It looks there is a big difference in the outcomes of technologies integration into teaching activities depending on a few key factors: 1) whether technologies are adopted on a sort of individual basis (e.g.
#Notecard giver script second life software#
The Primary aim and theme of this project, carried out during the last 4 years and still in progress in six middle school classes of an Italian state school, beyond that of integrating specific tools and software in a TEFL/ESL context, has been the experimenting and successful integration of a blended learning - web based - environment with an immersive, opensim based, environment into one multi-layered learning environment that could be easily reproduced at class or school level. The primary aim has been the cooperative construction of ‘one' three-layered (real world + web + virtual world), synergic, learning environment that would increase students engagement by challenging their cognitive, socio-emotional and making skills and propose itself as a functional model of blended environment for the whole educational community. A Learning Management System (Google Apps for Education), fully integrated with free/open web tools, open source software and a school virtual world 3D environment based on Sim-on-a-stick and OpenSim, through overlapping ‘making' activities based on coding (Scratch animations), textual collaborative editing (Google Drive/Doc), web design (Mozilla html tools) to graphic design of 3d shapes (Blender) and virtual world texturing, building and scripting “learning objects” on prims. AbstractCross-curricular, content-based CLIL learning paths have been experienced extensively in a middle school class TEFL context, with students aged 11 to 13 for a period of three years.
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