What is Glogster?

According to César Vallejo Martin - Albo (2010), "Glogster” is a web 2.0 tool that lets you create digital murals easily and simply. In these murals may appear:

.Sounds

.Videos

.Images

.Texts

.Links to other websites

The sounds, videos and images can be uploaded directly from your computer or we can insert them from other websites. In addition, you can record sound and video directly with a microphone and a webcam for later use in our poster.

It is also an attractive tool because it offers plenty of variety in styles and designs to set the titles, backgrounds, objects, audio-video, picture frames... 

We want to add in our poster. Glosgster is characterized by its versatility, simple operation and profitability didactic.

Advantages for the teacher:

.It is a valid resource for presenting the contents of a motivator, as it is a remarkable resource and easy to use.

.It is a way to present learning content so that they assimilate more easily.

.It is a resource that promotes the development of skills, especially creativity.

.It is a fundamental element in the construction of learning and that can work both individually and collectively.

.It can be applied to any area of the curriculum.

Advantages for students:

.It is a tool to expose their homework with new technologies

.It is a tool that favors the development of skills, particularly developing creativity and imagination

.It gives support in oral or written work.

.It facilitates relationships as it is used collectively.

.It respects the rhythms and styles of learning.

.It is a way of presenting the learning content so that they assimilate more easily.


Ejemple 

Teaching ITC - Do and Don't

DO....

• Use a scheme of work as the basis for planning your ICT lessons.

• Use computers in a meaningful way to enhance the subject and not distract from it.

• Devise activities that require pupils to share a computer, because computers are excellent for encouraging collaborative learning.

• Plan your lessons so that the computer-based work and the non-computer-based work are similar in terms of intended learning outcomes.

• Adopt the model of showing the pupils as a class how to do something on the computer, and then getting them to practise it in that lesson and to repeat that practice in subsequent lessons.

DON'T....

• Underestimate what your pupils are capable of doing and understanding on the computer.

• Focus on dealing with the software at the expense of the real learning task.

• Leave it to the last minute to begin the end of the lesson, especially if the pupils have to print out their work.

• Leave it until the end of the lesson to give out the homework.

• Give out homework that can be done only on a computer.

Why ICT?

Information and communication technology is now a mature part of the curriculum. Once restricted to upper secondary schools as "computer studies", ICT is now taught even to children in reception class.

The basic requirement is a scheme of work that develops pupils' ICT-capability in a variety of contexts, and ensures progression over time. The enormity of the task sometimes overwhelms teachers, but one advantage of a set of lesson plans based on a scheme of work is that the task is made manageable. 

The ideal situation is to have an ICT suite where you can teach the whole class at once how to do things, and networked computers in the classrooms, so that pupils can practise their skills in a subject context.

The role of the teacher in raising standards in and through ICT remains the same: to ask the right questions at the right time and move pupils in a new direction, to a higher level of understanding.