Glogster enhances our lessons

Ursula Pavletic

What is Glogster?

Glogster is a cloud-based platform for creating presentations and interactive learning. A platform that allows users, mostly students and educators to combine text, images, video, and audio to create an interactive, Web-based poster called glogs on a virtual canvas.

Benefits of using GLOGSTER

Glogster is user-friendly, registration is simple, tools are easy to use
Glogster & Glogster Edu Basic are totally free

Students can explore, express themselves, and display individuality with Glogster
Teachers can collaborate with students and students with peers
Both students and teachers can share and assess the Glogs of others, message, comment, rate, and reply
Teachers and students can work individually or collaboratively to create glogs based upon any topic

What other educators say about Glogster

"My students have done amazing work with this tool. It has been a wonderful learning experience for all! Simply amazing! " (Vicki Bradford )

To see other educators' opinion click on here

How to use Glogster

Step 1

Go to the page https://edu.glogster.com/

Step 2

To create your account, you can click on “Get started” and choose personal, educator or student account.

Or you can log in by using a google, facebook account or (PRIVD)

Step 3

Now you are ready to start! Click on “create a new glog”

Step 4

You can choose to create a blank glog (landscape or

portrait ) or use a pre-made template

If you choose a blank glog you start from scratch.

Step 5

but if you choose a pre-made template you will be able to design the glog

Step 6

At the top you will find tools to modify your template. You will find a whole bunch of different little icon graphics that you can use.

If you press “text” the following options will be displayed

If you press “graphic” the following options will be displayed

You can press the other options “video” “image” or add more content .

Step 7

You will also find these buttons

You can undo or redo, go to full screen, go to preview mode and the last button is used to save your changes and exit

Step 8

When you are done, the following message pops up, to save your glog and name it.

Reference

Glogster (2017) retrieved from https://edu.glogster.com/

Lesson plan using Glogster

In this section I will present you a lesson plan following the WWW (Warmer Web What next) structure suggested by Dudeney and Hockly.

Celebrations around the world

Age group: 14 years old

Level of English: Intermediate

Topic: Celebrations around the world

Objectives: -To describe and differentiate holidays and traditions around the world.

-To explain in their own words traditions of different cultures and countries.

Language areas: Speaking/writing /listening

Physical Location: Classroom and Computer lab

Time alloted: 60 minutes

Introduction

To begin with a Celebration project, I will ask the students to investigate celebrations around the world. I will introduce the topic by watching the following video on “10 celebrations around the world”. After watching the video I will ask the students some questions to elicit previous knowledge and to see if they could make use of the information they had looked for.

Questions

What do people around the world celebrate? and why?
What do people eat/do/wear during celebrations?
What is your favorite celebration? and why?

During the discussion I will write on the board their answers on the board for them to pay attention to specific vocabulary connected to the topic.

After the discussion, I will introduce the tool “Glogster” to the students and I will show them a tutorial on how to use the tool and how to create their own poster “glogs”

I will upload the tutorial to our campus so that everyone can go back any time and check it.

Warmer (10 minutes)

I will start the lesson writing on the board the word holiday in a circle. I will define the word as a special day to remember or celebrate something. Then I will ask my students to brainstorm whatever they remember about different celebrations around the world.

During the discussion I will write their answer on the board for them to use the information in the following activity.

Web (45 minutes)

I will allocate students in groups of 4. Each group will choose their favourite celebration and they will be asked to create a poster using Glogster. They will be in charge of selecting what information (clothes/food/dancing) they will include in their poster. They will be able to use the information they have worked on the previous lesson and any notes they have taken from the discussion. Once the Glogs are ready, the students will upload them to a padlet wall so that the teacher and other students can watch them.

What next (5 miuntes)

To round off, I will ask the learners the following questions:

- What do you learn about the different celebrations/traditions around the world?

- Can you think of any other date to celebrate? Why do you think we should celebrate that day?

THEORETICAL SUPPORT

SAMR MODEL:

Ruben Puentedura (2006) has designed a four-step model for the analysis of the integration of technology in the teaching classroom (the SAMR model). He has proposed four levels, each focusing on the use and purpose of technology. The use of Glogster corresponds to all phases.

Substitution:

The use of Glogster to create a poster can be substituted. Students design a Glog (poster) on Glogster rather than drawing on paper.

Augmentation:

Students can create interactive, multimodal images that incorporate videos, maps, text, links, and graphics

Modification

Students can present information in different ways easily and speed. ease and speed.

Redefinition

Posters can be displayed locally or shared not only with their teacher and classmates but also with parents and even other students

Bloom's Digital Taxonomy

Bloom's Digital Taxonomy model seeks to help teachers design lesson plans in which technology is used as a tool that takes students from lower to higher order thinking skills.

In this lesson plan, students are in charge of creating their own posters and sharing them to their classmates. However, before students start working on the final integration task, they inevitably need to first understand and remember what they learn about celebrations as to use the information later on their posters (applying). Then students have think how to organise the data to create something new (creating in Bloom's higher thinking skill)

Bibliography

Bloom’s Digital Taxonomy Verbs For 21st Century Students (2016) https://www.teachthought.com/critical-thinking/blooms-digital-taxonomy-verbs-21st-century-students/
Wedlock, M.S (2017) The Technology Driven Student: How to Apply Bloom’s Revised Taxonomy to the Digital Generations http://jespnet.com/journals/Vol_4_No_1_March_2017/4.pdf
Sneed (2016) Integrating Technology with Bloom’s Taxonomy https://teachonline.asu.edu/2016/05/integrating-technology-blooms-taxonomy/
Ripani, M. (2017). Competencias de Educación Digital [PDF]. Ciudad Autónoma de Buenos Aires: Ministerio de Educación de la Nación. Retrieved from https://www.argentina.gob.ar/sites/default/files/competencias_de_educacion_digital_1.pdf
H. L. (2017). SAMR Model: A Practical Guide for EdTech Integration. Retrieved from: https://www.schoology.com/blog/samr-model-practical-guide-edtech-integration
Hockly, N., & Dudeney, G. (2007). Chapter 3: Using websites. In How to Teach English with Technology. Essex: Pearson.
Glogster (2017) retrieved from https://edu.glogster.com/

If you want to see my PLE, which contains more lesson plans and tutorials that I have done throughout the course, press here

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