Day eight : Social media & teaching | Preparation

Teaching a lesson to HELMo students: giving practical examples about “The use of social media & teaching”


At first : welcome to Irene from Valencia

Goals :

  • to present, in a real practical way, several methods and/or tools to teach with new (social) media
  • the lesson must be multicultural -> understandable by non-english speaking students

Examples: languages with Quizzlet, maths with Geogebra, short novel writing with a blog, playing chess with Twitter…

Organization : 10h30 – 12h00

ROOMS 114/220/224
group 1/3/5        = 10:30->10:45
group 2/4/6        = 10:45->11:00

11:00->12:00 = in debating groups: after your lesson, you will have to meet and discuss with the HELMo students in order to make a SWOT analyzis about every example you proposed. Those discussion groups will be smaller: about 6-9 students

Photos of the workshop :









Day eight: Lecture about “ICT, pedagogy and simplicity”

by Lyonel KAUFMANN (teacher at Haute Ecole Pédagogique du Canton de Vaud, Lausanne-Switzerland)



Lyonell Kaufmann pointed out, that we always have to keep in mind, that we don’t have much time in the classroom – so at first, we have to think about the contents – and then in the second term the use of ICT for this topic.

He showed 4 recommondations:
– select Web 2.0 technologies based on learning objectives, not cool factor
– establish relevance for your students
– define clear expectations for participation
– model effective Web 2.0 technology use

On the case on Marie-Antoinette and the french revolution, he showed how you can impliment ICT – like videos – in the classroom – even in topics like history.

Larry Cuban: historian by training, he is Professor of Education at Stanford University since 1981. Previously, he was also, for 14 years, a high school teacher in disadvantaged schools. From 1974 to 1981 he was superintendent of a school district. His main research interests focus on the history of curriculum and instruction, educational leadership, school reform and the use of technology in classrooms.

Here is the link tp his blog:

Cuban figures out:
– new technologies are used mainly in the afternoon – when they are already tired
– new technologies are stimm at the periphere of the activity
– new technologies are primarily perceived by teachers as entertainment tools rather than as learning tools
– the organization of school time in primary school is more favorable to the integration of technologies that the organization of school time secondary

A recent inquiry concerning the use of ITC by teachers:


Teachers and students – even if they don’t use technologies in school – they for sure use them at home – to prepare the courses or do their homeworks. Everybody uses new technology in privat life – so why don’t implement them in the classroom?

Thanks Lyonell for this presentation.

Day eight : Generation Why ? | Student presentation

Generation Why ? Presentation by Dani, Didac, Jaime & Rafael 

Monday morning and time to remobilize teachers and students:

The students prepared a small activity, that showed the “digital gap” and cultural differences between different pupils all over the world. There are huge differences in the daily life of schools and ICT in schools around the world.

A little like in the army… 😉

Dani, Didac, Jaime and Rafael take the power !

At work.

Second time the presentation :

The students figured out that there are still borders in europe – even when they are less visible then before. There are two different borders:
– economic boarders
– technological borders – like ICT in school

They also showed, that there is a social gap, that saperates one social class from another
“Digital gap” – there is a difference between those who have access to internet and those who have not

The link to the presentation :

The presenters :



Dani, Didac, Jaime & Rafael: a great « thank you » for your implication, proposition and work. A very good introduction for this second week.

Day 5: Workshop at the University of Liège : building a lesson with “Scenariogramme” ©

Brigitte DENIS - workshop at University of LiegeOn Friday March 14, the IP students went to the University of Liège to meet Brigitte DENIS, teacher and lecturer at the CRIFA (Centre de Recherche sur l’Instrumentation, la Formation et l’Apprentissage). She prepared a workshop about the added value of ICT and social media in teaching. During the first part, the students had to think keywords related to “a task”, “a tool” and “an added value”. During the second part, the students had to build a “Scenariogramme” © : this means linking lesson’s objectives, a methodology (including ICT and social media tools and strategies) and the evaluation of the learning outcomes (with the added value of the ICT and social media tools).

workshop at the University of Liege DSCN1517 DSCN1522 DSCN1527 DSCN1531 DSCN1534 DSCN1541

Day five : Using technology for teaching ?

What is a SWOT analysis” by Patrick DEJARNAC (teacher HELMo, Liège-Belgium)
Définition :
A SWOT analysis (alternatively SWOT Matrix) is a structured planning method used to evaluate the strengths, weaknesses, opportunities, and threats involved in a project or in a business venture. A SWOT analysis can be carried out for a product, place, industry or person. It involves specifying the objective of the business venture or project and identifying the internal and external factors that are favorable and unfavorable to achieving that objective. The technique is credited to Albert Humphrey, who led a convention at the Stanford Research Institute (now SRI International) in the 1960s and 1970s using data from Fortune 500 companies. The degree to which the internal environment of the firm matches with the external environment is expressed by the concept of strategic fit. Source :


A SWOT analysis, with its four elements in a 2×2 matrix.

Source : Wikicommons

Students have to create a SWOT analysis about the question “Using social media in school?”. See the results on responds

Days six/seven : What have we learn during this week ?

What have we learn during this week ? A « writing » note
During the week-end, the students will have to write an individual note on what they have learned during the first week of the IP and then they’ll have to share and publish it on the IP’s blog.


Orientation :
1° One element you have learn during this weeks. For next week, take the program and determine one element you will to learn next week.
2° Is the lectures and your works of this week sufficient to not be only on the wave, but to see under the wave to be able to adapt teaching at your generation and at the generation of your students and resolve the actually school (technology) limits ? How ? Why ? If your response is «no», what do you needs? How to obtain it? How to integrate it at your work?
3° What do you think about this sentence :
« A good lesson using technology is at first a good teaching lesson? »
and how you will integrate this dimension next week when you will have to build a lesson using ICT and social media tools (Monday/Tuesday) ?

Some questions you can have in your mind for your work :
One thing positive with this IP Generation Y confronting of your daily formation ?
One thing negative with this IP Generation Y confronting of your daily formation ?
ICT and Media tools : Which are the ICT advantages/disadvantages for the teacher ?
ICT and Media tools : Which are advantages/disadvantages for the students?
Which is the ICT and Media tools place in the lesson? How it can improve it ? When not ?
Which are the differences and similarities compare to old technologies (paper, blackboard, …) ?

How are you doing this work ?
You can write a note (google drive by exemple), doing a video, a prezi or something else and publish the link at a response to this post or respond directly to this post.

Day Four : “The use of social media in schools and in the learning system”

« The use of social media in schools : some examples » by Patrick Dejarnac (teacher at HELMo, Liège-Belgium)

The Twitter Experiment – Twitter in the Classroom, by Dr. Monica Rankin :

«Most educators would agree that large classes set in the auditorium-style classrooms limit teaching options to lecture, lecture, and more lecture. And most educators would also agree that this is not the most effective way to teach. I wanted to find a way to incorporate more student-centered learning techniques and involve the students more fully into the material.»

Dr. Monica Rankin

Utilisation de Twitter à l’école Primaire : écrire pour lire :

Facebook : “The use of Facebook with students in HELMo’s classes”, by Pascale PEREAUX (teacher at HELMo, Liège-Belgium)

Two questions to Pascale Pereaux :
1°) what about the students who don’t have a FB account?
2°) why doesn’t she want to be “friends” with her students while they’re studying but  she agrees when they’re graduated?

Here are her answers:
1°) students create a fake FB account just to follow the discussion
2°) to keep a sane pedagogical distance between teacher and students. This distance isn’t necessary anymore after graduation.

Augmented learning environments & Social Network” by Sergio GARCIA, an skype live conversation with LaSalle University (Madrid-Spain)

First on-line lectures through Skype. Always a special moment with technical aspects to resolve !

Technical organisation !

Sergio Garcia, his C.V.

Spanish students, Manuel and Jeremy

Sergio Garcia presentation @Bett 2013

Augmented reality : Augmented reality is a live, copy, view of a physical, real-world environment whose elements are augmented by computer-generated sensory input such as sound, video, graphics or GPS data. Wikipedia

HowStuffWorks “How Augmented Reality Will Work”  : The SixthSense augmented reality system lets you project a phone pad onto your hand and phone a friend — without removing the phone from your pocket.

Selected Bibliography concerning education (by Sergio Garcia : :

Beauchamp, G. y Kennewell, S 2. (2010). Interactivity in the classroom and its impact on learning. Computers & education, 54(3), 759-766.
Beeland, W. (2002). Student engagement, visual learning and technology: can interactive whiteboards help? Valdosta State University vol1no1/beeland_am.pdf.
Istvan, F. (2009). Interactive boards and their function in education. International Journal of Advanced Corporate Learning (iJAC), 2(1).

Online virtual lecture (Skype) with Mario ASSELIN (Quebec-Canada)
The Mario Asselin’s blog :
His posts concerning education (in french) :
The blogs’ St-Joseph school :
A text about « Les blogues : de puissants outils pour faire apprendre » (.pdf) :
A conference (in french) about « Social media : solutions or problems ? »