Deployment Team/Resources/GuideXOGabon: Difference between revisions

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The following is a wikified copy of a mostly untouched [http://translate.google.com/translate_t?hl=en&sl=fr&tl=en# 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.

<hr>

<div align=right>DRAFT</div>

<big>Guide to using the XO and the Sugar environment in the context

of a school in Gabon</big>

''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

</div>

<div align=right>February 2009</div>

==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:

* The educational purposes;

* The metaphor underlying the design of the XO operating system;

* The relevance and burden associated with the introduction of IT in

school context.

===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.

==Chapter 2==

===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:

{| class=wikitable border="1"

|-

! Curricula Years !! Mathematics !! French !! Enlightenment

|-

| 1st year || • Speak (from) • Implode (from) ||• Speak (from) • Scratch (from) ||• Tam-Tam Mini (from)

|-

| 2nd year || • Remember (from) || • Remember (from) || • Draw (from de)

|-

| 3rd year || • Calculate (from) || • Writing (from) • Read (from) || • Tam-Tam Jam (to from) • Tam-Tam Edit (to

from)

|-

| 4th year || • Distance (from) • Scratch (from) || • Talk (from) || • Browse (from de) • Record (from de) • Moon (from) • Measure (from)

|-

| 5th year

|colspan="3" | All activities from the 1st year

|}

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.

==Understanding the format for the activities==

===Name of activity===

====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: Write===

====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.

====Application pédagogique 1====

====''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:

* Students returning to class.

* Mom install the machine.

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.

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).

====Application pédagogique 2====

====''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.

====Pedagogical application 3====

====''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.

===Read Activity===

====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.

===Talk Activity===

====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 ...

====Applications pédagogiques 1====

====''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.

====Application pédagogique 2====

====''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.

====Pedagogical application 3====

====''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).

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.

===Browse activity===

====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====

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.

====Application pédagogique 1====

====''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.

====Application pédagogique 2====

====''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.

Once completed and connected, it returns to the Home view, click on the icon

Browse (represented by a globe).

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 Speak===

====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====

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.

====Application pédagogique 1====

====''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.

====Application pédagogique 2====

====''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.

====Pedagogical application 3====

====''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.

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.

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 Record===

====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====

* 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

common to different activities they have done individually.

====Degree centrality====

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.

====Application pédagogique 2====

====''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.

====Pedagogical application 3====

====''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).

The video appears once the activity started, but the student has the choice between options Photo

Video and Audio.

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.

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.

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.

===Draw Activity===

====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====

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.

====Application pédagogique 1====

====''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.

====Application pédagogique 2====

====''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).

====Pedagogical application 3====

====''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.

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.

===Calculate Activity===

====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====

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).

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.

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 Ruler===

====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====

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.

====Application pédagogique 1====

====''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.

====Application pédagogique 2====

====''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.

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.

Once in the activity, click on the Ruler to display the different tools

measure available.

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.

===Memorize Activity===

====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====

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.

====Application pédagogique 1====

====''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'':

# Reading and Writing numbers in words, eg read the number 20 written in letters a leaf.

# Invention and analysis by students in problem situations involving additions without report.

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.

====Application pédagogique 2====

====''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.

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.

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.

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..)

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.

===Distance Activity===

====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====

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.

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.

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.

===Activity Measure===

====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 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.

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

====Degree of centrality of the activity====

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.

====Application pédagogique 1====

====''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).

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 Scratch===

====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====

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.

====Application pédagogique 1====

====''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 ball is on the trampoline;

*The ball is above the trampoline;

*The cat is under the trampoline;

*The ball is below the girl;

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.

====Application pédagogique 2====

====''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.

====Pedagogical application 3====

====''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:

*Construct the scene on the XO;

*The students sent to the grid;

*Enable students to describe and comment on the scene;

Orally-ask the first question (identification of objects relative to a benchmark);

*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.

Click on Choose a new pixie from a file, 4 costume categories

(illustrations) appear (animals, fantasy, people, things).

Double-click on Things, objects appear;

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.

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

===Moon Activity===

====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====

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.

====Application pédagogique 1====

====''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).

====Application pédagogique 2====

====''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).

====Pedagogical application 3====

====''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.

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

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.

The grid view shows the parallels and meridians (benchmarks map)

necessary to locate a point on the surface of the Earth.

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.

To leave one of the two views (the grid or rotating globe), click on the icon and

successive elements appear then disappear.

===Activity Implode===

====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====

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.

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.

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.

To play, click groups of three or more blocks of the same color. In

positioning your cursor on them, they will highlight.

===Activity Mini-Tam Tam===

====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====

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.

====Application pédagogique 1====

====''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.

====Application pédagogique 2====

====''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.

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).

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 Tam Tam Jam===

====Activity Summary====

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* It can also compose and record his own music.

====Degree of centrality of the activity====

This course meets the curriculum of basic education, such as the

4th grade curriculum in Éveil (arts education and sports) to create and implement

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

''Savoirfaire'':

''Savoirfaire'': Create and implement a concern with objects of art, to produce a rate

Create and implement a concern with objects of art, to produce a rate

using a musical instrument Regouper instruments by category within

an orchestra.

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''Knowledge'': The singing, composition

''Savoirfaire'':

''Savoirfaire'': Carry out complex projects in artistic activities. Ability to

Carry out complex projects in artistic activities. Ability to

coordinate and harmonize the instruments, sounds and singing.

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touch pad to enter the business. Or to go faster, click directly

on the icon to return to the activity.

This activity has several tabs. The tab includes options Jam Control

Volume and Tempo. The 3rd tab Playback will stop the loop, to mute

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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

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sounds (my sons), People (the prerecorded voice of a child), Strings (instruments

strings), Winds (wind instruments) and percussion.

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

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the sequence of the beat to control the instrument, designated keyboard button to

activate the instrument, etc.)..

The activity can be shared with neighbors and to dyads or triads. Students

to discuss their different compositions, make suggestions,

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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 Tam-Tam Edit===

====Activity Summary====

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====Degree of centrality of the activity====

In referring to the curriculum of 4th and 5th years and the 1st year's event

~~TamTam~~

Tam Tam Edit fits under Enlightenment.

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

* Then at level 5, the 29th week the knowledge of learners are built around instruments.

instruments.

* Two types of instruments are used: the percussion instruments (tamtam, drum) and wind instruments (flute, trumpet, harmonica ...).

* Two types of instruments are used: the percussion instruments (tamtam, drum)

* At the end of learning, students will be able to use a percussion instrument or wind.

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 ~~TamTam~~

explain that the activity Tam Tam Edit the learner can compose music that

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

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====Application pédagogique 1 ====

====''Compose a melody''====

Level (s): 4th grade of primary

''Level (s)'': 4th grade of primary

Knowledge: The traditional songs and / or modern

''Knowledge'': The traditional songs and / or modern

Savoirfaire:

''Savoirfaire'': Run a traditional song and / or modern.

Run a traditional song and / or modern.

History:

''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).

====Application pédagogique 2====

====''Composition of a musical repertoire''====

Level (s): 4th grade of primary

''Level (s)'': 4th grade of primary

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

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

Savoirfaire:

''Savoirfaire'': Enhance the original music (example: Elon, Ikokou, etc).

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:

''History'':

Placed in groups of five, students will select musical instruments of XO,

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Edit, a window opens,

click on the Run option, a page is opened.

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.

The bar tab of activity we offer three choices: Student Activities, Composer and Generate

The Components tab displays a bar with three compartments.

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.

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.

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

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.).

Then, click, a window opens, it sets the pace,

height, duration, scale and pattern of the melody generated.

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

===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

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conformity with the curricula. To go further, we can still consider a

Operating XO: pedagogy of the project.

==Chapter 3 ==

===Introduction===

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proposed project follows the methodology suggested by Gregory and Laferrière

(1998):

===Project 1: The Herbarium at school ===

School project: "The herbarium at school. "

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Libreville.

=====Learning Objectives: =====

* Identify, photograph, name and recognition of certain plants in the environment

* Identify, photograph, name and recognition of certain plants in the environment closest to the student, here it is the courtyard of the school.

closest to the student, here it is the courtyard of the school.

* Identify some uses of plants.

* Define the term "deforestation".

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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

:* 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.

prepared to enter schools and colleges, high schools, the smell of waste indispose

:* 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!

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

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students "(Munro).

=====Featured Resources=====

* Science courses (as of alcohol and tobacco on health is on the agenda

* Science courses (as of alcohol and tobacco on health is on the agenda 5th grade);

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);

* 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

* Collaboration with other schools in the same city, Gabon or outside of Gabon for such comparisons;

for such comparisons;

* Geography and drawing (Making a map of the neighborhood bars and their proximity to school)

* 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;

=====Organization =====

=====→ Action Plan:=====

* Duration: 10 weeks, a half - day per week which does not seem

* Duration: 10 weeks, a half - day per week which does not seem excessive because of the high level of core activities;

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

* Entertainment in bars under the supervision of the teacher or the teacher for interviews, videos, photos with the XO;

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.

* 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.

====II - The project====

=====Progressive development of thought and documents=====

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* Using the XO to save;

* Adult speakers of each language listed;

* The teacher as facilitator, coach learners to the development of

* The teacher as facilitator, coach learners to the development of glossary;

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.

* 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

* 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;

language. Those who find themselves alone integrate groups. The idea is that

* Make a list of expressions and words in french, which will be contained in the glossary;

to learn another language, you should first speak their language;

* 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.

* 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

~~Save~~ XO.

=====Coordination and synthesis of contributions:=====

* Processing of data by class group. During this examination, the

* 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;

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.

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converse in local languages.

=====Continuation of the project:=====

* Awareness campaign with games: For example, present an object (even

* 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.

photo) and ask other students to comment on the institution named in a

* 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;

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

@@ Line 1: / Line 1: @@
+The following is a wikified copy of a mostly untouched [http://translate.google.com/translate_t?hl=en&sl=fr&tl=en# 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.
+<hr>
+<div align=right>DRAFT</div>
+<div style="font-size: 1.0em; padding: 10px;" align=center>
+<big>Guide to using the XO and the Sugar environment in the context
+of a school in Gabon</big>
+''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
+</div>
+<div align=right>February 2009</div>
+==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:
+* The educational purposes;
+* The metaphor underlying the design of the XO operating system;
+* The relevance and burden associated with the introduction of IT in
+school context.
+===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
+rd 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.
+==Chapter 2==
+===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:
+{| class=wikitable border="1"
+|-
+! Curricula Years !! Mathematics !! French !! Enlightenment
+|-
+| 1st year || • Speak (from) • Implode (from) ||• Speak (from) • Scratch (from) ||• Tam-Tam Mini (from)
+|-
+| 2nd year || • Remember (from) || • Remember (from) || • Draw (from de)
+|-
+| 3rd year || • Calculate (from) || • Writing (from) • Read (from) || • Tam-Tam Jam (to from) • Tam-Tam Edit (to
+from)
+|-
+| 4th year || • Distance (from) • Scratch (from) || • Talk (from) || • Browse (from de) • Record (from de) • Moon (from) • Measure (from)
+|-
+| 5th year
+|colspan="3" | All activities from the 1st year
+|}
+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.
+==Understanding the format for the activities==
+===Name of activity===
+====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====
+<image 1-5 scale>
+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
+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: Write===
+====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====
+<image 5/5>
+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.
+====Application pédagogique 1====
+====''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:
+* Students returning to class.
+* Mom install the machine.
+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.
+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).
+====Application pédagogique 2====
+====''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.
+-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.
+-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.
+====Pedagogical application 3====
+====''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.
+<image Home view>
+After clicking on this icon, the leaf appears, then you can write using the
+keyboard.
+<image Write screen>
+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).
+<image Edit tab toolbar>
+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).
+<image Table tab toolbar>
+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.
+<image Image selection panel>
+===Read Activity===
+====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====
+<image 5/5>
+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.
+<image Frame Journal panel>
+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.
+<image Journal view>
+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.
+<image in Read (Introduction to Scratch)>
+Click on a PDF document and read the will itself.
+<image in Read>
+Click the Read tab to access the arrows used to change the page and
+navigate the document.
+<image Read toolbar advance button>
+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.
+<image Copy button in toolbar>
+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.
+<image View tab toolbar>
+===Talk Activity===
+====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====
+<image 5/5>
+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 ...
+====Applications pédagogiques 1====
+====''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.
+====Application pédagogique 2====
+====''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.
+====Pedagogical application 3====
+====''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.
+===Browse activity===
+====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====
+<image 5/5>
+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.
+====Application pédagogique 1====
+====''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.
+====Application pédagogique 2====
+====''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 Speak===
+====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====
+<image 5/5>
+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.
+====Application pédagogique 1====
+====''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.
+====Application pédagogique 2====
+====''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.
+====Pedagogical application 3====
+====''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 Record===
+====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====
+* 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
+common to different activities they have done individually.
+====Degree centrality====
+<image 5/5>
+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.
+====Application pédagogique 2====
+====''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.
+====Pedagogical application 3====
+====''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>
+<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.
+===Draw Activity===
+====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====
+<image 5/5>
+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.
+====Application pédagogique 1====
+====''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.
+<image landscape>
+====Application pédagogique 2====
+====''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>
+====Pedagogical application 3====
+====''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.
+<image toolbar crayon>
+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.
+<image toolbar eraser>
+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.
+<image color choser>
+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.
+===Calculate Activity===
+====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====
+<image 5/5>
+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
+.
+''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
+francs. How it is there? Eg a box of eggs contains 6 eggs. How many has he
+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 =
+. 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 Ruler===
+====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====
+<image 5/5>
+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.
+====Application pédagogique 1====
+====''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.
+====Application pédagogique 2====
+====''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.
+===Memorize Activity===
+====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====
+<image 5/5>
+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.
+====Application pédagogique 1====
+====''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'':
+# Reading and Writing numbers in words, eg read the number 20 written in letters a leaf.
+# Invention and analysis by students in problem situations involving additions without report.
+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.
+====Application pédagogique 2====
+====''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.
+<image grid size selector>
+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.
+===Distance Activity===
+====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 Measure===
+====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 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.
+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
+====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.
+====Application pédagogique 1====
+====''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.
+<image >
+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 Scratch===
+====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.
+====Application pédagogique 1====
+====''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 ball is on the trampoline;
+*The ball is above the trampoline;
+*The cat is under the trampoline;
+*The ball is below the girl;
+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.
+====Application pédagogique 2====
+====''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.
+====Pedagogical application 3====
+====''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:
+*Construct the scene on the XO;
+*The students sent to the grid;
+*Enable students to describe and comment on the scene;
+Orally-ask the first question (identification of objects relative to a benchmark);
+*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
+===Moon Activity===
+====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.
+====Application pédagogique 1====
+====''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).
+====Application pédagogique 2====
+====''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).
+====Pedagogical application 3====
+====''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 Implode===
+====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 Mini-Tam Tam===
+====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.
+====Application pédagogique 1====
+====''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.
+====Application pédagogique 2====
+====''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 Tam Tam Jam===
 ====Activity Summary====
@@ Line 13: / Line 2,318: @@
 * 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
 th grade curriculum in Éveil (arts education and sports) to create and implement
@@ Line 25: / Line 2,332: @@
 ''Knowledge'': Instruments, percussion, wind instruments, stringed instruments.
-''Savoirfaire'':
+''Savoirfaire'': Create and implement a concern with objects of art, to produce a rate
-Create and implement a concern with objects of art, to produce a rate
 using a musical instrument Regouper instruments by category within
 an orchestra.
@@ Line 47: / Line 2,353: @@
 ''Knowledge'': The singing, composition
-''Savoirfaire'':
+''Savoirfaire'': Carry out complex projects in artistic activities. Ability to
-Carry out complex projects in artistic activities. Ability to
 coordinate and harmonize the instruments, sounds and singing.
@@ Line 68: / Line 2,373: @@
 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
@@ Line 75: / Line 2,382: @@
 environments of the composition. The Save tab allows you to record
 new sounds using the microphone.
 <image toolbar>
 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
@@ Line 81: / Line 2,390: @@
 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
@@ Line 87: / Line 2,398: @@
 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,
@@ Line 93: / Line 2,406: @@
 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 Tam-Tam Edit===
 ====Activity Summary====
@@ Line 121: / Line 2,435: @@
 ====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
-TamTam
+Tam Tam Edit fits under Enlightenment.
-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
+* Then at level 5, the 29th week the knowledge of learners are built around instruments.
-instruments.
+* Two types of instruments are used: the percussion instruments (tamtam, drum) and wind instruments (flute, trumpet, harmonica ...).
-* Two types of instruments are used: the percussion instruments (tamtam, drum)
+* At the end of learning, students will be able to use a percussion instrument or wind.
-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 TamTam
+explain that the activity Tam Tam Edit the learner can compose music that
-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
@@ Line 143: / Line 2,454: @@
 ====Application pédagogique 1 ====
 ====''Compose a melody''====
-Level (s): 4th grade of primary
+''Level (s)'': 4th grade of primary
-Knowledge: The traditional songs and / or modern
+''Knowledge'': The traditional songs and / or modern
-Savoirfaire:
+''Savoirfaire'': Run a traditional song and / or modern.
-Run a traditional song and / or modern.
-History:
+''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).
 ====Application pédagogique 2====
 ====''Composition of a musical repertoire''====
-Level (s): 4th grade of primary
+''Level (s)'': 4th grade of primary
-Knowledge: Awareness of the value of traditional local songs and / or modern.
+''Knowledge'': Awareness of the value of traditional local songs and / or modern.
-Savoirfaire:
+''Savoirfaire'': Enhance the original music (example: Elon, Ikokou, etc).
-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:
+''History'':
 Placed in groups of five, students will select musical instruments of XO,
@@ Line 180: / Line 2,491: @@
 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.
+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
 of Getting Started in XO and the Sugar environment V.8.2), or the record format
 ogg to export.
-Conclusion
+===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
@@ Line 222: / Line 2,560: @@
 conformity with the curricula. To go further, we can still consider a
 Operating XO: pedagogy of the project.
 ==Chapter 3 ==
 ===Introduction===
@@ Line 232: / Line 2,571: @@
 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. "
@@ Line 248: / Line 2,589: @@
 Libreville.
 =====Learning Objectives: =====
-* Identify, photograph, name and recognition of certain plants in the environment
+* Identify, photograph, name and recognition of certain plants in the environment closest to the student, here it is the courtyard of the school.
-closest to the student, here it is the courtyard of the school.
 * Identify some uses of plants.
 * Define the term "deforestation".
@@ Line 392: / Line 2,732: @@
 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
+:* 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.
-prepared to enter schools and colleges, high schools, the smell of waste indispose
+:* 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!
-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
@@ Line 497: / Line 2,832: @@
 students "(Munro).
 =====Featured Resources=====
-* Science courses (as of alcohol and tobacco on health is on the agenda
+* Science courses (as of alcohol and tobacco on health is on the agenda 5th grade);
-th 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);
-* 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
+* Collaboration with other schools in the same city, Gabon or outside of Gabon for such comparisons;
-for such comparisons;
+* Geography and drawing (Making a map of the neighborhood bars and their proximity to school)
-* 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;
 =====Organization =====
 =====→ Action Plan:=====
-* Duration: 10 weeks, a half - day per week which does not seem
+* Duration: 10 weeks, a half - day per week which does not seem excessive because of the high level of core activities;
-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
+* Entertainment in bars under the supervision of the teacher or the teacher for interviews, videos, photos with the XO;
-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.
-* 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.
 ====II - The project====
 =====Progressive development of thought and documents=====
@@ Line 561: / Line 2,886: @@
 * Using the XO to save;
 * Adult speakers of each language listed;
-* The teacher as facilitator, coach learners to the development of
+* The teacher as facilitator, coach learners to the development of glossary;
-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.
-* 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
+* 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;
-language. Those who find themselves alone integrate groups. The idea is that
+* Make a list of expressions and words in french, which will be contained in the glossary;
-to learn another language, you should first speak their language;
+* 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.
-* 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
-Save XO.
 =====Coordination and synthesis of contributions:=====
-* Processing of data by class group. During this examination, the
+* 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;
-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.
@@ Line 587: / Line 2,904: @@
 converse in local languages.
 =====Continuation of the project:=====
-* Awareness campaign with games: For example, present an object (even
+* 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.
-photo) and ask other students to comment on the institution named in a
+* 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;
-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