My name is Centa, Teacher of mathematics and computer science at the Technical College "Edmond Nicolau" Focsani, Romania.

I am passionate about digital technology 21st century.

I attended numerous training courses both in my country and abroad (Erasmus + KA1) based on the use of web 2.0 / Web 3.0 in education.

Module 1: What does the future classroom look like?The Learning Objectives for this module are:

1. Reflect on your current practices and why you might want to change them

2. Develop an understanding of the evolution of classroom organisation over time

3. Consider the role of 21st Century Skills and their role in the classroom

4. Evaluate your current classroom organisation and consider if and how you would like to change it

Future Classroom Lab, a flexible learning space organised around developing 21st Century Skills in the classroom.

iTEC was a project about designing the future classroom.

Module 2: Your future classroom – towards a realistic vision

The Learning Objectives for this module are:

1. Understand the concept of future classroom scenarios

2. Explore the Future Classroom Toolkit that provides ideas and tools for developing a future classroom scenarios

3. Consider why it is important to involve stakeholders and which stakeholders you would want involve for your process of innovation

4. Discuss a variety of trends and challenges that are impacting on our work as educators

Future Classroom Toolkit - How to use

The Future Classroom Toolkit enables school leaders, education policy-makers, teachers and ICT suppliers to create and implement Future Classroom Scenarios which provide a clear vision of innovative teaching and learning practices. It can be used to introduce or scale up innovative use of ICT in a school or across a number of schools within an education system. The rationale for this process is to bring about incremental but sustainable change in the education system.

The toolkit encourages whole school use of ICT by:

Creating an educational vision that is ambitious but achievable

Involving all key stakeholders involved in designing a schools' ICT strategy

Focusing on advanced pedagogical practices and change management

Designing engaging Learning Activities that bring innovation through the use of ICT to support learner acquisition of 21st Century skills

Evaluating the use of Learning Activities

Slack is a cloud-based team collaboration tool for real-time messaging that brings all your communication together in one place, allowing archiving and search for modern teams. It is a very useful tool that you can use in the classroom to discuss a project, a topic, etc.

Module 3: From vision to reality – technology in your future classroom

The Learning Objectives for this module are:

1. Understand a variety of ways how technology can be used in schools

2. Evaluate the level of pedagogically effective use of technology in your classroom or school

3. Develop and share ideas of effective and innovative use of technology in the classroom and school

4. Discuss lesson examples that integrate technology

21st Century Skill in Focus: Thinking about Collaboration in the Classroom

One of the key 21st Century Skills is collaboration so let's focus a bit more on this. Most of us will probably say that we include some form of collaboration in our classroom, be it pair work or group work. But effective collaboration is in fact much harder to achieve than simply asking students to work together.

Using Technology in the Classroom: Example Lessons

Tool for Teaching: Aurasma

The tool for teaching is Aurasma, an augmented reality app and a great tool to develop your students creativity.

Thinglink offers a web platform and mobile app for creating and sharing interactive images. This allows teachers or students to add content inside any image - including photos, video and audio players, web links, polls, text and more - that appear in the image when shared and viewed.

Module 4: Learning activities for 21st century skills

The Learning Objectives for this module are:

1. Explore how the general vision of a scenario can be broken up into more concrete and short learning activities that teachers can use to achieve the scenario.

2. Develop an understanding how the 21st Century Learning Design Rubrics can help to create rigorous learning activities for 21st Century Skills.

3. Identify suitable learning activities for the Flipped Classroom scenario.

LIVE WEBINAR: María Jesús García San Martín - Learning activities for 21st century skills: flipped classroom and collaboration in a Future Classroom scenario

Introduction to iTEC Learning Activities

The idea of Learning Activities is to break up the more general vision of a Future Classroom Scenario into smaller building blocks to assist us in turning the scenario into reality. Too often exciting visions for a future classroom have been developed without the sufficient support infrastructure to guide us through the steps in realizing that vision.

This is what the iTEC project addresses with the concept of Learning Activities. The Learning Activities are simple stepping stones that provide concrete ideas of how we can achieve the scenarios in our classroom.

Developing Learning Activities: The Edukata Process

As part of the iTEC project a suggested process for creating Learning Activities was developed.

Learning Activities for the Flipped Classroom Scenarioies

Tool for Teaching: Socrative

Module 5: From Learning Activities to Learning Stories

The Learning objectives for this module are:

1. Understand the concept of iTEC Learning Stories and how these relate to the iTEC Learning Activities and Future Classroom Scenarios

2. Explore examples of iTEC Learning Stories

3. Draft your own Learning Story using the Learning Designer tool

Introduction to Learning Stories

From Learning Activities to Learning Story: An example

GENERIC LEARNING ACTIVITIES

DREAM

You present a design brief to your class that ties to the curriculum and the local community, but leaves room for interpretation. You inspire the students by providing them with the motivation for giving their best and by telling them about the ownership and freedom over the task. You present your schedule, and negotiate the assessment criteria with the class. Students form teams, discuss, question and familiarize themselves with the design brief. The teams refine their design brief, particularly in relation to whom they are designing for, initial design challenges and possible design results. Students record reflections and document their work online.

EXPLORE

MAP

REFLECT

MAKE

ASK

SHOW

COLLABORATE

CONTEXTUALISED LEARNING ACTIVITIES: LEARNING STORY

DREAM

I am a science teacher and with the media studies teacher, I am challenging my students to create engaging short video stories about the concept of friction. I give them the design brief and suggest they think of their peers as the target audience. I show a few inspiring video stories to them and we proceed with discussing the potential of each method of communication, thus developing their digital media literacy at the same time as their science understanding. The media studies teacher and I agree that this will support the students’ ability to narrate and to deeply engage with a scientific concept. In the first lesson, I ask my students to dream up what their video stories could be about. REFLECT – Each student uses ReFlex to record their first reflection as well as their dreamed achievement as a time capsule, dated at the end of the course.

EXPLORE

MAP

MAKE

ASK and COLLABORATE

SHOW

A tool to create Learning Stories: the Learning Designer

Tool for Teaching: Popplet