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GEG GEG-SOUTX - First GEG Program Twitter Slow Chat

We know from the SAMR theory model that it is ok for teachers to start using Educational Technology by substituting analogue ways with digital. The problem discussed in the chat was regressing because "that's how it was done." GEG South Texas was proud to write the questions for and moderate #GEGSlowChat hosted by GEG Program. GEG-SOUTX Leader Carlos Garza (@eduGOOGdroid) chose the topic "We've Always Done It This Way." Grace Hopper (1906-1992) once said, "Humans are allergic to change. They love to say, 'We've always done it this way.' I try to fight that" (1987). It appeared to be the perfect fit for this chat: challenging the status quo for better education. Thus, all the questions were related to challenging previous notions to change for the better. The final question is a quote attributed to Rear Admiral Hopper, "The most dangerous phrase in the language is, 'We've always done it this way'" and how it relates to education. The only constant is change and those who don't adapt to change will eventually become extinct. One quote in the chat was the analogy to business use, when it was suggested that a business that did not evolve with the changing technology would go out of business. Our education deserves better than just adjusting. Education should be transformative.

The session sparked a good discussion on the topic from GEGs all across the globe. Thanks to everyone who got involved.

Digital Accessibility Tools for Children with Special Needs CWSN

In order to commemorate the Global Accessibility Awareness Day, celebrated on the May 19 this year, GEG Kolkata, India decided to host a special presentation on their YouTube channel. The Global Accessibility Awareness Day (GAAD) is celebrated annually on the third Thursday of May. It is an initiative to encourage people to think and discuss how to make the world wide web more accessible to those who may be dealing with different disabilities. Technology is a boon but it can become a bane if you happen to be visually challenged, hearing impaired, or have any other disability. The purpose, therefore, is to find technology that is accessible for everyone and happens to be the main driving force of GAAD.

We are in an era where inclusive education encourages educators to introduce technology and its benefits to students with disabilities or who we refer to as Children with Special Needs (CWSN). The Sustainable Development Goals of the United Nations also emphasises on Quality Education (SDG4), Reduced Inequalities (SDG10), Peace, Justice and Strong Institutions (SDG16) which are crucial components of education in the 21st century. Keeping these ideas in mind GEG Kolkata invited Ms. Sanchita Ghosh, GoogleEdu Trainer, Innovator and Co-Leader GEG Delhi NCR on the May 21, 2022 to discuss the various digital accessibility tools for Children with Special Needs (CWSN). The session was moderated by Ms. Sudeepta Chatterjee, Founder and Leader of GEG Kolkata, India.

In the session, Ms. Ghosh discussed the different kinds of disabilities faced by students that educators may come across in their teaching environment. She then went ahead to talk about a whole host of tools that are user friendly and can be used by educators to not only teach but also enable the students to learn more effectively through the introduction of these digital tools. It was quite an engaging session as it made the audience aware of even the basic Google tools that most educators are familiar with and how best they can be used to help CWSN. GEG Kolkata intends to have more such fruitful sessions that would assist educators by sharing new practices and encouraging everyone towards the path of learning and knowledge.

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YouTube Link for the session: https://www.youtube.com/watch?v=WXNYZEOupXE

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GEG Sudan - Data Visualisation

This was a professional development session about data visualisation using Google Data Studio the powerful free tool.The session presented by AMMAR SIDDIG SAEED GEG SUDAN member on Monday 13 June 2022 Moderated by DR. Shahinaz Osman the session focused mainly on the following topics:

*Creating reports and dashboards using Google Data Studio.

*Analysing and present results and make it fun and interesting to watch easy to understand.

*Making better decisions based on reliable data.

*Making more informed choices based on the final results.

*Designing an interactive maps (taking the COVID-19 Updates as a model).

* Automatic updating data connected to a Google form responses.

The session was in Arabic language attended by 150+ attendees from all across the Arab world. Followed by an interesting interactive questions and answers period where attendees ask about the effectiveness of Google data studio in different roles and specialisations such as projects managing, teaching and analysing student evaluation data, health sector and community based studies.

Follow up on the form registration - where 300+ more audience registered- the recording was sent to their emails and promoted through GEGSUDAN social media accounts Twitter

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Robotics in the Classroom with GEG SUPERTABi Portugal

The introduction of educational robotics in the curriculum of the 1st year allows the concepts related to programming and computational thinking to become tangible, that is, abandon the digital spaces of computers and become part of the real and tangible environment of children. This process involves learning to plan, create, think critically, and solve problems by programming tangible objects like robots. This process translates into deeper and more meaningful learning through tactile experiences that allow students to explore their ideas and reasoning. According to Papert (1993), learning occurs when students engage in the construction and production of meaningful objects.

According to Papert (1993), a pioneer in the vision of the use of technology and technological instruments in the learning process of students and their potentialities as a motivating resource and facilitator of learning in children and young people. According to this author, students do not learn better from the fact that the teacher has found better ways to instruct them, but because the teacher has given them better opportunities to learn. This same author proposed a new theory - constructivism - according to which the construction of knowledge is achieved through the realisation of practical actions that precede tangible products. Learning occurs when students engage in the construction, production of meaningful objects, regardless of the product being created. Constructivism is closely related to two main types of actions: the construction of objects from diverse resources and materials by students and, simultaneously, in the construction of their knowledge through creative processes. As Papert (1993) states, the fact that robots are tangible three-dimensional objects that can simulate human or animal behaviour, that can move in space and time, students learn faster when dealing with objects than when confronted with abstract contents and formulas.

When carrying out collaborative work (through peer or group work), students developed valences and competencies related to values, behaviours, sharing and the knowledge to be using robots in the execution of the proposed tasks. The use of robots to carry out the activities, through the "learning by doing", allowed visible progress in the mathematical knowledge acquired by the students, where the associated playful aspect, also contributed to the motivation and commitment to the achievement of the projects presented.

The introduction of educational robotics in the curriculum of Elementary School and Kindergarten proved to be a very rich and valid experience for students, where the use of tangible artifacts (robots) associated with learning the contents of the mathematics curriculum, has improved their learning and the development of its computational thinking enabling them to deepen their knowledge.

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GEG Slow Chat - The Multiple roles of Teachers: How do you do that?