits of Technology in a PreK classroom
Benefits of technology in the PreK classroom
Technology opens windows to other people’s experiences and knowledge, what enriches our learning process. Besides, the possibilities of communication are bigger than with multimedia since everyone can interact with each other and can build new knowledges.
Technology can have a drastic impact on the learning and education of a child. Based on the concept of Cone of Experience (hierarchy of experience) developed by Edgar Dale, his concept prioritized the intensity of different learning styles and the diverse ways of learning in the classroom. Most of our students show more qualities towards the oral/auditives and visual learning styles. Today there is still no scientific evidence of the depth of each learning, but the experts in neuroeducation (the discipline that studies how the brain learns), states that to acquire knowledge you need to be excited and interested in what you are learning . Technology is transforming the way we learn in classrooms and many colleges are becoming interested in technology, re-imagining 360-degree scenes that allow students to feel content rather than simply reading or listening to them.
Digital devices as part of the 21st century student’s academic life
There are many advantages to using technology in the PreK classroom. Some of the benefits in doing so is that it enriches and broadens their horizons and lets them experience learning in a completely different way. In my classroom I have seen that it allows students to focus more, and as a result the students enjoy learning in a new format. A perfect example is when we use the tablet to introduce letters and sounds with the apps already installed. This allows for the students to be engaged and motivated to participate. They become familiar with using the apps and they become more engaged with learning their letters and sounds. Another important factor is that they enjoy the way concepts are presented with bright colors and sounds and they are able to interact with the content presented. Their curiosity is sparked because it focuses more on their likes and interests. During an observation focusing on the class during this time, the teachers also detected that those students who did not normally participate in class, were encouraged to do so with the use of tablets.
Now the main problem is the mobiles. In schools there is terror to the use of mobile, in most centers is prohibited and is even badly seen that teachers bring them to the classroom. Idea of school with no use of tablets, iPads or smartphones, and parents...
The use of mobile phones by minors is an upward trend. One in three children aged 10 years has one; 80.4% of those aged 13 years and 95% when they exceed 15, according to data from the National Statistics Institute. Although in the USA there is no official data on how many schools use the phones in class compared to those who Prohibit, if it is known that each year many teachers are trained in digital skills.
The immersive experiences manage to extend the time of attention of the students and improve the abilities to work in group, according to the study Virtual Reality. The next step in the future of education, prepared by the University of Gothenburg. Integrating virtual reality experiences into academic programs can help children with difficulties withholding textbook information to better process content, the study said.
We can highlight the ICT (Information and Communication Technology) integration in the learning process and some of the main points of its role playing to get the learning goals:
- Positive environment since it is a requirement to create a positive atmosphere that invite students to participation and learning together, in which the promotion of positive values of respect to others is a key concept.
- Improvements in the learning process.
- Consistency. The use of ICT should be part of the daily learning process.
- Philosophy of teaching of the school: innovation, communication and diversity, new opportunities of learning, new scenarios, respect,... many specific conditions must be taken into account.
New ways of learning with digital devices
According to some experts technology by itself does not produce learning,however those facts depend on the learning goals. For example, if one student uses a computer without knowledge or experience, then that student will not progress unless taught how to do so. ICT devices, in comparison to paper or audiovisual devices, can be manipulated by students, which in turn offers them possibilities to interact with the knowledge and the processes of learning, and can connect students from different places around the world at the same time.
It is important to make clear some ideas when talking about technology and education. As we said above, it is important to put a purpose of learning, technology by itself doesn’t produce learning. Teachers and educators should have formation in educational technology and its use in schools in order to provide students better possibilities of learning. Dealing with differentiation, technology can cope with the different ways of learning. Technology in education help students to get digital skills and competences, compulsory for their future as part of a global world. In relation to the previous idea, technology offers different ways of work: individual (cognitive skills development), collaborative (enhances communication), creativity (creative/higher level of thinking), active (enhance significant learning and offer opportunities to learn to learn)...
Technology and Family
For many families technology is a big window opened to the academic life since most schools offer many digital connections with parents, most of teachers have blogs and use social media to inform parents about the academic situation and news.
Technology at home can serve as a new opportunity of learning where the same resources and tools as at school can be used. It is a different context, a new scenario to study as in school with the support of their families. Technology goes beyond because if offers students and families to connect knowledge and learning process with different and familiar things, a new way of organization of education that should be coordinated with the one in the school.
Multiple ways of learning are offered when at home. Activities can be done in other parts, not school-centered, that broaden the students’ habits of learning, as well as those of their families. The way of interaction of different components in their learning process enriches their development since the context of learning is more opener, more flexible, more motivating because it goes beyond the walls of their school facilities. It offers new possibilities of learning responsibility, individual work, social work, social skills, leadership, decisions, problem-solving.
Technology and languages at Early Stages
The possibilities of learning that technology offers our youngest students are great in quantity and quality. According to the evidences of Neuroscience, language development takes place highly during the first six years, that is when all the linguistic system is getting formed because of the neuronal connections. Children, if they are exposed to native or native-like ways of communication in foreign languages, above all the oral skills (listening and speaking), can get them easily.
(full infographic:
http://visual.ly/truth-studying-foreign-language)
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Nowadays, there are many sites with storytelling apps, videos in youtube and other digital programs that offer this kind of formation. Being exposed to other languages increases our cultural background since languages can not be learned isolated, socio-cultural aspects are necessary to communicate successfully.
Positive attitudes are promoted with the use of technology and the exposure to other languages and cultures, since children learn about other lifestyles, different from the ones they have but that help it expand them.
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Technology with the little llamas at Ninfa Laurenzo ECC
Ninfa Laurenzo ECC is informing families and parents with the easiest way just by scanning a big poster with a QR-code and they are informed. We recorded a video to show parents and families how to access to it. Once the code is scanned, they are leaded to the section of “News” of the official web of the school.
HISD is providing parents with a FREE subscription to ReadyRosie, an interactive tool that provides daily activities for adults to do with children ages 0 to 6. The activities are simple, take about two minutes, and help prepare children for success in school.
All the teachers of this pre-K school emailed an invite to parents. However, any HISD parent or guardian with a child or children ages 0 to 6 can register for ReadyRosie at www.readyrosie.com/register.
The registration process will ask parents for their child’s elementary school. If a child is too young to be enrolled in school, parents or guardians can enter the name of their neighborhood HISD elementary school. To find the name of your neighborhood elementary school, go to www.houstonisd.org/findaschool and enter your home address.
HISD will use myON as part of the district’s Literacy By 3 Movement and summer reading program. myON’s in-depth reporting functions will be used to track progress for all student users to make sure that their reading levels improve over time. myON’s wide array of Spanish and bilingual titles will be useful in supporting the growing number of English language learners (ELLs) in the district.
Since the district first started using myON in March 2015, 212,663 users have spent 103,834 hours reading more than half a million books—totaling more than 14 million pages.
BrainPop provides various resources supporting many areas of the curriculum. The products in the subscription are BrainPop, BrainPop Jr. and BrainPop Espanol. Login is required for school and home access. Contact your campus librarian or Sofia Darcy to get the username and password. This resource is funded by the HISD Special Education Department.
The Children’s Learning Institute (CLI) designed this Pre-K digital learning tool to help young children develop literacy and language skills (vocabulary, letter identification, and phonological awareness). It also includes scales for mathematical skills (numbers, counting shapes, and operations) and social-emotional skills.
Other webs like starfall, blogs: ninfalaurenzoecc or Mr Usero’s blog , social media sites like pinterest, and apps for tablets and iPads help our students develop their digital skills, so necessary to be a successful citizen in the 21st century. They are being prepared to life from their foundation.
Other apps suggested to Early Childhood Education:
Virtual Field Trips to Integrate Technology
Technology offers us many opportunities to learn outside the classroom, because it open windows to other parts of the world and giving our students new possibilities of learning by making connections with what surrounds them. For examples, when we were learning about animals, in my room (#8) at Ninfa Laurenzo ECC we could do a virtual field trip to the Houston Zoo using their webcams and activities.
Looking for more information and experiences about the use of technology and field trips I found this one: “Another way to integrate technology with literacy is to create a virtual field trip to meet the Common Core Standard of asking and answering questions. A virtual field trip is a way to have students explore one or more designated websites while purposefully reading for information. As a teacher you will need to set a purpose (for example, visit Sea World to learn about ocean life) for your virtual field trip as well as a list of questions based on what you want the students to visit. I use open-ended questions to check for understanding rather than short, one-word answers. I create questions according to my students’ abilities.
You can see an example of a virtual field trip form by clicking on the image on the right. The virtual field trip my students love is a trip to San Diego Zoo. They have live webcams and a kid section including audio for non-readers as well as games. This form is a Word document that you can customize with your own questions.
Some of you might ask how I manage a virtual field trip in my classroom. I have students in pairs or small groups to work on answering questions. Every day, a few groups of students use the computers during literacy block time. I have bookmarked the website they are to use and modeled how to use the Internet and the website. With the younger grades, I only have the students use one website with links from that website. For instance, I use kids.sandiegozoo.org, where there are no ads for the kids to accidentally click on and many links to navigate.”
This is another benefit of technology and education. Your knowledge and experiences can help others grow.
If you are interested in getting more information of how to implement technology in Early Childhood Education I will be pleased to help you.
Written by Francisco Usero Gonzalez.
Edited by Angelica Saenz.
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