Deployment Team/Resources/GuideXOGabon

The following is a wikified copy of a mostly untouched Google Translate translation of this document, http://www.franxophonie.org/images/stories/fichiers/GuideXOGabon.pdf, from the OLPC Gabon FranXOphone website, http://www.franxophonie.org/. Please see the original for credits.

Images have not been included in this copy.

Translation improvements are needed and would be welcomed. DRAFT Guide to using the XO and the Sugar environment in the context of a school in Gabon

Under the direction of

Robert Angoué NDOUTOUME

Thérèse Laferrière

Editor

Kaçandre BOURDELAIS

Authors

Michelle Lydie ABIALABIE

Julie ADA MBENG

Flora Corine ALLOGHO KEDZUI

Jean Paulin ALLOGO OBAME

Clarisse ANGUEZOME NGUEMA

Herménégilde BIYEGHE

Géraldine BOUSSOUGOU BOUSSOUGOU

Salomon ENGO MENDENE

Guy Roger KABA

Marie Edwige TSIEVA MABIKA ép.AKAGAH

Brigitte MAVOUNGOU

Adrien Joseph MONEYI NKO

Solange NDONG ESSANGUI

Guy Noël NZOMO NDONG

Collaborators

Hilaire BIBANG-ASSOUMOU

Jacques DÉSAUTELS February 2009

Forward
The law 16/66 of 9 August 1966 on the organization of education in the Republic Gabon, in Article 3 stipulates that "education must ensure the physical, intellectual, moral and civic future of citizen [...] "In Article 5, one can read" the teaching methods using all modern means of more appropriate lectures. The programs will be based on social conditions and and their economic development. " To dock with these requirements, the purposes Education school gabonaise address the objectives of integration (in reference to the establishment of the aproche by basic skills.

Since the 1990s, these guidelines attempt to consolidate knowledge, skills and knowledge being essential to education, education and training of all citizens, development actor. Indeed, the integration of ICT into the school system is more show views of the many initiatives undertaken by the policy on this subject. This is the why the student in the Master's in Science Education Laval University of Quebec in collaboration with the Ecole Normale Superieure (ENS) in Libreville, offers a guide to implementation of educational XO (small green computer produced by the Foundation One Laptop per Child (OLPC), as the concept of Nicholas Negroponte) aimed particularly to teachers and future teachers and teachers of primary, regardless of class maintenance and educational activities considered.

The purpose of this guide is to contribute to the effective integration of XO in the system Gabonese education beginning with primary education.

This study guide and inform the teacher is used, depending on the activities of XO, landmarks animation class. It can find tracks of activities around different themes content in the curricula of primary school gabonaise.

It may also be of interest politics in order to establish an education policy which advocates strengthening the capacity for technological literacy, deepening knowledge and creation of knowledge, approaches proposed and supported by the Standards UNESCO ICT competences of teachers.

Finally, this study guide can help the student at the center of all learning activities, development of interdisciplinary skills related to life, he is placed in the center of all activities carried out under learning.

Introduction
For years, Gabon has committed in the fight against poverty. This Indeed, he placed one of its priorities "Quality education for all."

Strengthening and revision of content, as well as the updating of mechanisms for assessing learners undertaken as the primary demonstration of this resolution.

In this perspective, the integration of XO in the education system must be gabonais be in line with the established curriculum on the skills to develop.

Indeed, the new primary school provision gabonaise Profile skills of the person to form, ie after a learning cycle considered in the learner's ability to perform a task or solve situations problems adequately, using relevant knowledge and including also sizes cognitive, affective, psychomotor and social. In this case, the student learns to integrate its acquired french, mathematics, and in waking life situations common. The XO, by its configuration, as it shows the student center and its learning all around him, can help students to better strengthen its achievements.

As a result, the value of XO in the context of the PCA is essentially three levels: to give meaning to learning, making learning more effective set greater achievements. The XO can be considered as round as a didactic in connection with the specification of situations targeted by the student and the integration module and dock operation of the PCA. Because the competency-based approach aims at Child behavior problem solving situation, the XO will integrate learning process as an additional methodological. In this perspective, a reminder of how the CPA and its Methodological tools will clarify the adequacy of the XO.

Indeed, competency-based approach seeks to give meaning to learning through a framework for resolution of significant problems (as target problems), use grids of evaluation criteria reliable, objective and customized through the use Planning an airy, consistent and appropriate to the context. In terms of tools, there are the existence of methodological tools and physical media. The first cover aspects of learning content (knowledge, know-how, skills), examples activities, location problem (problem of life and therefore complex meaningful to the learner, mobilizing all resources, knowledge, know-how, of skills). The latter include amongst others the curriculum (combination by the purposes, content, skills, teaching methods and modalities Evaluation of a training course); guide integration (all directions teaching made available to the teacher to assess the child and the book situation (in which the activities planned for integration). According to the XO design condenses these components both in terms of functionality and in the implementation of activities made visible in the light of different affordances explained to the first chapter of this guide. The XO could be used in both training exercises in the resolution of situations problems of integration. In other words, exercises and situations problems will be placed on the USB key by the developer so that the learner at the end of a cycle learning to serve. The current physical media can serve as a benchmark for all these creations.

This guide (which needs to be improved by all educational contributions) can be used by school children and adults XO users in the training of resource persons who will be experts to train a large number of educators. It presents in its pages a recent glossary is not exhaustive and is primarily composed of three chapters respectively trace the first integration of ICT in schools to the XO and the need for their use in all modern societies that aspire to all-out development, taking into account the educational purposes of each nation. Then it contains a broad description of activities used in learning and teaching indicates applications that may be made school curricula in accordance with the Gabonese. And finally, the last chapter is a springboard to explore the pedagogy of the project when using the XO. These projects with themes are located can discuss possible solutions to problems the environment of the student Gabon.

Chapter 1
Based on the premise that information technology and communication are a and pervasive challenge in the 21st century, where it has invaded all sectors. The computer becomes a tool for promoting and deepening and the creation of knowledge. The school institution for the training of future citizens and it is open with the ambition to become familiar with this tool. In level, initiatives have flourished, and before any official devote ICT in schools. Today, these tools have become indispensable to the point where is no longer a "modern" without them. ICT has made a spectacular in education to become a teaching tool and education with which we must join if we do not want to fall behind in the evolution and development of the world of education. It is in this context that the skills in ICT and especially the micro-computer for both teachers for students in context is a matter of importance. The meaning the advent of XO in primary lies therefore in the initiation of students to the culture of knowledge creation in the early years of schooling. We ask However, the question, what is the relevance of ICTs in teaching methods, but also in teaching methods and learning? To do this, we entreverrons:

school context.
 * The educational purposes;
 * The metaphor underlying the design of the XO operating system;
 * The relevance and burden associated with the introduction of IT in

The educational purposes
In the law 16/66 of 9 August 1966:

In its 5th section, this Act provides that "teaching methods use all modern means appropriate in addition to lectures. The programs will be based social and economic conditions and trends. "

The loi16/66 of 9 August 1966 on the organization of education in Gabon, states 3rd Article: "The education must ensure the physical, intellectual, moral and civic future citizens. It must contribute to national unity and cohesion social, thanks to information and exchange of information with other bodies the state. " Education must therefore provide the individual training multidimensional. The educational policy in Gabon seeks development, social integration and economic citizen. It should make the student to develop their curiosity about of society and the world around them better by openness, but also participate in economic and social development of his country.

In its 5th section, this Act (16/66) stipulates that "teaching methods using all modern means appropriate in addition to lectures. In this, ICT is a good response to these expectations. With this in mind that policies educational advocate the strengthening of technological education, but also integration of IT in schools. The integration of ICT in context school is not subject to any challenge in Gabon, judging by the many projects undertaken.

The school must gabonaise train citizens happy, able to master a certain amount of knowledge (scientific, technical) to fit into the social fabric and economic, and thus to participate in economic and social development. It should form women and men with a sense of responsibility, able to act, to invent and to create in all fields. Education must prepare people to cope with needs of new technology required the development of a country at a time given.

Curricula designed to build knowledge, skills, and knowledge being essential to instruction, education and training of citizens, development actor. These curricula designed to help students not only to build a range of knowledge interdisciplinary in order to make him a competent player, capable of contributing to socio-economic development of the nation, to cope with possible problems may impede this development.

As defined, the objectives and purposes of education are largely gabonais up to the introduction of a project such as the XO, since the hour is to reforms. The integration of ICT in schools is a political willingness Gabon, to judge by the many projects undertaken in this direction. This project progressive integration of ICT in schools aims to redefine the place and role of the tool, which could be a plus for the mental processes beyond it is instrumental, in exercising its influence on our modes of thought and learning. In this regard, the failure of attempts to introduce the tool in school, particularly that of 2001 could be explained by the dislocation between ICT and the curriculum. The introduction of the XO in a school context, especially in primary schools is to "make a difference in terms of education enabling teachers, as well as students turn their relation to knowledge "(Désautels, 2008).

From that moment, it would be interesting to look a little to the metaphor which inspired the design of the operating system XO. For, it must be said, this design responds adequately to the expectations of the conceptual framework of theories which underlie new methods and theories of education.

The metaphor underlying the design of the operating system of XO
The design of the XO meets a number of requirements and need because it This fusion of active teaching theories. The design of the operating system the XO is based methods to both constructivist, socio-constructivist and constructionist. It places the student at the center of the learning process. If one refers to the constructionist conception of Papert (1981), the XO is designed to be used in order to improve learning among students, and even if we can not say that As well as teaching methods, we believe that the posture methodology behind the design of the XO (constructivism and socio). Product of constructivism, the XO place the learner at the center of activities as advocated by Piaget: the affordances lead the learner to build his own knowledge through the activities that the developer offered him such activity " draw. As socio-product, it allows the learner to achieve certain activities in synchronized example, functions "discuss" or "writing" that bring into learner interaction and the other, integrating the vision vigotskienne.

The design of the XO operating system is like a tool case. In other words, a box containing activities allowing students to construct their own knowledge. The project educational proposed (XO) addresses the need to train the actors of a class to a collaborative logic different from the individualistic dominant logic in the system gabonais education. The XO is the movement of discoveries in neuroscience that have highlighted the relationship between age and the learning process: the more one is exposed to early learning, there are more opportunities to learn and master (OECD, 2008). This is as above constructionist theories, and social-constructivist.

This tool facilitates the creation of knowledge among students in relation to its environment and through exchanges with other subjects. These theories of learning give an emphasis on collaboration which refer to the purposes outlined above. The metaphor of the circular presentation of the activities offered by the XO and centrality of the learner allows the latter to resort to activities of a variety. It may solicit and share them with peers, teachers or the teacher at any time, thus developing skills: collaboration and sharing - to name a few - by interacting with its environment. The know it becomes a forge built and know not taught.

In a classroom, the teacher who claims to constructivism or socio must take account of differences between the different contexts and promote a dynamic relationship to knowledge, ie to reflect the students, lead to construct arguments, but also knowledge and XO fall within this perspective.

The elements of relevance
The Gabonese education system can not evolve in isolation, in that it must open and comply with international standards as recommended by UNESCO and OECD. According to the OECD, the XO will allow the student to have access to a personalized learning - on extent - in particular by increasing its potential for reformulation of questions learning or to direct peers, or to the teacher. There has intensified interactions.

The introduction of the XO in line with the projects of UNESCO and the OECD puts an emphasis particularly on reducing poverty and improving the quality of life by putting related ICT, education reform and growth. Furthermore, the magic of XO allows learners to collaborate with other actors in its immediate environment through "The grid", but to seek, via the Internet of people belonging to more distant universe. The XO is for teaching, but also for the student a working tool effective as the metaphor of the electronic book, far more attractive than traditional types of media. In this sense, the databases and activities of XO would be more affordable in terms of cost relative to the establishment of libraries, management and regular renewal. The same applies to the student, his attitude to be XO different than a face that traditional tools (notebooks, slates, books, etc..), because more attractive. According to the results of PISA show that "cooperation positive relationship between student performance and their attitude vis-à-vis the learning " (EDU / CERI / CD, 2008). With the XO, the student can judge its capabilities and evaluate its achievements in same time as learning (formative assessment) rather than wait for the summative.

For the Gabonese education system, the tics are a lever to change the school, both in the construction of knowledge and level of communication from them. The XO promote personalized training marginal pedagogy Overview of the classroom. Its use would facilitate group work and involve initiatives and individual and collective responsibilities. ICT travel time and location of school (connectivity, support at any time, information unlimited) and can thus lead and place it "everywhere." They change the report to knowledge and the role of the teacher in the classroom.

Using the XO bousculant school organization as we know it today: its contents examined, the kinds of work students and teachers. This will certainly lead to a number of benefits and constraints.

Constraints with which compose
While the introduction of IT (XO) in middle school offers a number of advantages, it would be unrealistic to say that any coercion n'induira. Indeed, the school gabonaise of certain problems: overcrowding (60-100 students); lack of teaching materials, lack of teachers and teachers; disparities between institutions; disparity in the treatment of teachers and laxity government regarding the implementation and application of reforms. These constraints above do not militate in favor of greater integration of XO Gabon in school.

How the teacher could initiate such XO to a hundred students simultaneously? Each child is under these conditions have a computer? In Speaking of outdated facilities in our schools, how to use the XO in classes sometimes missing the strict minimum - electricity -?

Last but not least, it is important to address the labor group whose XO is the promoter. How to ensure the success of the collective individual success? Indeed, collective performance can be possible without the partners of these individuals interactions are progressing at a subsequent work. It must, to paraphrase Vygotsky, wait for the interpersonal process is transformed into an intrapersonal process.

We must also tackle the reluctance of teachers locked in paradigms in which they do not want to get rid of and reluctance to accept political difficult, if rarely innovative initiatives coming from the base. Similarly, Ministry of Education seems to have condemned the teaching status too reducer running programs denying any personal initiative.

The integration of XO to the school environment will require commitment by teachers and teachers renewed patience and a change in teaching. It should to accept that several tasks are performed in class at the same time, it must therefore be creative in varying activities. This project will require also from the political authorities of the appropriate training of teachers and teachers - both those of primary and high school - the postures, but also to the theories underlying the design and use of the XO in context school. In summary, if the introduction of the XO meets a real need, it requires a deep reflection on the purposes and on current teaching practices.

The integration of ICT, especially the XO Primary School, is a very important. It meets the current requirements learning, especially those who want that learning is related age as evidenced in science learning.

The remarkable work of CERI as well as other similar studies, such as conducted within the OECD, and more specifically from the perspective of neuroscience, we demonstrated. According to these works and studies, it appears that "the science of learning also emphasized the inverse relationship between age and learning effective aspects of language: in general, the more one is exposed to a very early second or third language and more likely it is to learn " (EDU/CERI/CD.2008, 14). Therefore, introduce the use of the computer from the primary is a commendable initiative which confirms the conclusions of this work.

Earlier the students take ownership of computers (the XO) better equipped they will be more in these areas and will later develop expertise from classes secondary level. They would improve once more reached the next level. For example, Gabon has the potential to reduce the digital divide with the north.

Initiating early child to ICT and increasing opportunities for manipulation XO handling through real learning situations in disciplines varied, the learner is familiar with the tool and use it like any other medium teaching (notebooks, books, slates, notebooks, etc.)..

So in order to facilitate the integration and use of the XO, with all its affordances and potential in various contexts that chapter 2 presents the different activities available, the affordances and potential educational applications in different disciplines and levels of primary school and the procedures for using these activities with the benefits of small green computer educational and didactique.

Introduction
This chapter presents the different activities of XO. They guide both the student and teachers in various educational activities in the classroom and even outside the school environment.

To this end, the XO contains a total of 28 activities. The question is what first activity in this context? The activity is a well defined, for example, activity Drawing, in which it carries out specified tasks. These activities were thoughts for young learners (Bourdelais, 2008), ie "they are used primarily in the school context "(idem). In other words, they are also designed for students to work as a group, invite one or more people connected in a network and join in the same activity. This is Neighborhood where the perspective represented by a disc with eight points keyboard whose accession is possible by its activation. It will also focus on the classification of activities according to the curricula of Gabon. Then we try to see if these activities of XO fit well with the approach by competencies base (CPA) in effect at the primary school. Finally, building on the affordances of activities, we will see how they can teach in such an approach.

To do this, we proceed with some educational applications.

Classification of activities
Of the 28 currently ongoing in the XO, the vast majority meet the guidance curriculum of basic education as defined skills french, mathematics and awakening. They are intended "to consolidate knowledge, skills and knowledge being essential to education, education, and training of all citizens, player development. "(IPN, June 2004), where the classification level and curricula: We note only that these activities have benefited from a gauge applications teaching. But the XO also contains games (Maze), activities in English (In Wikipedia, Help) and administration activities of the system (Terminal, Log, Analyze). The fact remains that the teacher and students could use them if there need a.

The XO activities with regard to the approach by competencies (APC)
The approach by competencies (APC) in force in Gabon since 2005 is a integrative approach, ie it allows interaction between the student and his environment. The PCA allows the student not to acquire a knowledge juxtaposed, but to behave and the ability to resolve situations problems in everyday life. In a socioconstructiviste, activities CPA trying to make it operational in everyday life, the student has mobilize the necessary tools for the resolution of problem situations in the context of class. Thus, we must know whether the classified above can fit with this approach to primary school.

To do this, we will present all activities that have been investigated to identify the various affordances and some educational applications that we can made with them.

Activity Summary
A summary description of the activity and its various functions.

Affordances of the activity
According to Gibson (1979), we can define the capacity as an affordance suggestive this action and apparent in the environment, ie that, by the way this is designed, the affordance suggests possible actions to those who interact. It further specifies that, for the user, the value of affordance should be reflected, therefore, be emerging. It is therefore a partial list of affordances identified by our community resource people.

Degree of centrality of the activity


Once the appropriation of affordances of fact our community contacts examined the integration of curriculum system gabonais school. Thus, we evaluated on a scale numbered from 1 to 5 the degree of centrality of the activity in question (1 designating a device or extracurricular activity and 5 designating a core activity to meet the curriculum objectives of the program).

Educational applications
The educational applications are illustrated suggestions for ways to use the XO activities in the school of Gabon. In compliance with the curriculum, our community resource people has developed two to three applications pédagogiques for each activity.

Title of application pédagogique
Level (s): Target levels by applying educational

Knowledge: Knowledge addressed in accordance with the curricula.

Knowhow: Know-how developed or raised in the application of pedagogical activity in accordance with the suggested curriculum.

History: A proposal by the conduct of the activity focused on the roles of teacher and students.

User's Guide for Activity
Guide who directs you in the use of the activity. It will guide you in features necessary for the achievement of educational applications. These small user guides are complementary to ''Getting Started in XO and the environment Sugar V.8.2.''

Activity Summary
Students can write texts using different keys on the keyboard.

Business Writing allows the student to replicate the lessons, exercises and be able to correct.

With this activity, the teacher can easily check what the student wrote. It may include an image or a table to better explain its course. Pass directly over he wants to propose to students, which will be an advantage in terms of number of hours in this meaning that the time that students often take to copy a lesson will be to favor of another activity. This will also solve the problem of specification and manual school.

Affordances of the activity

 * Students can write different texts (narrative, explanatory, descriptive ...).
 * The student can control what he says and correct mistakes.
 * Students may work with other students (group work for example).
 * The student can insert images or tables.
 * The student can describe what fascinates him or what he imagines.
 * Students can develop the ability to share.
 * Students may also demonstrate a mastery of language and certain theoretical content.
 * Students no longer need to use the notebook, the pens or pencils, effaceurs, rule ...
 * Students can demonstrate the spirit of synthesis.
 * Students can send messages.
 * Students may think the writing on various social issues.
 * Students can write collaboratively on a document from their respective devices.
 * The student can communicate his or her learning and experience (please information).

Degree of centrality of the activity


Business Writing is highly integrated into the curricula of french, mathematics and awareness first to fifth grade. Indeed, very few activities can not achieved without writing. Writing is the vehicle of thought, speech ... and transversal to all areas.

Write is to act
Level (s): 4th grade of primary

Knowledge: Text and sentence. Verb tense: past, present, future. The verb: infinitive and group.

Savoirfaire: The student must be able to produce written texts containing phrases whatsoever. Produce written texts in the past, future or present. Transforming verbs in a sentence giving their infinitive and their group.

History:

The teacher leads students to produce any sentences in a text, for example: Then the teacher invites students to transform a text consisting of past to present and the future and vice versa, for example: Yesterday, students arrived on time. Today, they work and they will return tomorrow.
 * Students returning to class.
 * Mom install the machine.

Finally, the teacher asks students to give the infinitives in brackets of verbs of a text and their group, for example: they play in the playground (play 1st group).

Writing is to recognize
Level (s): 4th grade of primary

Knowledge: The breathing in humans. The lives of invertebrates: movement and nutrition.

Savoirfaire: Identify the different respiratory organs

History:

The teacher asks students to classify animals according to their mode and identify foods they consume.

1-Annotation of the respiratory organs of man.

The teacher will insert a picture of the respiratory organs of man and asked to students to annotate individual or group image. To do this, he must click on the Write activity is represented by a folded sheet top left. Then he will click on image and it will insert the image he wants.

2-classification in a table according to the invertebrates living environment, the method of displacement and the search of food consumed by each species.

This activity can also be done in groups or individually. The teacher will Table and click on the tables according to the number of columns and rows and ask students to fill this table.

Writing a text
Level (s): From the third to the fifth grade of primary

Knowledge: The portrait

Savoirfaire: Describing a place, an object, fact, a character or an animal

History:

The teacher asks students to describe an incident experienced during the holidays.

Then the teacher invites students to bring in a group, they can build collectively descriptive text in synchrony.

By working in the same document, students can share and share activities they have carried out during the holidays.

User's Guide to Writing activity:
Email this activity is found in the Home view. To access, click on Email icon (icon with the corner is folded in the top left with a pencil) with the button left (X) of the touchpad. 

After clicking on this icon, the leaf appears, then you can write using the keyboard. 

When the Text tab is highlighted (as in the picture above), it is possible to change the size of the writing, the police, put in bold characters, the stress, to place them in italics and align the text. It is possible to modify a text by pressing the Edit tab, two arrows appear: one for Cancel, which tends to the left and another for Restored tends to the right (see illustration below). 

It is also possible to make pictures by clicking the Table tab, some number of options appear, including the insertion of the table with the number of columns and lines that we want, insert a line, a column and their removal (see illustration below). 

To insert an image inside the text, simply click on the tab Image icon and then click Insert Image. Then, a window appears to select the image is in the Journal of the computer. To insert the image into the text, it Just click on the icon of the desired image. 

Activity Summary
Read The activity enables learners to read documents in PDF (Portable Document Format). It is therefore possible for a teacher to distribute to students many educational resources, books, electronic items found on the Internet. In the first year of primary education in Gabon, reading becomes fundamental. In practice, reading is a specific technique and pronunciation, understanding of words and texts, recognition and discovery of spelling words. Thus, reading is an appropriate means of appropriation of knowledge for the student. At the level of XO, reading contributes to the formation of the spirit of research.

Affordances of the activity

 * The student may consult any written materials and recorded in the log (the PDF documents therein).
 * The student may also read those on the USB key.
 * Reading can also be done collaboratively, in that the student may invite friends to see the same document it.
 * The Internet offers the opportunity to seek and find PDF documents relevant to educational activities.
 * The student can find a word in the text
 * The student can rotate the text, change size, enlarge characters, decrease or increase the brightness. The student performs these settings according to his needs in reading.

Degree of centrality of the activity


The diachronic aspect of writing gives the reading of paramount importance to the school. Read is a core activity. The XO as e-book allows students deepen their knowledge. The documents will be available depending on the level school students.

Application pédagogique 1
Level (s): 4th and 5th grade of primary

Knowledge: Search and read the texts containing information in the XO.

Savoirfaire: See the electronic book of XO to read texts in the heading 'understanding of texts "

History:

Sugar on the platform into the Journal to view the document author Jean de la Fontaine.

Application pédagogique 2
Level (s): From the 3rd to 5th grade.

Knowledge: Look for information on a topic. Use a dictionary.

Savoirfaire: Find relevant information around a concept on the Web. Use a citation.

History: Go with the Navigate Google search for PDF documents, read in light of needs. On a text to find a concept, a citation, or a word by clicking on Edit, introduce the concept or the beginning of the citation read.

Collaborative dyad when the reading is relative. Practice and learning to read, may be individual or collective. The student addresses the teacher or his classmates especially the pronunciation of certain words and intonation. Example, the pronunciation of the word "indigenous".

User Guide for the Reading:
Read The activity is to feature not displayed by default in the perspective Home. The activity is first and foremost a document Reader PDF (Portable Document Format). These documents are recorded in the Journal and may also be filed via a USB key.

You can access the Journal at any time in the frame. It is possible to make it appear at any time by moving the cursor across the screen, regardless of the view in which a user is located. The icon of the Journal is in the upper left of the frame. To open the Journal, click on its icon. 

Inside the Journal is all documents and activities of the student. For open a PDF document that is already in the Journal, just click on the icon of document. It will open automatically with the read. 

For recording in the Journal of a PDF document from external media, it Just follow the procedure available in the Getting Started in XO and the environment Sugar v8.2 on pages 12 and 13.

To save a document from the Internet, use the Browse. Once the document found on the web, it will click on the link to a arise in the header to inform the download is initiated, while providing the possibility to cancel or continue it. Subsequently the same header will provide the opportunity to show the Journal in the downloaded document. All documents downloaded the Internet is automatically recorded in the Journal. 

Click on a PDF document and read the will itself. 

Click the Read tab to access the arrows used to change the page and navigate the document. 

Click on Edit in order to search for words through the document and to copy the selected text. To select a portion of text the document, keep the left button and hold (X) while seservant the touchpad. Once the selected text, click the Copy icon so that it adds to your clipboard. This excerpt or quote can then be pasted in a research written with the Write activity.

To search for a word or phrase, simply write it in the top right of the screen. The arrows to scroll through all the query words in the document. 

The last tab, View, allows you to change the display options of the document. Zoom in by clicking on the magnifying glass. The last icon allows you to view the document all over the screen. 

Activity Summary
It is an activity that gives students the opportunity to discuss with other students through the XO. The discussion is done through messages that you enter with the XO and is sent. Discussions can take place between two or more persons, the minimum of people required for this activity is two. Messages sent during a chat session are de facto available to all persons present in the discussion. Sending messages is done spontaneously. This activity may be used from the second year because it requires that the student can read and write. This communication tool can support collaborative work as it can allow the teacher to communicate with teachers in other classes.

Affordances of the activity

 * This activity would allow students of a certain class to communicate in writing with those of another class without them having to move.
 * Discuss the activity could be used by students to respond to a solicitation the teacher in the context of questions and answers.
 * It could in this context play a role and even replace the slate.
 * It could also promote interaction between students, but under the control of the teacher who could also interfere in the discussion.
 * The teacher could keep in touch with his class, even if the latter for some reason had to be away from his classroom.
 * It provides an opportunity for teachers to be able to converse with colleagues other class without having to travel.

Degree of centrality of the activity


This activity can be regarded as central in relation to the curricula of the 4th year primary school french. Indeed, the curriculum at this level focus on a number including skills, working behind the act of communication following the usual rules of the French language ...

Conjugation express
Level (s): From the 3rd to 5th grade of primary

Knowledge: Time verbs

Savoirfaire: Conjugate verbs in the simple future indicative and present conditional

History:

This activity can be used as an interface for the resolution of application exercises. It will allow the teacher to interact spontaneously and in real time with students in its progression, but also in the process of appropriating understanding and ownership of a course.

A teacher could use to realize the level of assimilation of rules of conjugation of its pupils.

Thus, the teacher starts the Talk offers a verb, a time and a way which the student must refer to perform the conjugation. Once the instructions given, each students through its XO offers solutions to the teacher.

If students were offered to combine the verb to eat in the future indicative in the first person singular, it should have read or at least I eat. But it may instead of as I eat (future indicative) I eat there is (conditional This) is not a right answer.

The teacher could then account for gaps and thus insist on a certain number of elements in the progression of his courses, including opportunities possible confusion with other times and insist on the pronunciation.

Collective construction of a project: The Orchard
Level (s): From Grade 1 to Grade 5

Knowledge: Plant species

Savoirfaire: Collaborate on a project.

History:

This application essentially turn on a collaborative work between students in order to build a collective project.

The teacher could ask students to verbally construct a project. This project would involve the creation of an orchard. Thus, the teacher could ask each student to make proposals on the plant species produce, on maintenance, but also on the management of the orchard.

The teacher will collect together the various proposals and with students to try it order in a collegial manner.

Some students will make proposals on crops to produce, on the other opportunities for maintenance and more on how to manage the orchard. The teacher collect the various proposals and according to their relevance or the will does will not, but students will know the reasons why some proposals not be accepted.

Translation Team
Level (s): 4 years

Knowledge: Vocabulary, language groups.

Savoirfaire: Translate texts in native languages.

History:

Like the second, third application also turn around a job collaboration between students, but this time for work. This application will require the setting up of several teams. This application would lead to essentially students to work together to make a translation job. Thus, the work will be divided so that each student has a part of the work to be done so individual, which individual will lead to a community so that the different parties on an individual subject to the various students are the subject of a community if we're to the analogy or metaphor of the chain link and that is, the individual links will be here and the setting common channel.

The teacher could use this application to translate a text in various languages spoken in Gabon. Training teams to follow, therefore belonging to a language group: the teams will be composed of members belonging to the same group language and it will have as many groups and linguistic groups. The work will be distributed within the various groups so that each member has a part of the text to translate. The second part of the work will require the presence of all group for the pooling of individual translations.

Guide to use the Talk:
This activity is in the Home view. To access, click on the icon Talk (it is represented by a bubble). <image Home view>

To discuss, we must first ensure that students are connected to the same network mesh, they are not, then select a network (among the 3 offered meshed networks) on which all students will connect. For the process of connecting to the network mesh, it is necessary to refer to pages 8 and 9 of the Guide to the initiation and XO Sugar v8.2 environment.

Once that is complete, return to the Talk, click Share with: My Neighborhood, and then return to the neighborhood view and click or those with whom one wishes to discuss. After this procedure, return to the page discussion, writing in the small space at the bottom of the screen once the message recorded press the Enter key on the keyboard to send the message.

NB: The number of people with whom you can discuss simultaneously is not determined. In addition, all those invited to a discussion session have facto access to the entire contents of the discussion.

Activity Summary
This activity enables students to explore the world via the XO, it allows browse the Internet when the XO is connected. It provides access to Web pages, access to educational materials, use several applications: engine research (Google, Wikipedia ...), video, audio content, etc.. This activity is aimed at all students who can already read and write, it could be open to students from the class of second year, even if initially they are accompanied.

Affordances of the activity

 * This activity enables students to connect to the Internet through a connection wireless. But to do so, it must have an access line.
 * The student can see, web pages, sites, undertake research, communicate with people far away, it can also watch videos, listen to sounds, download documents and even make purchases online.
 * This activity can also chat with other people who would themselves connected.
 * When this activity is shared with neighbors, it allows to share a discovery that may be made by a student.

Degree centrality
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This activity can be considered taking into account central curriculum of awakening in 4th grade. Indeed, these curricula focus on developing knowledge, knowledge to scientists, but also on the empowerment of the student.

Creating a listing on the CEMAC
Level (s): 4th grade of primary

Knowledge: Spatial Information CEMAC countries

Savoirfaire: Locate the CEMAC countries on a map of Africa.

History:

This application turn around a collaborative work, but in team to arrive at work more developed.

The application could afford to undertake the creation of a prospectus that present the different countries of the CEMAC (Economic and Monetary Community of Central Africa). This prospectus presents a number of elements each country: geography, flag, area, capital, official language (s) population, President (e), date of independence, currency, telephone.

The work will be divided so that it is organized by team. Each team will be assigned a country of this area. After this step, each team will explore Internet so that each will find different information required for construction of the identity card of each country.

Once this team is finished, there will be the preparation of the prospectus by integrating the various identity cards of the country.

Cooperation between two schools
Level (s): From Grade 1 to Grade 5

Knowledge: The problem selected by teachers.

Savoirfaire: Cooperate.

History:

This application would allow students to share their experiences, but also their knowledge among themselves spontaneously in order to interact in real time, even if they do not live in the same country. It can also get in contact with a resource person for problem solving (school or extra school).

In the context of cooperation between two schools located in different countries, on could require two classes of each of these schools to prepare a presentation on a separate theme (culture, environment, etc..), and then to provide a simultaneously to audiences in both schools.

To do this, use applications to realize video-conferencing (Skype, etc.).. Once the technical configurations achieved, students begin their statement which is also followed by students in their countries but also in other countries, while providing opportunities for all who follow them to interact by asking questions, but also by making contributions.

Guide to use the Browse activity:
To start this activity, students will at first move in the perspective Neighborhood and click on the available network that appears on the screen (in the form of a circle, where connection to a server, this circle is surrounded by parentheses). For more details about how to connect to networks for access the Internet, please refer to the initiation of XO and the Sugar environment to V.8.2 pages 6 to 9. <image Neighborhood view>

Once completed and connected, it returns to the Home view, click on the icon Browse (represented by a globe). <image Home view> Once the open, students can begin to navigate and enter the site address they wish to visit in the address bar at the top of the screen and press the button Enter on the keyboard. To share his business, click on activity, then Share with: My Neighborhood.

Activity Summary
Speak with the activity, the XO back the sound of letters, words, sentences, texts and the figures and numbers typed on the keyboard. Learners will use the Speak to become familiar with the pronunciation words, to teach numbers and letters, especially in first grade Primary Gabon, and to learn self correcting accents. This could facilitate the recognition of visual and hearing students in learning vowels, consonants and numbers. It would thus gain time in education.

Affordances of the activity

 * Speak returns the sounds of letters, words, sentences, texts as well as figures and numbers typed on the keyboard.
 * The student can control the language and appearance of the icon (eyes and mouth).
 * It can also control the speed in the pronunciation and the volume of the computer.

Degree of centrality of the activity
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Speak is a core activity easily integrated into the curricula of primary Gabon in the first year. Indeed, this is where we learn to decipher letters, syllables words, figures and numbers.

Decoding of syllables and learning to read in first year
Level (s): 1st year of primary

Knowledge: The letters, syllables.

Savoirfaire: The reading of letters and syllables

History:

The teacher targets a consonant (m), written on the blackboard and asked the students to recognize, to tap the XO and support the Enter button. The computer returns a sound. The teacher asks students to repeat and read it. Secondly, it targets a vowel (a), the writing on the blackboard and asks students to the recognize on the keyboard, tap it on the XO and press Enter. The computer returns a sound that will be repeated and read by students. Third, the teacher asks students to type the consonant and vowel on the XO and press Enter. The the machine returns the sound of the syllable. For example, m + a = ma. Students will be able to easily recognize and decipher a syllable and learn to read.

Recognition of numbers from 0 to 20 and signs of three operations: +, × and ÷ in first and second years.
Level (s): 1st year and 2nd year of primary

Knowledge: The numbers from 0 to 20, addition and subtraction.

Savoirfaire: Read, count and count the numbers from 0 to 20. Calculate the amounts or differences less than or equal to 20.

History:

The teacher wrote the numbers on the blackboard, asks students to recognize the keyboard, typing and press Enter. The XO refers to the sound from the figure that will be repeated by students. For example, typing 0, they will hear "zero". This will enable them to recognize by sight and hearing the numbers. Thus, students learn easy to count and calculate. For the calculation, with the meaning of the signs that return the XO, students can ensure that the transaction is that fact that he was requested. This could help to overcome the errors of signs observed in activities in mathematics.

Improvement of the lexical spelling.
Level (s): 1st year of primary

Knowledge: Accents and punctuation

Savoirfaire: Identify punctuation and place the necessary emphasis in a text at least ten sentences.

History:

The teacher dictates a word, phrase or text. When the student finished, he types Enter. The computer returns to the sounds of words. Take for example the word "consequence". If forgot the accent on the "e", the XO will return to "consequence". At that time, students went account of his error and bring the necessary correction. Similarly, students can learn reading techniques respecting not only the punctuation, but also the diction of words. This will facilitate the work of teachers and students in learning to read of difficult words. If the student types such as "excess", the XO will give him the good pronunciation of the word and keep it. It will be able to read words similar. Finally, given that the XO is a pause after each punctuation mark, the student will not only distinguish but also respect them during playback. For example, Teacher asked to write the words "Mom goes to market she buys meat vegetables and fruits and type Enter. The XO return the text block. Then the teacher asked to put punctuation. "Mom goes to market. She buys meat, vegetables and fruit. " The XO plays with sentence breaks and intonations.

User Guide for Speak
To access the Speak activity in the XO, after opening the prospect Welcome, place the cursor on the icon represented by a mouth and two eyes. Three options appear: Run, Remove the favorite, and Delete. Click on Start by pressing the left button (X) of the touch pad to enter the business. Or to go quickly, click on the icon to enter the business. <image Home view>

In this activity, there are several tabs and icons on the screen. The Voice tab, allows you to change the language of communication. The tab allows you to adjust the face shape the mouth. Gives a simple mouth smaller and resembles that of humans. Waveform provides a wide mouth with ripples during playback. Frequency gives a wider mouth with oscillations. Moreover, the pattern of eyes may change. Provides round eyes and round glasses Glasses met with the icon. The texts written in the blank space at the bottom of the screen will be delivered by the voice of synthesis. The hook at the bottom right gives the directory of text written by the learner. <image Speak face>

Finally, the activity can be shared with the neighborhood ie with users connected network or in dyads and triads. Students will evaluate themselves, ie that they can dictate words and check all spelling and pronunciation. In calculating shape Thursday, a group could start the transaction in the XO, and another written response. They will develop the cooperative spirit. The procedure sharing activities with the neighborhood is described on pages 15 to 17 of the Introductory Guide XO and the Sugar environment V.8.2.

Activity Summary
Save The activity enables learners and teachers to record videos, sounds as well as take pictures. They can in this way create content teaching stuck to the local reality. The teacher can ask learners to movies, save the cries of animals in their immediate surroundings or take pictures of a landscape.

Affordances of the activity
common to different activities they have done individually.
 * The learner can record videos.
 * Students can take pictures.
 * Students can record sounds (bird song).
 * The child may share the record with the group class setting

Degree centrality
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Save The activity fits in perfectly with the curriculum awakening 4th year primary, inasmuch as this activity allows the teacher and the learner better conduct the study of the environment based on images representing this community. This activity is consistent with a socioconstructionniste because it allows learners to take part in the construction tools (photographs, video and audio) essential to learning and that they are themselves users.

Application pédagogique 1
As part of an educational project, the teacher could invite learners to divide the tasks: one to handle the audio recording of the national anthem of Gabon, Concorde, some students will work to explain the flag while gabonais for others to document the geography of their neighborhood.

The Concorde
Level (s): 2nd year of primary

Knowledge: The Concorde.

Savoirfaire: Sing the chorus and first verse of the national anthem La Concorde.

History:

As stated in the curricula of awakening in the 2nd year the booklet indicates target situation the learner must know how to sing and skill to acquire is to perform properly the chorus and first verse of the Concorde. Students can register their service with the recording function to the Audio share with those around them.

Students may work with the Save out the maps, flags and landscapes obtained through the affordance photo, make descriptions and identification of a flag colors, forms of relief and border activities in accordance with curricula of arousal class of 4th grade.

Geographical Location of Gabon
Level (s): 4th grade of primary

Knowledge: The neighboring countries of Gabon

Savoirfaire: Locate and identify the borders of Gabon

History:

Affordance with picture taking, the teacher photography map of Central Africa in a manual. He created his own teaching materials. Then, he shared his shot with all students who study it.

The teacher invites students to identify countries and oceans bordering Gabon observing the teaching medium of the card in the Save.

NB. This observation would be guided step by step through a questionnaire on certain target elements such as: Central Africa, the four boundaries are the Atlantic, Cameroon, Equatorial Guinea, Congo.

He later that the teacher opens the pooling of elements response to obtain a written record.

Symbolism of the flag of Gabon
Level (s): 4th grade of primary

Knowledge: The flag of Gabon

Savoirfaire: Describe the flag of Gabon and explain the meaning of each color.

History:

Alone or in groups, students may make reports (photographic, video and audio) on The flag of Gabon. Thereafter, use these reports through an interaction with the group class. The use of such data stored in the Register will be guided developed by questioning by the teacher with his students.

Sample questions:

What does the flag of Gabon?

What are the colors that make up this flag of Gabon?

How do these bands of color are they willing?

These bands have the same size?

What does each of the three colors of the flag of Gabon?

Why have we chosen?

Make a summary of what has been done. Paying attention to the three colors, the form of three bands and their horizontal and meaning of each three colors.

Guide to use Activity Record
Save The activity takes place as follows: go to the Home and perspective select the Save by clicking on its icon (represented by an eye in a rectangle). <image Home view>

The video appears once the activity started, but the student has the choice between options Photo Video and Audio. <image Photo view>

Depending on the option chosen, students can either take pictures, record videos or record sounds. For video and audio, the student can determine how long recording menus defiant Timeout: and Time: located in the corner upper right corner of the screen.

For options, the registration is done by clicking on the icon represented by a disc with black dot at its center and which appears below the image on the screen. <image Record! button>

It is at the bottom of the screen that the achievements of the students appear. By placing the cursor on them and clicking the right mouse button (O), it is possible to remove the file activity or the Copy to pressepapier to include a text in the activity Writing or other activities that give the opportunity. The i in the corner registration allows the student to see the file date and enable it to give an appropriate title. <image photo properties panel>

All records are also available in the Journal.

Share with the activity record with the neighborhood (along the procedure for sharing the activities described on pages 15 to 17 of Getting Started in XO and the Sugar environment V.8.2.), other students will receive their registration Colleagues at the bottom of their screen a few seconds after they are completed.

Activity Summary
The XO helps students make a drawing from the range of tools: the pencil, brush, eraser, seal, grid Draw ... The activity helps students to shape its design, ie it happen.

With the draw, the big advantage is that the teacher can easily make documentary montages: make a video, take photographs of everything, to explore web, etc..

Affordances of the activity
Draw activity in the XO, highlights the following affordances:
 * The student can make a drawing.
 * The student can color (the learner can have access to different colors in the entry forms or effects).
 * The student may accompany his drawing of a text.
 * Students can resize (by Quadrille, while using the height and width).
 * The student may modify his design, fix it, delete it.
 * The student can insert an image.
 * The student may give direction to the drawing (in the Images section, students can reorient its design by turning left or right).
 * In the Forms section, the learner has a predetermined geometric figures (ellipse, rectangle, polygon, heart, parallelogram, arrow, star, trapezoid, triangle) and it has a line to enable it to carry out all the forms filled in outside the circle.
 * The student can also share with his peers by showing them his design by example, and they can give their opinions, see correct, when this mesh network.

Degree of centrality of the activity
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Draw activity proposed by the XO, is directly integrated into the curriculum of 4th years primary Enlightenment. Indeed, this activity is included in the tier 1: after the fourth week, students must already be able to draw an object of observation. This knowledge is reinforced in the level 3 to 14th and 16th weeks during which the learner must climb a step higher in developing original works from the landscape.

Making a drawing of your choice.
Level (s): 4th grade of primary

Knowledge: Making a design observer

Savoirfaire: Being able to illustrate a still life.

History:

Suggested activities, the work must be original. With the Draw students draw a landscape with the tools at their disposal. Each student in landscape Identify the elements represented in french language and through the insertion of text. Thus, each exhibiting its landscape, to discover others new expressions and languages.

Making a map of Gabon
Level (s): 4th grade of primary Knowledge: The student must be able to present the map of agriculture: a background card that is offered, students will put the agricultural products of each Province of Gabon.

Savoirfaire: Making a map and identify the agricultural products from each province Gabon. History: The teacher will first nine groups with the mission of each will be represented on a map, the main agricultural products in each province. It can draw symbols representing the products in question, while the explanation in a caption.

After the whole, development of a final map within the major products agriculture in each province (main storage). <image Gabon map>

AIDS
Level (s): Grade 5 Knowledge: Students can build their knowledge on the causes, manifestations and treatment.

Knowhow: Making a poster advertising awareness.

History: Students are placed in group 6. They aim to educate the population identifying the causes, manifestations and treatment of disease. In the late peer reviews, an advertising poster, which is the accession of all, will be proposed the school administration for a wide dissemination.

The manual of the Draw
Step 1: Implementation of a design

Select the Draw to view Home. <image Home view>

The page that opens presents tools for drawing (pencil, brush, brush, a seal, a range of colors, an eraser). Select the pen: it is positioned on the sheet that was opened on the screen.

Click with the left button (X) and press and hold to make traits. Make the pen to move the mouse to achieve a design. In case of error in the drawing, select the eraser by clicking on the drawing that the represents, it is positioned directly on the sheet.

By the same principle as the design: keep the left button (X) key, using the mouse, move the gum do what needs to be erased. Use the gum as if it was real.

To continue drawing, click on the pencil. Once the drawing, go to Step coloring.

Step 2: Coloring

First determine the desired color. To do this, click the first icon: Color the tool. To the right of it is a square which informs the color tools. A window will open with different colors in the form of a circle with the inside a triangle.

To choose a color, click the triangle and position the cursor on that color, that appears in the small rectangle below the circle of color. Intensify or reduce degree by using the triangle. You have to click OK once the selection completed.

Activity Summary
The activity calculation is a calculator. The student can calculate using numbers and signs. In calculating it recognizes numbers, puts them in a distinctive way before and / or According to the mathematical signs to perform different types as add, subtract, multiply and divide.

Affordances of the activity

 * The student can add, subtract, multiply or divide numbers or numbers.
 * Students can make all kinds of divisions (between numbers of fractions).
 * The student can add fractions with the same denominator.
 * Students can multiply decimal numbers by 10, 100, 1000.
 * Students can calculate the percentages.
 * Students can calculate problems in situations involving addition, subtraction, multiplication or division.
 * Students can share their findings with a classmate of the class through the XO.
 * The teacher will save time and be able to quickly appease conflict cognitive that may generate some results.

Degree of centrality of the activity
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Calculate activity is very central to all mathematical tasks students from the class of the preparatory first year of primary school. Arrived in fourth grade, students will be able to ask operations to add, subtract, multiply and divide, to perform various calculations, or to solve problem situations in mathematics.

From the fourth year, the event will calculate the teacher to see if students know how to use mathematical tools and their correct answers.

Application pédagogique 1
Level (s): 4th grade of primary

Knowledge: Addition of numbers from 0 to 10000

Savoirfaire: Calculate in situations problems, are numbers from 0 to 9999.

History:

Suggested Activities: Reading and analysis of statements of problems involving additions. (eg Add the following numbers: 11 and 43, 13 and 67, 45 and 87).

After clicking the icon appearing Calculate the prospect of Home XO, the student recognizes the numbers and select using the mouse or keyboard. It raises its operation on the computer screen and tap the enter key to get display result.

Collaboration dyad:

After making its calculation, the dyad share his results with another dyad by Discuss the activity. Example:

Dyad 1, we find 11 + 43 = 54 and you?

Dyad 2: we find 43 + 11 = 54.

Dyad 1: It's funny we have the same result, but we have not put the operation in the same order.

Dyad 1: Yes, it's just because in addition, order numbers and figures is not significant, the result is always the same because the addition is commutative.

Through this exercise, the teacher can help students understand the concept of commutativity of addition for example.

Application pédagogique 2
Level (s): 4th grade of primary

Knowledge: The soustration numbers from 0 to 10000; The multiplication by 2, 3, 4 and 9 .... numbers from 0 to 10000.

Savoirfaire: Calculate in problem situations, differences and products numbers ranging from 0 to 9999.

History:

Invention and analysis by students in problem situations involving subtract and multiply by 2.3 ... 9 numbers from 0 to 10000 Example: Mom gives Makaya to 100 francs for pocket money this week, he bought candy for 75 francs. How it is there? Eg a box of eggs contains 6 eggs. How many has he 7 eggs in cartons of 8 boxes each.

Students organized dyad perform subtraction through the calculator XO by putting the correct numbers and numbers with the mathematical sign. Then, in tapping the Enter key, they will get the result of their operation.

Collaboration dyad:

Dyad 1: To solve the problem, we pose the following subtraction: 100 - 75 = 25. And you?

Dyad 2: To solve the problem, we found the operation: 75 - 100 = -25; We do not understand why the calculator we place the sign (-) before the number 7, then that we are in the subtraction of integers.

Dyad 1: Because you put your evil operation. In the subtraction natural, most are still before the minus sign (-), since the subtraction is not commutative.

Dyad collaboration allows students to share their results. Replies generate different cognitive and sociocognitive conflict, allowing the discussion with Close to formulate the issues of personalized learning to better ownership of knowledge. The use of the calculator through the XO, can check its own results.

Guide to use the Calculate
To access, place the cursor Calculate the icon (represented by the pictogram of a calculator). <image Home view>

Click Start to use the calculator. To perform operations that are in connection with the problem, use the buttons on the calculator on the screen or those keys to make the mathematical operation.

<image Calculator> The Enter key gives the answer once the transaction is asked. Equations and their history will appear in the white square on the left hand side of the screen.

Activity Summary
The activity Ruler offers a collection of metric tools that can be printed or used directly on the screen. The student can make the geometry through measurement of length, angles and calculations of areas and perimeters. The teacher may need to print rules, rapporteurs (half circle), leaves and leaf grid millimeter.

Affordances of the activity

 * Students can measure the length of an object (pen, pencil, phone portable).
 * Students can measure an angle formed by two rods for example.
 * Students can calculate the areas of squares, rectangles on a grid.
 * Students can use grid sheets to make plans and draw graphics.

Degree of centrality of the activity
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Measuring length and angles, the calculation of areas and perimeters of squares and rectangles are skills required for students in the fourth grade. The use Ruler of the activity presents a high degree of centrality.

Measuring length and angles
Level (s): 4th grade of primary

Knowledge: The perimeter of a shape or object and the angle.

Savoirfaire: Calculate the perimeter and measure the angle.

History:

The teacher asks students to launch the Ruler and select the first frame. With the rule that is on their screen, they must measure the lengths of small objects in front of them.

He asked them to select the second view and use the rapporteur at screen for measuring angles formed by two rods, two pens.

Discover formulas perimeter and area, use these formulas to make calculations
Level (s): 4th grade of primary

Knowledge: The perimeter and area

Savoirfaire: Making the calculations of perimeter and area

History:

Students are invited to start the activity Ruler, click on the tab and select Ruler the third tool.

<image Ruler grid> On this grid, they must identify a square and discover the formula for the perimeter of this square by counting the number of subdivisions on each side. They will then identify Other squares in which they will calculate the perimeter using the formula found.

On this grid, they must also identify a rectangle and find the formula for the perimeter of this rectangle by counting the number of subdivisions on each side. They will then identify other rectangles which they will calculate the perimeter using the formula discovery.

The second phase is to identify on a square grid and calculate its area in counting the number of small squares that are inside the square. The child discovers Thus the formula for the area of the square. With this formula, students will identify other squares and calculate their areas.

They will take the same approach to discover the formula for the area of a rectangle and use the same formula to calculate the areas identified other rectangles.

User Guide of the Ruler
You can access the Ruler by clicking on the icon of a rule in the run home. <image Home view>

Once in the activity, click on the Ruler to display the different tools measure available. <image Ruler toolbar>

Changing the tools by clicking on the icons shown above.

It is possible for the teacher to print these tools by making a catch screen by pressing the keys 1 Atl simultaneously. The screenshot will appear in the Journal. It is therefore possible for the teacher to put it on a USB key, to transfer the file to a computer linked to a printer and to print.

Activity Summary
The student must keep the knowledge. Remember The activity allows students to practice mathematical operations by combining their results, and capital letters tiny, and so on. This activity can be done individually or in groups, as a game

The student can recognize the words he has never learned and can learn to write and pronounce. So Remember that the activity may lead to their learning meanings and how to use them. Students as teachers can create educational activities of their memory.

Affordances of the activity

 * Develop visual and auditory memory. The student will have to find a addition, a letter or a musical instrument and sound that accompanies it and memory.
 * Students can learn to read and write the new letters and the power made.
 * Students can learn the meaning and use of new words.
 * It can quickly add up mentally and operations.
 * The student can play with other students.
 * Students can learn the social knowledge (skills, know-how, become).
 * Students can keep recording community knowledge and be able to apply.
 * Students may remember, remember the social achievements.
 * The student is able to methodically establish, by its repetition in memory learning.

Degree of centrality of the activity
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Memorization is highly integrated into the curriculum and particularly in primary education which the young learner has not yet acquired the ability development of synthesis. In the curricula of primary evaluation is generally based on the ability to memorize, ie to store, retain the knowledge acquired earlier. It is in this business to grow recall, reminiscence of the acquis.

Memorize it is to recall or remember
Level (s): From the 1st to 3rd grade of primary

Knowledge: The numbers from 0 to 99, addition without deferral of numbers from 0 to 99

Savoirfaire: Write, read, decompose, recompose, compare the numbers from 0 to 99. Inventing statements of problems involving additive free report.

History:

The teacher will go to the Save by clicking the icon is represented by a grid square of three horizontal and three vertical squares. Once the activity is offered, the teacher will ask students to click on a square to keep the figure appears, read it aloud and write it.
 * 1) Reading and Writing numbers in words, eg read the number 20 written in letters a leaf.
 * 2) Invention and analysis by students in problem situations involving additions without report.

Memorize to keep it or keep
Level (s): 4th and 5th grade of primary

Knowledge: The numbers from 0 to 99, the report added without numbers

Savoirfaire: Quickly calculate the sums of the numbers from 0 to 99

History:

The teacher will ask students to click on a square in the upper part of the grid and asked to memorize the sum that appears, then the students will click the bottom of the grid to find the result of the addition. The student scores a point when it comes to match the addition and its outcome.

Guide to use the Save
Remember this activity is found in the Home view. To access, click Remember the icon with the left button (X) of the touchpad. <image Home view>

After clicking on this icon, the grid appears, you can click a square in the upper part of the grid and store the sum, then click on a square in the part of the bottom of the grid to find the result of the problem proposed in the square from the top that has been previously selected.

<image Memorize view>

When the result does not correspond to the addition, the sum and the result disappear. While when we have a good answer to the sum and the result are displayed the screen that mark the points in the student's name.

<image Memorize view2>

You can change the figures or data literate sound by pressing Service Charge on parties demonstrations placed above the grid. There is possibility of widening the scope of the grid by clicking on the box dimensions 4 X 4.

Indeed, the Create tab leaves an opportunity for teachers and students to create as many games possible. While respecting the principle of combining two elements, the games can take several forms (involving a word and its opposite, set of words Genre different words in language and in french, etc..)

<image Activity editing>

To save the parties created, click the Save icon third party. They will be recorded in the Journal and will be accessible through the bar top by clicking the second icon on the Charger.

Activity Summary
This activity is used to compute the distance between two computers.

Students can measure distances to evaluate intervals between two points in school with the little green XO computer. Students organized in dyads should be placed so that the sound emitted simultaneously by each of the computers can be levied by the other so that the measured distance can be assessed.

With a combination of activities, it is possible that the students use simultaneously and the Draw Distance.

Affordances of the activity

 * Students can measure the length to go to get from one point to another.
 * Students can measure the perimeter of the classroom.
 * Students can measure the distance to make a course in Education physical and sports (EPS) for example.
 * Students may draw together and assess the distance between two drawings.

Degree of centrality of the activity
<image 5/5>

According to the curriculum of the fourth grade, the distance may be Central to the main concepts of teaching / learning characteristics to this grade level. The measured distances can then be used to calculate an area where a surface for example. The concepts distance measures have their place in mathematics, in the section of the geometry.

Before the fourth year in Éveil 2nd year, and Draw Distance can be combined and become central when spatio-temporal structure.

Application pédagogique 1
Level of study: 4th year

Knowledge: The perimeter and the half-perimeter of the rectangle

Savoirfaire: Measure or calculate problems in situations on the perimeter and demipérimètre Rectangle

History:

Reading and analysis of statements of problems involving the calculation of perimeter and half-perimeter of rectangular figures. (Eg the internal perimeter of the classroom to using the XO).

Statement: Identify the lengths and widths of the class, and measure distances by means of XO.

The teacher can arrange the class into dyads. Two different dyads, each with an XO computer, identifies a length and a width of the classroom, and carries through the measure of the distance. Each side of the class is measured using the XO.

Both XO network engaged in the give a distance measure similar to a rule calibrated accurately.

Students could then use these measurements to calculate the perimeter of the classroom.

Collaboration in dyads:

After displaying the remote computer screens, students share viewing results and agree to the distance restraint.

Application pédagogique 2
Level (s): 3rd grade of primary

Knowledge: Metric, straight line

Savoirfaire: Measure and compare several segments of existing right the environment in the home, in the classroom, in the schoolyard.

History:

Statement: Identify the distance measure, determine using the XO as provided by the protocol to use. Compare distances obtained on the computer screen and record the distances obtained in the Journal by naming them.

Application:

For example: the door of the class A, at the door of Class B: 10.11 meters.

Measurements in the schoolyard can be plotted on the plan the school by pupils.

Collaboration in dyads:

Dyads distances are displayed on the screens of XO and agree to the actual distance.

NB: Through this activity, teachers can help students develop skills to measure distances with the XO.

Pedagogical application 3
Level of study: 2nd year of primary

''Knowledge": spatio-temporal structure: in front, behind, before, ... next to, far, near, around.

Savoirfaire: Draw and / or identify an object in relation to another, or a student.

History:

Simulation of role play where one student gives orders to another student using the terms: before, after, on ... near, far, after, for example around

User Guide of the Distance
As a first step, it will ensure that the XO is connected to the same network meshed. To do this, see pages 8 and 9 of the Guide to the initiation and XO Sugar environment V.8.2. In the Home view, begin the activity by clicking the icon representing a dolphin.

<image Home view>

In the box Share with: select my neighborhood. Follow one of sharing procedures described on pages 16 and 17 of Getting Started in XO and Sugar environment V.8.2. The two connected XO activity can begin. Click Start far away.

<image Distance screen>

It is therefore the position of XO computers one side to another. Computers emit in turn a sound wave that can measure the distance between the two screens. This will be displayed on the screen. Ideally, the XO should be placed on the ground without any obstacles obstructing the sound emitted by the devices. Note that weather can also influence the measure. Therefore Atmosphere tab allows the student to enter the variables of temperature and humidity on so that the measures are as accurate as possible.

<image Atmosphere toolbar>

Activity Summary
Measuring this activity helps students explore the physical world, it allows us to see different variations of a sound (frequency, amplitude, etc..) using the microphone XO. The student can have a visual representation of a wave as well as learn concepts related: the frequency, amplitude, time, etc.. This activity can be used during the course of primary education, and since the first year.

Affordances of the activity
The activity measurement also presents a number of affordances such as measuring the voltage of a current or observe these currents on the screen as you would with a oscilloscope, which can be developed as required curriculum. A list of possibilities and specifications for construction of the different probes are available at Next: # http://wiki.laptop.org/go/Measure Projects_and_Activities_Index. Only this resource is available in English and requires skills in of electricity. For the use of probes and tools (thermometer, pH indicator, indicator of the turbidity of a liquid indicator of the conductivity of a liquid, etc..) software were designed specifically for the XO. For more information, visit the Vernier to the following address: http://www.vernier.com/netbooks/olpc.html
 * The student can view a graphical representation of the wave produced by sound.
 * Students can record over a period of time that the wave generated.
 * Students may be required to differentiate the sound of a tone.
 * It can classify the sounds according to their kind.
 * Students can measure the amplitude of a sound.
 * Students can measure the frequency of a wave.
 * The student can compare the sound with his classmates.

Degree of centrality of the activity
<image 3/5>

This activity in terms of curricula for the 4th year of primary education can be regarded as device. At the central level, it could be placed at level 3. Because if it does is really not the primary curriculum, it enables students to explore domains other than those prescribed and develop curiosity and promote its spirit of discovery.

Exploration and comparison of sounds
Level (s): 4th to 5th grade of primary

Knowledge: The CW

Savoirfaire: Explore the sounds in their physical dimension.

History:

Through the feature that allows you to record sound, the teacher and students could save a number of sounds to form a kind of sound database.

Once the database set up (the sounds come from both the everyday environment, as everywhere else) students proceed to comparisons to determine which sounds are the highest, lowest, most acute, the most serious differentiate waves and sound, see the frequency and amplitude, etc..

User Guide for the Measurement
To start this activity, click the Measure icon is in the perspective Home XO (it is represented by a screen where we see a curve).

<image Home view>

Once in the business, we have a number of features, so we can amplitude control (visual) by extending or shortening.

The microphone can record sounds is de facto running as soon as we began on the Measure. There is an icon that lets you start recording sound (at the top of the screen on the far right) and another that allows you to control when recording (it can be done immediately or can be programmed in a time interval determined). Sound option allows you to see sounds, but also be recorded, while the option Sensors can measure the voltage of a current, but also see it on the screen. Like all activities, to share his business, click on the Activity tab, and then click Share with: My neighborhood, and follow the procedure for sharing on pages 15 to 17 of Getting Started in XO and the environment Sugar V.8.2.

Activity Summary
Scratch The activity allows students to make the programming object, ie of make programs and games with ease. Also, in this rich graphical environment, students can locate in space, identifying and placing objects in relation to a landmark. It can also compare packages through their cardinal (number of elements). These activities are for students of all levels depending on the complexity of the task at hand.

With a combination of activities, it is possible that the students use simultaneously the Draw Distance and Scratch.

Affordances of the activity

 * The student can make the programming object.
 * Students can create simple programs and designing video games.
 * Students can program the movement of characters within a graphical environment.
 * Students can design avatars (characters or objects)
 * The student can position the objects within an environment.
 * The student may also place or draw, placing an object near or far from and appreciate the distance between two drawings.
 * The student can identify objects placed on or under a given benchmark.
 * Students may place an object on or under a given benchmark.
 * Students may place an object above or below a given benchmark.
 * The student can identify the internal and / or outside of an object or a space.
 * Students may place an object within and / or outside of another.
 * Students can compare sets by matching term by term (without count) to highlight the concepts provided that, unless more than.
 * Students can compare their answers with those of its peers.
 * The student may be assisted by his peers or by the teacher.

Degree of centrality of the activity
<image 5/5>

Scratch The activity helps students to achieve the know-how relating to affordances above, has a very high degree of centrality. By Therefore, its use can be recommended in the implementation of curricula primary. Indeed, in the 3rd year Awakening, Draw Distance and Scracth may be combined and become central when spatio-temporal structure.

The interest for the teacher to work on the XO is justified by several reasons. Scratch scenes are closer to the reality that the designs of the book because the mobility of objects in them. In the manual first year of primary education, on asks the children to draw objects over, under, above, below, beside, etc.. This can be problematic for those who can not draw. Scratch on avoiding this difficulty because they have to move objects that already exist, in case of error, the student has nothing to erase, it is sufficient to correct by moving the object.

Lie within the space
Level (s): 1st year of primary

Knowledge: The terms: over, under, above, below.

Savoirfaire: Locate in space by ID or by placing an object on or under, above or below a given benchmark. Solve problems involving significant involves the spatial structure.

History:

The teacher provides students with a scene in which there is a trampoline, a cat and a balloon. The ball is placed on the trampoline and there is a cat under the trampoline. In addition to find a girl whose arms are raised and legs apart completely the horizontal below it is a balloon.

Students are required to identify the position of the ball and the cat in relation to trampoline. They are also asked to identify the position of the ball compared to the young daughter. The teacher expects the students to be able to answer that: The teacher provides a second stage in which there is the young girl and a ball. The student must place the ball over, under, above, below the girl.
 * The ball is on the trampoline;
 * The ball is above the trampoline;
 * The cat is under the trampoline;
 * The ball is below the girl;

Inside or outside
Level (s): 1st year of primary

Knowledge: The terms: inside, outside.

Savoirfaire: Locate an object inside or outside a package. Resolve significant problems involving spatial structure.

History:

The teacher provides a scene where a fruit basket and some of which are located in the shopping basket and others outside of the basket. The student must identify those within and those who are outside.

It asks students to move two objects from the interior to the exterior of the basket.

Sets
Level (s): 1st year of primary

Knowledge: The terms provided that, unless and more than.

Savoirfaire: Compare sets of objects. Solve problems involving significant involve the comparison of ensembles.

History:

The teacher provides a scene where there are four circles representing four forest within which there are animals.

Students should compare the forest and say what is that all animals that another one with the fewer animals than the others, that more animals than the others.

The master is expected that students compare sets by correspondence animal by animal.

To carry out its educational applications, the teacher may: Orally-ask the first question (identification of objects relative to a benchmark);
 * Construct the scene on the XO;
 * The students sent to the grid;
 * Enable students to describe and comment on the scene;
 * Allow students time to answer them individually;
 * Allow students time to share, to seek help;
 * How the whole class;
 * Repeat the same procedure for other questions.

User Guide of the Scratch
Click on the Scratch From Home view XO.

<image Home view>

Click on Choose a new pixie from a file, 4 costume categories (illustrations) appear (animals, fantasy, people, things).

<image Scratch home>

Double-click on Things, objects appear;

<image folder selection popup>

Move the cursor over the selected object (such as the trampoline), click on it, and then validate OK. The trampoline will appear on the scene.

<image Things>

Repeat for other objects. Once on the scene, the objects can be placed according to the intentions of learning using drag and drop (hold the left button (X) is pressed while used the touchpad).

NB The activity Scratch is extremely rich and complex. It thus lends itself to a large variety of educational applications. For more information on Scratch and its affordances programming subject visit the Web: http://squeaki.recitmst.qc.ca/wakka.php?wiki=ScratchInitiation/v

Activity Summary
The task of the learner would be to observe the object that appears on the screen of the activity Moon of the XO. The learner has access to a wealth of information on the Moon, by real time. Note that this activity can be used to better understand several concepts related to the planet Earth. The learner can do activities on the image manipulation in the XO as a metaphor for earth, and to make multiple uses. It may use a grid with coordinates.

Through this activity, learners can learn and build an active understanding of several concepts such as "of the spherical Earth," the location from one point to the Earth's surface and the rotation of the Earth and its consequences daily (including the succession of day and night). The activity has a strong Moon capacity suggestive action that teachers can use in the course of Enlightenment. This metaphor of the Earth is extremely relevant and original and could be further substantiated in the educational applications outside of those we propose here. Among other things, it allows the learner to observe phenomena that he often described in abstract and theoretical and thus the testing of a theoretical knowledge learned. It allows many other learning and discoveries including scientific information about the behavior of the Moon. These regularly updated information are clearly shown in the legend of margin to the left of the metaphor.

Affordances of the activity

 * The student has access to real-time information on the Moon (phases, visibility the surface, the next lunar eclipse, the next solar eclipse)
 * The activity can also be used as course material in different ways "Earth" because it can be used to learning about the concept of "spherical of the earth. "
 * Students can also use this medium to a teaching on the learning "Locating a point on the surface of the Earth using the grid coordinates geography.
 * The student can change the face of the moon and then be led to understand the concept rotation of the Moon and Earth.

Social Affordances:

It could bring together learners each to his XO in case the neighborhood grid would be impossible as we have just seen. In this case, interactivity happen in the form of an exchange (driven by a possible questionnaire) between learners using the XO as eBook.

Degree of centrality of the activity
<image 5/5>

The integration of the Moon with the curriculum is perfect, and meshes well with the content description and location point on the surface of the Earth as it appears in the curricula Enlightenment for the 4th year of primary education and basic Gabon (the disciplinary field 2: the study of mid-location of Gabon). This activity can be adapted to other educational situations involving different levels of primary and the needs and capacities of teachers, each according to the realities of context of work.

The earth, a planet round
Level (s): 4th grade of primary

Knowledge: The spherical Earth

Savoirfaire: Explaining his comments by the shape of the Earth.

History:

Using the representation of the moon in the activity, the teacher invites students to comments. The face is illuminated which is the side of the sun, the face is shaded that is not exposed to direct sunlight. By turning the world on this successively the different faces of the earth to the sun: the succession of day and the night.

Based on the questionnaire, learners observe the educational support

Questions to guide the observation of the shape of the object:

What is the shape of this item?

What does this object mean to you?

What can you conclude about the shape of the planet Earth?

The teacher then asked students to make a co-production written in phrases simple by using the Write XO (say what is the shape of the Earth).

The movements of the Earth and Moon
Level (s): 4th grade of primary

Knowledge: The movement of rotation of the Earth and its consequences.

Savoirfaire: Define the movement and present its main consequence.

History:

Activity of the learner
 * Free observation of the object of the Moon XO.
 * XO-handling: pointer on the icon Change hemisphere and click left (X)

Questions to guide the observation:

How does the earth every time we click on the button (movement)?

What changes the aspect of the world whenever it is rotated? (The displacement of the shadow accompanies the rotational movement of the Earth)

What you see on the gray area and the clear zone whenever the Earth running?

What does each of you for clear and shaded areas? (The day and night).

How to locate?
Level (s): Grade 5

Knowledge: Geographic coordinates, latitude, longitude and the cardinal points.

Savoirfaire: Locate a point and give guidance to help coordinate geographical areas of latitude and longitude points (N-S-E-O).

History:

Activity of the learner:

Using the grid in the Class Moon makes an observation tour of the grid questions.

What information appearing on the top and bottom of the globe and which names does one give to these points?

How many types of lines you see on the globe and what each of them?

With the help of document grid, tell what the following terms:

Move longitude?

Move in latitude?

Activity final synthesis: Design of collaborative writing based on the different responses during the exchange or sharing. These students say what used to locate a point in space as well as for travel.

User Guide of the Moon
Go on-screen list of the activities of XO to the Home view, locate the Moon represented by an icon of the moon. Point the cursor on this icon gently rolling the finger on the touch pad corresponding to the rectangle of the environment. Launch activity clicking with the left button (X), the tab Start to start the Moon.

<image Home view>

A representation of the Moon will appear as well as several real-time information.

<image Moon>

By clicking on the View tab, two icons appear, one sign of a grid and the other that of a globe with an arrow. To change the order, ie of affordance, it Simply click on one of the icons.

<image View tab>

The grid view shows the parallels and meridians (benchmarks map) necessary to locate a point on the surface of the Earth.

<image Moon with grid>

To rotate the globe (rotation), simply click on the icon of the Moon Change Hemisphere view, above view, as many times as you want to rotate the globe.

<image Moon southern hemisphere view>

To leave one of the two views (the grid or rotating globe), click on the icon and successive elements appear then disappear.

Activity Summary
Implode activity is a game of logic supports the community of learners in which brings the child to destroy a structure of blocks by grouping them by color and making them explode or disappear from the screen.

With this activity the teacher will nurture the spirit of logic of students in situations problems. Students will not use color pencils but recognize colors easily. Affordances of the activity
 * The student can move the blocks to match the colors according to the destroy
 * The student can control the level of play, the recovery after a failure or a first new configuration.
 * The Game tab provides more information on the game and its level: New, Undo, Redo, Easy, Medium and Difficult.
 * The activity can be done individually, in dyads or triads and share with the neighborhood. Students can share the activity. They will train for become resource persons (those who are doing very well in the game), for help others in difficulty depending on the level of play Students and develop the spirit of the community instead of the competitive spirit in vogue in attitude of Gabonese student.

Degree of centrality of the activity
<image 5/5>

Implode activity can be placed at level 5, because it is an easy to integrate in the mathematics curriculum the first year to train and represent sets according to various criteria: nature, shapes and colors and build collections Objects from 1 to 3 elements.

Application pédagogique 1
Blend colors and introduction to the operations of addition and subtraction in first year with the easy level. Level (s): 1st year of primary

Knowledge: The overall concept, the addition and subtraction

Savoirfaire: Train sets by color

History:

The teacher may ask students to identify different colors on the screen by example green, yellow, red, blue and orange. Then it will ask students to click on a set from three small squares of the same color. Students seen the disappearance of the tiles after clicking on the whole. The teacher Ask students what happened. Students will notice that the group tile was removed from the screen. Thus, the teacher may illustrate the operations of addition and subtraction through this activity. For example, 1 and 2 is red join is add or add. A set of red disappears from the screen is removed, delete or remove.

Application pédagogique 2
Level (s): From 2nd to 5th grade of primary

Knowledge: The overall concept, the addition and subtraction

Savoirfaire: Cultivating a taste for effort among students with medium and difficult levels.

History:

Indeed, at each level of play, the student can be led to it. The fun of the activity will encourage it to start again until he wins. If the teacher asks students to consider the activity as a problem to solve, depending on the level of the learner and the game, they can say, for example, to subtract only the color orange. The student who succeeds in doing so solved the problem. Otherwise, it repeat the activity to obtain the desired result. The teacher can transpose the effort during the game to solve problems in mathematics for example.

NB: This application is not included in the curriculum. However, it has educational benefits that teachers and students could take into account all fields (and french enlightenment) to resolve the problems.

User Guide for the Implode
To access the Implode activity in the XO, after opening, with a view Welcome, place the cursor on the icon represented by small green squares.

<image Home view>

Three options appear: Run, Remove the favorite, and Delete. Click Start by pressing the left button (represented by X) of the touch pad to enter activity. To go faster, click on the icon to enter the business.

<image Game>

Click on the tab for the main Game commands The star of the game is to start a new game, the two triangles pointing left can again at the very beginning, the arrow pointing left to return a stroke back, while the arrow pointing to the right restored the coup canceled. The three gates shown in this menu allow you to change the level of play from left to right, the levels are easier to more difficult.

<image Game toolbar>

To play, click groups of three or more blocks of the same color. In positioning your cursor on them, they will highlight.

Activity Summary
The student can make or play music in a fun way. It is a simple starting point for the child to learn through exploration of the key songs, some sounds musical instruments, the cries of certain animals and the noise that some objects when they fall or bump against another object. The learner can become familiar with the role of percussion, the beats per measure, the complexity of the beat, the tempo and volume.

This activity allows the child to differentiate or to standardize the sounds in order to build a musical sequence.

Affordances of the activity

 * The student can identify the sounds
 * The student can distinguish the sounds of musical instruments, Animals, humans and objects (doors, trash ...)
 * The student can control the tempo
 * It may increase or decrease the speed of the tempo
 * Students can measure the beat sounds and the possibility of the complex.
 * It can combine sounds to get the rhythms he wants
 * Students can recognize and imitate the sounds of the living environment
 * The student may, with this activity, communicate or announce to the sound of a tam-tam new.

Degree of centrality of the activity
<image 4/5>

Indeed, '''TamTam Mini''' is not fully integrated into the primary school curriculum, but it remains a formal instrument used by all learners. Therefore, it is not only as an instrument of music, but also as a means of communication. It becomes an educational activity to enable the student to establish itself sounds and share them with other students in her community or by the way.

Tam Tam Mini or the art of playing music
Level (s): From the 1st to the 5th grade of primary

Knowledge: The instruments of music, the beat, tempo and percussion

Savoirfaire': Combine different musical instruments

History:

The teacher invites students to explore sounds and instruments available in the grid right of the activity. They can combine the sounds of some instruments to a rhythm chant. Students are then asked to explore the concepts surrounding the percussion and pace. The controls to the left of the screen can be used for teacher demonstrate the concept of beat per measure of complexity of the beats and tempo.

Tam Tam Mini and wakefulness
Level (s): From the 1st to 3rd grade of primary

Knowledge: The Man, animals, objects, sounds

Savoirfaire: Distinguish the different sounds, objects and animals

History:

As part of an activity of exploration and enlightenment, the teacher may ask students to discover the sounds produced by animals and instruments. Thus, students distinguish the cries of animals, the sounds of musical instruments.

The teacher can go through questions:

What cry shall deliver the cow or sheep?

What sounds can we give the strings of a guitar?

User Guide of the Tam-Tam Mini
This activity TamTam Mini is the prospect Home. To access, click on on the icon TamTam Mini (represented by an icon with two drum sticks) with the left button (X) of the touchpad.

<image Home view>

After clicking on this icon, the most musical instruments appear in and out of a grid with pictures (of humans, animals and other objects used in the living environment).

<image gallery of sound instruments>

The choice of instruments is possible. To access, click on the left button (X) to activate the sound or instrument that we want to play. For play different sounds (the letters J and H, for example), you have to press the keys keyboard. It is possible to start a rate increase or decrease the speed of the tempo, why you should click on the Play button (represented by a green triangle) and move up or down four controls (beats per minute, complexity beat, Tempo and Volume). This activity leaves the possibility for the teacher to use the sounds or create new sounds. Thus, the sharing or exchange of our creations with our friends as possible is our ability to play the music between friends.

Activity Summary
This activity enables students to assemble the pieces of music and sounds. It can several sequences with different rhythms and sounds, like a concert.

With this activity the instruments will not be mandatory, because the XO has a bank of instruments and sounds. The teacher could diversify the teachings on musical instruments.

Affordances of the activity

 * It can use several instruments and rhythms at once.
 * The student can control the tempo.
 * The student can control the volume and order of passage.
 * It can also compose and record his own music.

Degree of centrality of the activity
<image 5/5>

This course meets the curriculum of basic education, such as the 4th grade curriculum in Éveil (arts education and sports) to create and implement decorative arts with a desire to produce a rhythm by using a tool music and the 5th years namely to make complex projects in activities art (drawing, singing, handwork, music). It is therefore easy to integrate with curricula.

Recognition of different musical instruments and their categories
Level (s): 4th grade of primary

Knowledge: Instruments, percussion, wind instruments, stringed instruments.

Savoirfaire: Create and implement a concern with objects of art, to produce a rate using a musical instrument Regouper instruments by category within an orchestra.

History:

Students may create groups of harmonious sounds from the range that is presented. The teacher may ask students to choose a musical instrument, a sound, cry or prerecorded voice in the directory tab that appears at the bottom of the screen. Then the teacher asked to choose a rhythm in the tab Loops of associate it with sounds and instruments selected above and click to hear composition made. Through this variety the student has the opportunity to perform, create to record and listen to his music by clicking on the numbers and signs chosen to identify the instruments and sounds selected. At this point, students will be aware of his spirit of creativity in curricula sought in Enlightenment.

Mobilization capacity in the creation
Level (s): Grade 5

Knowledge: The singing, composition

Savoirfaire: Carry out complex projects in artistic activities. Ability to coordinate and harmonize the instruments, sounds and singing.

History:

According to the teacher, students can combine sounds to offices different and achieve the creation of a virtual orchestra. The teacher will ask the students to form a choir and with the XO, to compose music that can accompany. Students who succeed in producing a smooth and rhythmic music demonstrate their capacity for coordination and harmonization or engineering into sound. Instead of the traditional method of vocalization, the possibility is offered to students to use instruments and sounds like a DJ on a track.

User guide of the Tam-Tam Jam
To access the TamTam Jam in the XO, after opening, with a view Home, place the cursor on the icon represented by a drum associated with a trumpet and a guitar. Three options appear: Run, Remove the favorite, and Remove. Click on start pressing the left mouse button (represented by X) touch pad to enter the business. Or to go faster, click directly on the icon to return to the activity.

<image Home view>

This activity has several tabs. The tab includes options Jam Control Volume and Tempo. The 3rd tab Playback will stop the loop, to mute and a display (metronome) and a control beat. The Desktop tab is as a memory card that holds all the compositions made in different environments of the composition. The Save tab allows you to record new sounds using the microphone.

At the bottom of the screen there are drum kits (set of batteries and tam-tam), Loops (bank musical sequences), All (all types of sounds), Concrete (sound among objects excerpts from the environment), Animals (animal cries), Keyboard (keyboards), My sounds (my sons), People (the prerecorded voice of a child), Strings (instruments strings), Winds (wind instruments) and percussion.

<image Drum kits>

To form the orchestra, the student need only drag and drop to assemble instruments, sounds and musical sequences (loops). Click the right button (M) under the touchpad to access new options (control of reverberation, edition of the sequence of the beat to control the instrument, designated keyboard button to activate the instrument, etc.)..

<image Loops><image Loops panel>

The activity can be shared with neighbors and to dyads or triads. Students to discuss their different compositions, make suggestions, innovations from the draft class (for example, be a melody for Christmas or New Year). The ability to interact is developed and even Central in this activity. It develops the spirit of cooperation and creativity.

Activity Summary
The student can compose or play music alone or with other learners using sound effects, instruments or sounds. The XO is of promote the skills, ie to develop the ability to select a instrument sounds to choose and make melodies.

The educational benefits from the operation of the activity Tamtam Edit for teachers are that it has all the possible instruments: piano, clarinet, banjo, xylophone, etc.. more different sounds and different possibilities of adjustment, coordination, symbiosis and thus creating unlimited it can share with the whole group class.

Affordances of the activity

 * The learner is able to compose a melody using a variety instruments such as guitar, piano, flute, xylophone, clarinet ...
 * The learner is able to improve his compositions, incorporating other sounds of children, cries of animals (chickens, horses, frogs ...).
 * You can compose music and record instantly.
 * Can select for its creation or mimic the sounds generated by the XO.
 * It can save not only his keyboard, but also bring its music to ogg ie ready for export.
 * It can select the tools to mark the difference in notes music and frequency sounds (using the paint tool).
 * The computer offers green design tools for the preparation of notes music.
 * The learner can modify the volume of the tempo at will.
 * The XO offers modern music that the student can recognize or discover while having tones. It also includes animals and their cries respectifs.
 * Students can share all its activities both with the teacher with his neighborhood is composed of peers connected to the grid.
 * You may submit work to the teacher.
 * It may also involve his peers in his compositions, the latter can make their changes, their additions, etc..

Degree of centrality of the activity
<image 5/5>

In referring to the curriculum of 4th and 5th years and the 1st year's event Tam Tam Edit fits under Enlightenment. In 4th and 5th years eg
 * First-level 4 at the 22nd week, students will perform a song.
 * Then at level 5, the 29th week the knowledge of learners are built around instruments.
 * Two types of instruments are used: the percussion instruments (tamtam, drum) and wind instruments (flute, trumpet, harmonica ...).
 * At the end of learning, students will be able to use a percussion instrument or wind.

As a justification to integrate the curriculum, we can explain that the activity Tam Tam Edit the learner can compose music that accompany a song. The learner can also create his own music with instruments required by the curriculum, but it can enrich many other opportunities available to him including the XO to add sounds like the cries animals (bird, dog, etc..) or human voices. It may also share composition of music with others.

Compose a melody
Level (s): 4th grade of primary Knowledge: The traditional songs and / or modern

Savoirfaire: Run a traditional song and / or modern.

History:

Students will create their own melody to the presentation of a ballet. As illustration, the First Symphony dyad Brigitte / Solange.

The student selects the section Dial, then it makes the choice of instruments music (frog, dog, rooster, balafon), then the sheet of paper, he shall record the sequences of musical notes to get the music you want.

Similarly, students in Grade 1 may be required to perform the anthem Group National (the Concorde).

Composition of a musical repertoire
Level (s): 4th grade of primary

Knowledge: Awareness of the value of traditional local songs and / or modern.

Savoirfaire: Enhance the original music (example: Elon, Ikokou, etc). Perform traditional songs and modern within a moderate band at the cultural day of school at the end of the year. History:

Placed in groups of five, students will select musical instruments of XO, recognize those who are part of traditional culture (it should be noted that Gabon includes fifty ethnic groups), call or mimic melodies so that all together constitute a musical repertoire for the festival season.

User Guide of the Tam-Tam Edit
On the home page, place the cursor on the icon TamTam Edit, a window opens, click on the Run option, a page is opened.

<image Home view>

It presents the extreme left, a panoply of instruments (guitar, piano, tam-tam, etc.).. To change the instrument, click on their image. Click on the symbol of addition (+) to add a new instrument to the list.

<image Tam Tam Edit>

The bar tab of activity we offer three choices: Student Activities, Composer and Generate The Components tab displays a bar with three compartments.

<image Composer toolbar>

Left: a button Play / Pause, Stop another then a third keyboard Save and a final ogg to record sound to ogg format subsequently converted to MP3 or CD.

In the center there is a selection tool to move the clips, a pencil and a brush, which allows us to edit the clips of the instruments.

At right, a Copy button that makes a copy of the sequence. Finally a button Volume / Tempo that leave our slider to access the controls.

To compose a melody, click on the Compose tab, then select the instruments required.

<image Track properties>

Then click on the pencil to draw lines in front of the chosen instrument and points at the bottom of the page (which will be the sequence to play the instrument).

At the bottom of the screen lists the different sequences that make up your song.

The composition can be heard by clicking the Play button. To mark a stop to make an improvement, click the Pause button and insert arrangements desired.

We can improve the composition by adding the sounds of animals, the cries of birds or of children.

For the computer generates a sound or a sequence according to your settings, first click on the Generation tab.

<image Play toolbar>

The top bar to change option buttons Play / Pause and Stop are still, then added three more: generating a sound, then Property Generation. Leaving the cursor on the icon property, the latter lets you select the level of individual elements (a division of the grid, page color, transposition, pan, volume, etc.).

<image Properties panel>

Then, click, a window opens, it sets the pace, height, duration, scale and pattern of the melody generated.

<image Play panel>

Finally, it is possible to save your publication in the Journal of the XO retain for future use (use the Store procedure described on page 15 of Getting Started in XO and the Sugar environment V.8.2), or the record format ogg to export.

Conclusion
Ultimately, this chapter has attempted a description of the capabilities of XO in primary school Gabon. Far from being exhaustive, we accept that many activities can be exploited with the XO in school from primary school so unique. Similarly, it is possible to combine activities in the context of educational applications. Adapting to Gabon password, among other things, integration of XO in conformity with the curricula. To go further, we can still consider a Operating XO: pedagogy of the project.

Introduction
This chapter suggests, by way of example, four projects that could be achieved by combining certain activities (or affordances) of the XO. These are projects on deforestation, disease, cultural heritage and national languages. As you see, these projects cover various fields of study. Each project is presented according to a style, because it seemed more important to reflect a certain variety of possible actions to unify the presentation of projects. However, each proposed project follows the methodology suggested by Gregory and Laferrière (1998):

<image Project path>

Project 1: The Herbarium at school
School project: "The herbarium at school. "

PROJECT DESCRIPTION
This project was designed to be completed in the fourth and / or fifth grade primary education system in Gabon.

FIRST PHASE: PREPARATION OF A DRAFT
Discussion of the feasibility of this project with two teachers, and Valentine Béranger, of Elementary School Application of the École Normale Supérieure. Both teachers found it very exciting and very timely especially as Valentine had already piloted a agriculture project with a third class of primary school. The "to the herbarium school "seemed feasible.

1 / CHOOSE THE THEME:
The choice of the theme is left to the discretion of the teacher or the teacher, through a discussion with the target class, the great movement of logging in the city of Libreville.

Learning Objectives:
Skills and attitudes developed by students through the project:
 * Identify, photograph, name and recognition of certain plants in the environment closest to the student, here it is the courtyard of the school.
 * Identify some uses of plants.
 * Define the term "deforestation".
 * Identify some of the consequences of deforestation.
 * Raise awareness of the importance of plants in the environment of the student.
 * Planting trees in the school.
 * Develop a herbarium of 10 pages.
 * Recognize, name awareness, planting trees, using the XO.

2 / TRACKING RESOURCE REQUIREMENTS:
Students will have access to resources in the library of the XO. They consult appropriate documents on the Internet, as well as software using the XO.

Obtaining the teacher of a student to leave school able to go to the National Herbarium in Libreville, and the herbarium of the University of Libreville.

3 / ORGANIZATION OF WORK:
The student must take ownership of the project, and the teacher play a role facilitator or resource person in the organization and execution of the project.

The teacher organizes the class into triads. Each triad is working on a plant. She photography plant using the XO, names using the information collected in the Bookstore XO, or exit at the National Herbarium and identifies some of the utilities plant. It makes this plant for a page and a page traditional electronic Herbarium.

Triads interchangent regularly each triad results and this in turn role its results to the class.

SECOND PHASE: IMPLEMENTATION OF THE PROJECT
The project may take the entire school year, one hour per week during the course of awakening. (It may take less time, about 6 months, if the teacher or the teacher decides to put the project to the time allotted to manual labor, 30 minutes per day in the Gabonese education system).

The teacher ensures that students respect the time and the interactions students help build a community of learners.

The teacher encourages frequent communication between learners, encourages, stimulates, corrects shooting, helping students to make regular updates on the development of their work.

4 / PROGRESSIVE DEVELOPMENT OF THOUGHT AND DOCUMENTS:
Progressive development within each triad, a thought of a living environment for humans, the presence of plants, and its responsibility for its balance.

Progressive development, by any group class of a herbarium of plants from electronic School classified through the bookstore or log XO.

Progressive development, by any group class, a traditional plant, consisting of 10 pages. Each page representing a plant by its leaves and / or dried flower, with its common name and scientific name, and some utilities to be its specificity.

Progressive development of a botanical garden, students will plant trees or few plants in the schoolyard.

5 / COORDINATION AND SUMMARY OF CONTRIBUTIONS:
Presentation to the whole class of tasks of each triad, questions and comments to enrich and enhance the collective production of the class.

The teacher spoke in front of the class to say what is positive compared to the project and improve deficiencies while encouraging and challenging.

6 / BACK ON THE PROJECT:
Once completed, the project should be allowed to teach the class group that Plants are essential to the human environment, as they provide oxygen, of food, shade etc ... Man must protect the plant from its environment and maintain such replanting.

7 / THE AFTERMATH OF THE PROJECT:
Development of a botanical garden, the primary school level. Students will plant some trees in the courtyard.

Exhibition of project results with other classes of the school and education other classes in respect of the environment including plants.

Sharing the results of the project with other schools in the city, rural or other countries through the Internet XO.

Project 2: Fight against unhealthy
The project will be implemented in three phases: design-implementation-evaluation.

Design
Note that to start the project includes all primary students, regardless of level. The difference will be simply at the level of involvement that can be associated with age, but the level of students.

The project may take place in three months from the school, which takes place in Gabon by me in October, ie in the first quarter. This schedule will have the advantage of seeing actions that can be achieved in the short medium and long term success.

The success of the project therefore involves the consideration of certain prior the teacher. In practice this means the teacher of around the question to identify a problem, so students should know what it is, identify information sources and the problem, then bring their reflections and proposals on possible solutions to this problem. In the case of the fight against unhealthy in Libreville, which is our example, we can make the following suggestions.

Define in simple terms and concepts appropriate to the statement taking into account the level of language study and students. Cleanliness, hygiene dirt would be in this optical concepts appropriate at all levels of primary education, ie the first to fourth year.

With the class, and from these definitions, a general view of the situation of the city Libreville identifying all sales areas without distinction. This concerns school in the neighborhood streets, etc..

To acquaint students with the origins and causes of this situation.

Awareness about the dangers of such a situation by referring to disease or even epidemics.

In practice this amounts to the unhealthy relationship between the city and work school. This will be to introduce students to the direct consequences of unhealthy academic performance. For example, show children that mosquitoes transmit malaria to humans, live not only in the high high grass around our schools and our homes, but also in wastewater ponds, gutters not priests populous neighborhoods of the capital of Gabon.

The project will then aim to make children aware of their rights and obligations to overcome this phenomenon. In this case, we will discuss ways human material and financial resources. The search, involving students in the design of this project through discussions in class to make them aware of problems in their environment and have a real impact on their lives. It is also to foster a spirit of civic involvement, foster cooperation, complementarity and solidarity.

Outturn
The executive phase of the project will be crucial to the extent it contains actions concrete that students faced in the field. These are the actions that materialize the child labor.

The teacher can organize such a tour of the class in a business of gathering and collecting garbage.

After this step, the integration of XO to the project is fundamental. It will use the little green computer as a tool for the class develops its thinking on the fight against unhealthy in Libreville.

The activities of XO, such as compute, discuss distance, scratch, draw, write, navigate, video interview will be widely used to carry out the project, even if others can also be requested. It may for example rely on the Géraldine contribution to illustrate the contribution of XO in this struggle that will lead students. In addition, for example, the design can be made to the prospectus on good reflexes such do not throw garbage anywhere, and other shows where the cast. Contrary to the view Jean Paulin's remarks are very relevant, I support activities that calculate distance and fit perfectly to the project. As illustration, we will say that the context itself offers this opportunity:
 * Those who know Libreville realize that very often the garbage bins are prepared to enter schools and colleges, high schools, the smell of waste indispose regular students, the same is being done in neighborhoods with latrines that are built anarchic.
 * It can also be observed in Libreville that the bins are inadequate insofar as willing are often overwhelmed and fill an hour after the passage of Trucking, the company responsible for the collection and garbage disposal!

For this reason one can measure the distance of the bins with the school or latrines with houses, calculate the volume of the garbage bin, the amount of waste produced by a individual, and also the number of inhabitants in the district to understand why overflowing garbage bins and draw conclusions.

On the other hand, the actions may be to formulate requests for aid to NGOs to redo the paint for example. Similarly, Parents can contribute to repair toilets in schools that most Gabon institutions do not work or are to be built.

Assessment
From the knowledge gained from the project ask students to make proposals to remedy as far as possible the situation.

The information gathered will be used by the teacher in his teaching to the curriculum and materials of the class. In level of civic education, he or she can educate students about the behavior the management of individual waste to the extent that very often people throw garbage in prohibited places, sometimes we can see that some are on the ground even when there is a garbage bin or trash can next to it. Students are also champions of this attitude, since very little throw their garbage in the garbage.

The evaluation will be done by observing the behavior of students, changes occurring in their environment, and attention that will give them the authority Municipal and especially parents about the need to clean up their environment.

Introduction
The education system is marked by the last few years of reforms aimed to make it more effective. The most significant realization of what we may agree to call a mini revolution is the introduction of a competency-based approach (SBA) primary school. This means going beyond the mere mastery of objectives by providing atomic students the opportunity to mobilize resources to deal with situations - problems complex.

In the following contribution, we propose an enrichment of the APC The approach (or pedagogy) project. The precursors of this approach are the Americans and Dewey Kilpatrick, Ukrainian Makarenko and french Freinet.

We see this as an educational framework for students to go even further in the mobilization of resources acquired in school. Indeed, working on projects that affect their daily lives, students can make the expertise developed in the classroom. The project approach offers, in Moreover, the possibility to collaborate with their peers and with other resource persons to through the tool. The use of a computer network is really the element most striking of a learning project. With the help and support from their teacher or their teacher, children will activate around a project which they assumed responsibility. They will be able to "learn together and develop a community of learners "(Laferrière, 2005) which can go well beyond their class, their city and their own countries.

How to operationalize the project pedagogy in the context if a particular gabonaise school?

The purpose of the discussion that follows is to outline an answer to this important issue. In Indeed, our schools are too often problems such as lack of equipment didactic or overstaffing. We show how the project approach can be implemented taking into account these peculiarities.

The example presented here is a project whose theme could be "the bars and I 'to Students of a class of 5th grade. We will highlight the different steps for the realization of such a project: preparation, execution and exploitation pédagogique.

Why this theme?
Pierre Monsard, academic gabonais died a few years ago, said not without reason that forty years of independence in Gabon, it was "constructed over pubs and bars and libraries. " This statement, knowing that anyone can Gabon reasonably challenging, well the problem of the proliferation of bars in our country. In the environment of the student, the bars are everywhere be it in the vicinity from home or near the school with their attendant nuisances. Among these disturbances on include the diurnal and nocturnal disturbance, alcoholism, smoking, etc..

In many families, the child is introduced very early in this universe. Indeed, it is not uncommon for young boys and girls of barely a decade are sent by their parents to buy beer or cigarettes at the nearest bar. And total violation of the law, the owners of these structures to sell alcohol and tobacco these minors. Thus, when a child buys a bottle of wine for example, there is no way to be sure it is not him - even eat.

No risk - so we not make alcoholics and smokers tomorrow?

The proliferation of bars in our cities is therefore to the fight against these scourges threaten our society.

Furthermore, bars are unique gabonais Walnut neighborhood in a real deluge of decibels at night and day. This course, once again, in contradiction with the Gabonese law prohibits noise. Sometimes the bars are so close to homes or schools, it is harder for children to work or simply to sleep because of the deafening sound of music. Thus, bars may negatively affect school performance.

It was just a few illustrations of the importance for students to reflect on the bars problem and propose possible solutions to minimize the effects negatively on their environment. However, experience shows that "for an approach project to succeed it must be close to his theme of life or centers of interest students "(Munro).

Featured Resources

 * Science courses (as of alcohol and tobacco on health is on the agenda 5th grade);
 * Courses in mathematics (calculation of expenditures caused by alcohol and tobacco, Students may produce statements of problems on the basis of questions asked of those who attend bars and solve these problems by mobilizing resources acquired class issues recorded by the camera XO);
 * French course (Preparation of a brochure, posters, ...);
 * NGO (Action for Gabon or UNESCO, WHO, ...);
 * Collaboration with other schools in the same city, Gabon or outside of Gabon for such comparisons;
 * Geography and drawing (Making a map of the neighborhood bars and their proximity to school)
 * Measurement of sound intensity in the bars with the XO;

→ Action Plan:

 * Duration: 10 weeks, a half - day per week which does not seem excessive because of the high level of core activities;
 * Create groups of five students each with specific tasks;
 * Entertainment in bars under the supervision of the teacher or the teacher for interviews, videos, photos with the XO;
 * Invitation to an NGO to explain the social consequences (destruction of the cell family), a doctor to explain the impact of alcohol, tobacco and pollution sound man.

Progressive development of thought and documents
As that project activities are carried out, students must take aware of the adverse effects on them - and on their environment the existence of so many bars. It is the emergence of individuals who alcohol, smoking and noise are problems that require social find a solution. Indeed, in what is going on, these scourges have too tend to be trivialized. The bars are there, they exist in our living environment without s'émeuve no effect if their destructive for our country. It is not uncommon to Libreville, for example, to meet a person lying on the floor or on the sidewalk on the road, intoxicated causing death as passers hilarity.

→ One or more production
This awareness must lead to the realization of actions aimed at reducing adverse consequences in the life of students. This can be achieved by production of posters, leaflets, files, etc.. for their peers, to parents and the whole neighborhood. To fight against noise pollution for example, we can very well lead students to send a letter to the mayor of the commune in which located their neighborhood, to seek enforcement.

III - Educational Farms
Under this project, students were encouraged to make the contribution knowledge to solve a social problem that affects their lives. For example, competence in writing and speaking is put to to conduct interviews, prepare posters or leaflets.

From these interviews, children can collect data on expenditure daily to an individual bar. Then it may be useful to calculate the amount that individual spends monthly. This information can be used to produce statements of mathematical problems that will lead them to mobilize their knowledge in computing. Here, what is interesting is that the mathematical problem is not imposed on students, but it is them - themselves, from a social fact to them, go and ask the solve. The solution of the problem is simply an object of contemplation, but one more for the file and which will serve to convince.

Choose project:
The idea for a fact: the loss of national languages. Children speak up least in their languages. Hence the development of a glossary in order to practice local languages.

Resources:

 * Using the XO to save;
 * Adult speakers of each language listed;
 * The teacher as facilitator, coach learners to the development of glossary;
 * The activity will take place during the course of awakening, in 4th grade. The time spent for activity will depend on the organization of the teacher or the teacher.

Organization of work:
 * Identify the languages in the class to leave the groups in different languages;
 * Training groups. The groups will consist of speakers of the learners language. Those who find themselves alone integrate groups. The idea is that to learn another language, you should first speak their language;
 * Make a list of expressions and words in french, which will be contained in the glossary;
 * Collect data using the XO. Learners will record the voices of those resources and pronunciation of words and phrases will be maintained through the activity Memorize XO.

Coordination and synthesis of contributions:
Note that this project will be for one quarter. The teacher's role would be to guide, guide learners suggestions, guidelines and attitudes to adopt for group work. Children will learn the polite phrases (hello, thank you, etc..), know the names of animals, trees, pets and will be encouraged to converse in local languages.
 * Processing of data by class group. During this examination, the learners could share the different emotions that occurred during the harvest data with other groups through the activity of XO Talk;
 * Summary of groups and preparation of the glossary.

Continuation of the project:

 * Awareness campaign with games: For example, present an object (even photo) and ask other students to comment on the institution named in a local language. After the response, the group will bring the necessary correction, if need. Students could make a learning experience. Jurisdiction to develop, be able to translate a word or phrase local language.
 * New training group in class with people who did not work together (you can have two or three people from the same group) in the but to make them work in another language which is not necessarily theirs. The goal here is to encourage children to communicate in other langueslocales by exchanging other linguistic groups;

Development of another glossary.

 * Sharing a project in interaction with other institutions.

General Conclusion
Like many African countries, Gabon in recent years embarked on a profound overhaul of its education system, through a revision of curricula in primary education generally (1st, 2nd, 3rd, 4th and 5th years).

To do this, the integration of ICT and particularly the XO to school gabonaise, under the international context and further prospects of UNESCO and OECD, which are aimed at development goals of the educational world, is a privilege granted to the activities of learner and teacher training and the teacher. As such, this study guide refers to a dual purpose: the effective introduction of ICT including the XO in school gabonais and its feasibility, if not its relevance. To do this, the guidelines outlined in this guide are attempts authentic and on the applicability of this project is to reduce the crucible of digital divide. The XO is therefore as a teaching tool that gives the opportunity to learn not only to perform a specific task or solve problem situations effectively, but mostly it can not work only with other players in his immediate environment (through the network mesh), but apply via the Internet of people belonging to more distant universe.

According socioconstructiviste prospects, the changes in education are linked to a political objective is to increase the capacity of learners to apply school knowledge to real world problems. In this perspective, this study guide has the ambition among others, to revisit the status of the teacher and the teacher. Indeed, now the teacher will become the guide and manager of the learning environment. Students are engaged in training activities or broad collaboration, cooperation and negotiation leitmotivs are allowing them to transcend the framework of the class and their provide the opportunity to engage effectively in the society of his time. This guide could then be used to support knowledge creation. Because the XO is a tool educational program which goes beyond the knowledge of school problems, it clearly includes the twenty-first century skills needed to create a new knowledge and engage in learning throughout life. After all, this guide is consistent with projects of international agencies educational leaders who put a singular emphasis on poverty reduction and improving the quality of life.

This guide is built into a triptych: technological literacy, deepening of knowledge and knowledge creation. Such are the terms that have contributed positively to the update of this study guide of XO.

Activity Measure
Base frequency: Start of an action or an event that happens several times

Base time: Beginning of a period, a time

Probes based sensors that can measure its different elements Sounds: Sound

Activity Speak
Requirements: Form a general or all elements of a tool computer

Connect network to link multiple computers (interconnection) Crochet: Crochet

Dyad: Couple of two persons

Face: Face

Frequency: Frequency

Game: Thursday

Glasses: Glasses, glasses

Icon: Graphic symbol displayed on a screen and corresponding, in a software, executing a specific task

Ripple: light and regular movement of a sound that rises and lowers alternately

Tabs: Open where you can insert additional information

Oscillation: Change, change and alternative irregular

Round: Round

Speak: Speak (in french) Triad: A group of three people

Voice: Voice

Wave form: A form of wave

TamTam Edit activity
Mode: Each of the specific provision of the range characterized by the provision of intervals (tones and semitones) Drone and jump: Bourdon and jump Ivre: Exalté

Loop segment: Part of a ring Property: What is proper, the particular quality

Filter cutoff: Interrupt

Reverberation: The persistence of sound in an enclosed or semi-closed after interruption of the sound source

Pan: Part of a musical instrument

Generated: Create or produce Generation Action to generate, generate, stage of technological progress in a certain domain

Tempo: Movement runs in which a musical work

Track properties: Property of a piece of music References: