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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.
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Images have not been included in this copy.
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Translation improvements are needed and would be welcomed.
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<hr>
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<div align=right>DRAFT</div>
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<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
 +
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Solange NDONG ESSANGUI
 +
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Guy Noël NZOMO NDONG
 +
 +
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''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====
 +
<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
 +
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====
 +
<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.
 +
 +
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.
 +
<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
 +
9999.
 +
 +
''History'':
 +
 +
Suggested Activities: Reading and analysis of statements of problems involving
 +
additions. (eg Add the following numbers: 11 and 43, 13 and 67, 45 and 87).
 +
 +
After clicking the icon appearing Calculate the prospect of Home XO,
 +
the student recognizes the numbers and select using the mouse or keyboard. It raises
 +
its operation on the computer screen and tap the enter key to get display
 +
result.
 +
 +
Collaboration dyad:
 +
 +
After making its calculation, the dyad share his results with another dyad by
 +
Discuss the activity. Example:
 +
 +
Dyad 1, we find 11 + 43 = 54 and you?
 +
 +
Dyad 2: we find 43 + 11 = 54.
 +
 +
Dyad 1: It's funny we have the same result, but we have not put the operation
 +
in the same order.
 +
 +
Dyad 1: Yes, it's just because in addition, order numbers and figures is
 +
not significant, the result is always the same because the addition is commutative.
 +
 +
Through this exercise, the teacher can help students understand the concept of
 +
commutativity of addition for example.
 +
====Application pédagogique 2====
 +
''Level (s)'': 4th grade of primary
 +
 +
''Knowledge'': The soustration numbers from 0 to 10000; The multiplication by 2, 3, 4 and 9 ....
 +
numbers from 0 to 10000.
 +
 +
''Savoirfaire'':
 +
Calculate in problem situations, differences and products
 +
numbers ranging from 0 to 9999.
 +
 +
''History'':
 +
 +
Invention and analysis by students in problem situations involving
 +
subtract and multiply by 2.3 ... 9 numbers from 0 to 10000 Example: Mom gives
 +
Makaya to 100 francs for pocket money this week, he bought candy for
 +
75 francs. How it is there? Eg a box of eggs contains 6 eggs. How many has he
 +
7 eggs in cartons of 8 boxes each.
 +
 +
Students organized dyad perform subtraction through the calculator
 +
XO by putting the correct numbers and numbers with the mathematical sign. Then, in
 +
tapping the Enter key, they will get the result of their operation.
 +
 +
Collaboration dyad:
 +
 +
Dyad 1: To solve the problem, we pose the following subtraction: 100 - 75 =
 +
25. And you?
 +
 +
Dyad 2: To solve the problem, we found the operation: 75 - 100 = -25; We
 +
do not understand why the calculator we place the sign (-) before the number 7, then
 +
that we are in the subtraction of integers.
 +
 +
Dyad 1: Because you put your evil operation. In the subtraction
 +
natural, most are still before the minus sign (-), since the subtraction
 +
is not commutative.
 +
 +
Dyad collaboration allows students to share their results. Replies
 +
generate different cognitive and sociocognitive conflict, allowing the discussion with
 +
Close to formulate the issues of personalized learning to better
 +
ownership of knowledge. The use of the calculator through the XO, can check its
 +
own results.
 +
====Guide to use the Calculate====
 +
To access, place the cursor Calculate the icon (represented by the pictogram of a
 +
calculator).
 +
<image Home view>
 +
 +
Click Start to use the calculator. To perform operations that are
 +
in connection with the problem, use the buttons on the calculator on the screen or
 +
those keys to make the mathematical operation.
 +
 +
<image Calculator>
 +
The Enter key gives the answer once the transaction is asked. Equations and their
 +
history will appear in the white square on the left hand side of the screen.
 +
===Activity 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 Measure===
 
====Activity Summary====
 
====Activity Summary====
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http://www.vernier.com/netbooks/olpc.html
 
http://www.vernier.com/netbooks/olpc.html
 
====Degree of centrality of the activity====
 
====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
 
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
 
device. At the central level, it could be placed at level 3. Because if it does
Line 37: Line 1,787:  
''Knowledge'': The CW
 
''Knowledge'': The CW
   −
''Savoirfaire'':
+
''Savoirfaire'': Explore the sounds in their physical dimension.
−
Explore the sounds in their physical dimension.
      
''History'':
 
''History'':
Line 54: Line 1,803:  
To start this activity, click the Measure icon is in the perspective
 
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).
 
Home XO (it is represented by a screen where we see a curve).
 +
 
<image Home view>
 
<image Home view>
    
Once in the business, we have a number of features, so we can
 
Once in the business, we have a number of features, so we can
 
amplitude control (visual) by extending or shortening.
 
amplitude control (visual) by extending or shortening.
 +
 
<image >
 
<image >
   Line 70: Line 1,821:  
neighborhood, and follow the procedure for sharing on pages 15 to 17 of Getting Started in XO and
 
neighborhood, and follow the procedure for sharing on pages 15 to 17 of Getting Started in XO and
 
the environment Sugar V.8.2.
 
the environment Sugar V.8.2.
 +
 
===Activity Scratch===
 
===Activity Scratch===
 
====Activity Summary====
 
====Activity Summary====
Line 84: Line 1,836:  
* The student can make the programming object.
 
* The student can make the programming object.
 
* Students can create simple programs and designing video games.
 
* Students can create simple programs and designing video games.
−
* Students can program the movement of characters within a
+
* Students can program the movement of characters within a graphical environment.
−
graphical environment.
   
* Students can design avatars (characters or objects)
 
* Students can design avatars (characters or objects)
 
* The student can position the objects within an environment.
 
* The student can position the objects within an environment.
−
* The student may also place or draw, placing an object near or far from
+
* The student may also place or draw, placing an object near or far from and appreciate the distance between two drawings.
−
and appreciate the distance between two drawings.
   
* The student can identify objects placed on or under a given benchmark.
 
* 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 on or under a given benchmark.
Line 95: Line 1,845:  
* The student can identify the internal and / or outside of an object or a space.
 
* 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 may place an object within and / or outside of another.
−
* Students can compare sets by matching term by term (without
+
* Students can compare sets by matching term by term (without count) to highlight the concepts provided that, unless more than.
−
count) to highlight the concepts provided that, unless more than.
   
* Students can compare their answers with those of its peers.
 
* Students can compare their answers with those of its peers.
 
* The student may be assisted by his peers or by the teacher.
 
* The student may be assisted by his peers or by the teacher.
 
====Degree of centrality of the activity====
 
====Degree of centrality of the activity====
 +
<image 5/5>
 +
 
Scratch The activity helps students to achieve the know-how relating to
 
Scratch The activity helps students to achieve the know-how relating to
 
affordances above, has a very high degree of centrality. By
 
affordances above, has a very high degree of centrality. By
Line 190: Line 1,941:  
====User Guide of the Scratch====
 
====User Guide of the Scratch====
 
Click on the Scratch From Home view XO.
 
Click on the Scratch From Home view XO.
 +
 
<image Home view>
 
<image Home view>
    
Click on Choose a new pixie from a file, 4 costume categories
 
Click on Choose a new pixie from a file, 4 costume categories
 
(illustrations) appear (animals, fantasy, people, things).
 
(illustrations) appear (animals, fantasy, people, things).
 +
 
<image Scratch home>
 
<image Scratch home>
    
Double-click on Things, objects appear;
 
Double-click on Things, objects appear;
 +
 
<image folder selection popup>
 
<image folder selection popup>
    
Move the cursor over the selected object (such as the trampoline), click on it, and then validate
 
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.
 
OK. The trampoline will appear on the scene.
 +
 
<image Things>
 
<image Things>
   Line 212: Line 1,967:  
affordances programming subject visit the Web:
 
affordances programming subject visit the Web:
 
http://squeaki.recitmst.qc.ca/wakka.php?wiki=ScratchInitiation/v
 
http://squeaki.recitmst.qc.ca/wakka.php?wiki=ScratchInitiation/v
 +
 
===Moon Activity===
 
===Moon Activity===
 
====Activity Summary====
 
====Activity Summary====
Line 235: Line 1,991:  
margin to the left of the metaphor.
 
margin to the left of the metaphor.
 
====Affordances of the activity====
 
====Affordances of the activity====
−
* The student has access to real-time information on the Moon (phases, visibility
+
* The student has access to real-time information on the Moon (phases, visibility the surface, the next lunar eclipse, the next solar eclipse)
−
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. "
−
* The activity can also be used as course material in different ways
+
* 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.
−
"Earth" because it can be used to learning about the concept of "spherical
+
* The student can change the face of the moon and then be led to understand the concept rotation of the Moon and Earth.
−
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:
 
Social Affordances:
Line 253: Line 2,003:  
questionnaire) between learners using the XO as eBook.
 
questionnaire) between learners using the XO as eBook.
 
====Degree of centrality of the activity====
 
====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
 
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
 
description and location point on the surface of the Earth as it appears in the
Line 266: Line 2,018:  
''Knowledge'': The spherical Earth
 
''Knowledge'': The spherical Earth
   −
''Savoirfaire'':
+
''Savoirfaire'': Explaining his comments by the shape of the Earth.
−
Explaining his comments by the shape of the Earth.
      
''History'':
 
''History'':
Line 302: Line 2,053:  
Activity of the learner
 
Activity of the learner
 
* Free observation of the object of the Moon XO.
 
* Free observation of the object of the Moon XO.
−
* XO-handling: pointer on the icon Change hemisphere and click
+
* XO-handling: pointer on the icon Change hemisphere and click left (X)
−
left (X)
      
Questions to guide the observation:
 
Questions to guide the observation:
Line 331: Line 2,081:  
Activity of the learner:
 
Activity of the learner:
   −
Using the grid in the Class Moon makes an observation tour of the
+
Using the grid in the Class Moon makes an observation tour of the grid questions.
−
grid questions.
     −
What information appearing on the top and bottom of the globe and which names
+
What information appearing on the top and bottom of the globe and which names does one give to these points?
−
t give it to these points?
      
How many types of lines you see on the globe and what each of them?
 
How many types of lines you see on the globe and what each of them?
Line 353: Line 2,101:  
the finger on the touch pad corresponding to the rectangle of the environment. Launch activity
 
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.
 
clicking with the left button (X), the tab Start to start the Moon.
 +
 
<image Home view>
 
<image Home view>
    
A representation of the Moon will appear as well as several real-time information.
 
A representation of the Moon will appear as well as several real-time information.
 +
 
<image Moon>
 
<image Moon>
   Line 361: Line 2,111:  
the other that of a globe with an arrow. To change the order, ie of affordance, it
 
the other that of a globe with an arrow. To change the order, ie of affordance, it
 
Simply click on one of the icons.
 
Simply click on one of the icons.
 +
 
<image View tab>
 
<image View tab>
    
The grid view shows the parallels and meridians (benchmarks map)
 
The grid view shows the parallels and meridians (benchmarks map)
 
necessary to locate a point on the surface of the Earth.
 
necessary to locate a point on the surface of the Earth.
 +
 
<image Moon with grid>
 
<image Moon with grid>
    
To rotate the globe (rotation), simply click on the icon of the Moon Change
 
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.
 
Hemisphere view, above view, as many times as you want to rotate the globe.
 +
 
<image Moon southern hemisphere view>
 
<image Moon southern hemisphere view>
    
To leave one of the two views (the grid or rotating globe), click on the icon and
 
To leave one of the two views (the grid or rotating globe), click on the icon and
 
successive elements appear then disappear.
 
successive elements appear then disappear.
 +
 
===Activity Implode===
 
===Activity Implode===
 
====Activity Summary====
 
====Activity Summary====
Line 383: Line 2,137:  
colors easily.
 
colors easily.
 
Affordances of the activity
 
Affordances of the activity
−
* The student can move the blocks to match the colors according to the
+
* The student can move the blocks to match the colors according to the destroy
−
destroy
+
* The student can control the level of play, the recovery after a failure or a first new configuration.
−
* The student can control the level of play, the recovery after a failure or a first
+
* The Game tab provides more information on the game and its level: New, Undo, Redo, Easy, Medium and Difficult.
−
new configuration.
+
* 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.
−
* 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====
 
====Degree of centrality of the activity====
 +
<image 5/5>
 +
 
Implode activity can be placed at level 5, because it is an easy to integrate
 
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
 
in the mathematics curriculum the first year to train and represent
Line 426: Line 2,174:  
''Knowledge'': The overall concept, the addition and subtraction
 
''Knowledge'': The overall concept, the addition and subtraction
   −
''Savoirfaire'':
+
''Savoirfaire'': Cultivating a taste for effort among students with medium and difficult levels.
−
Cultivating a taste for effort among students with medium and difficult levels.
      
''History'':
 
''History'':
Line 446: Line 2,193:  
To access the Implode activity in the XO, after opening, with a view Welcome,
 
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.
 
place the cursor on the icon represented by small green squares.
 +
 
<image Home view>
 
<image Home view>
   Line 451: Line 2,199:  
by pressing the left button (represented by X) of the touch pad to enter
 
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.
 
activity. To go faster, click on the icon to enter the business.
 +
 
<image Game>
 
<image Game>
   Line 459: Line 2,208:  
three gates shown in this menu allow you to change the level of play from left to
 
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.
 
right, the levels are easier to more difficult.
 +
 
<image Game toolbar>
 
<image Game toolbar>
    
To play, click groups of three or more blocks of the same color. In
 
To play, click groups of three or more blocks of the same color. In
 
positioning your cursor on them, they will highlight.
 
positioning your cursor on them, they will highlight.
 +
 
===Activity Mini-Tam Tam===
 
===Activity Mini-Tam Tam===
 
====Activity Summary====
 
====Activity Summary====
Line 476: Line 2,227:  
====Affordances of the activity====
 
====Affordances of the activity====
 
* The student can identify the sounds
 
* The student can identify the sounds
−
* The student can distinguish the sounds of musical instruments,
+
* The student can distinguish the sounds of musical instruments, Animals, humans and objects (doors, trash ...)
−
Animals, humans and objects (doors, trash ...)
   
* The student can control the tempo
 
* The student can control the tempo
 
* It may increase or decrease the speed of the tempo
 
* It may increase or decrease the speed of the tempo
Line 483: Line 2,233:  
* It can combine sounds to get the rhythms he wants
 
* It can combine sounds to get the rhythms he wants
 
* Students can recognize and imitate the sounds of the living environment
 
* 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
+
* The student may, with this activity, communicate or announce to the sound of a tam-tam new.
−
new.
   
====Degree of centrality of the activity====
 
====Degree of centrality of the activity====
 +
<image 4/5>
 +
 
Indeed, '''TamTam
 
Indeed, '''TamTam
 
Mini''' is not fully integrated into the primary school curriculum, but
 
Mini''' is not fully integrated into the primary school curriculum, but
Line 494: Line 2,245:  
by the way.
 
by the way.
 
====Application pédagogique 1====
 
====Application pédagogique 1====
−
====''TamTam
+
====''Tam Tam Mini or the art of playing music''====
−
Mini or the art of playing music''====
   
''Level (s)'': From the 1st to the 5th grade of primary
 
''Level (s)'': From the 1st to the 5th grade of primary
    
''Knowledge'': The instruments of music, the beat, tempo and percussion
 
''Knowledge'': The instruments of music, the beat, tempo and percussion
   −
''Savoirfaire''':
+
''Savoirfaire''': Combine different musical instruments
−
Combine different musical instruments
      
''History'':
 
''History'':
Line 511: Line 2,260:  
demonstrate the concept of beat per measure of complexity of the beats and tempo.
 
demonstrate the concept of beat per measure of complexity of the beats and tempo.
 
====Application pédagogique 2====
 
====Application pédagogique 2====
−
====''TamTam
+
====''Tam Tam Mini and wakefulness''====
−
Mini and wakefulness''====
   
''Level (s)'': From the 1st to 3rd grade of primary
 
''Level (s)'': From the 1st to 3rd grade of primary
    
''Knowledge'': The Man, animals, objects, sounds
 
''Knowledge'': The Man, animals, objects, sounds
   −
''Savoirfaire'':
+
''Savoirfaire'': Distinguish the different sounds, objects and animals
−
Distinguish the different sounds, objects and animals
      
''History'':
 
''History'':
Line 537: Line 2,284:  
Mini (represented by an icon with two drum sticks) with
 
Mini (represented by an icon with two drum sticks) with
 
the left button (X) of the touchpad.
 
the left button (X) of the touchpad.
 +
 
<image Home view>
 
<image Home view>
   Line 542: Line 2,290:  
in and out of a grid with pictures (of humans, animals and other
 
in and out of a grid with pictures (of humans, animals and other
 
objects used in the living environment).
 
objects used in the living environment).
 +
 
<image gallery of sound instruments>
 
<image gallery of sound instruments>
   Line 554: Line 2,303:  
creations with our friends as possible is our ability to play the
 
creations with our friends as possible is our ability to play the
 
music between friends.
 
music between friends.
 +
 
===Activity Tam Tam Jam===
 
===Activity Tam Tam Jam===
 
====Activity Summary====
 
====Activity Summary====
Line 568: Line 2,318:  
* It can also compose and record his own music.
 
* It can also compose and record his own music.
 
====Degree of centrality of the activity====
 
====Degree of centrality of the activity====
 +
<image 5/5>
 +
 
This course meets the curriculum of basic education, such as the
 
This course meets the curriculum of basic education, such as the
 
4th grade curriculum in Éveil (arts education and sports) to create and implement
 
4th grade curriculum in Éveil (arts education and sports) to create and implement
Line 580: Line 2,332:  
''Knowledge'': Instruments, percussion, wind instruments, stringed instruments.
 
''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
 
using a musical instrument Regouper instruments by category within
 
an orchestra.
 
an orchestra.
Line 602: Line 2,353:  
''Knowledge'': The singing, composition
 
''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.
 
coordinate and harmonize the instruments, sounds and singing.
   Line 623: Line 2,373:  
touch pad to enter the business. Or to go faster, click directly
 
touch pad to enter the business. Or to go faster, click directly
 
on the icon to return to the activity.
 
on the icon to return to the activity.
 +
 
<image Home view>
 
<image Home view>
 +
 
This activity has several tabs. The tab includes options Jam Control
 
This activity has several tabs. The tab includes options Jam Control
 
Volume and Tempo. The 3rd tab Playback will stop the loop, to mute
 
Volume and Tempo. The 3rd tab Playback will stop the loop, to mute
Line 630: Line 2,382:  
environments of the composition. The Save tab allows you to record
 
environments of the composition. The Save tab allows you to record
 
new sounds using the microphone.
 
new sounds using the microphone.
 +
 
<image toolbar>
 
<image toolbar>
 +
 
At the bottom of the screen there are drum kits (set of batteries and tam-tam), Loops (bank
 
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
 
musical sequences), All (all types of sounds), Concrete (sound among objects
Line 636: Line 2,390:  
sounds (my sons), People (the prerecorded voice of a child), Strings (instruments
 
sounds (my sons), People (the prerecorded voice of a child), Strings (instruments
 
strings), Winds (wind instruments) and percussion.
 
strings), Winds (wind instruments) and percussion.
 +
 
<image Drum kits>
 
<image Drum kits>
 +
 
To form the orchestra, the student need only drag and drop to assemble instruments,
 
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
 
sounds and musical sequences (loops). Click the right button (M) under
Line 642: Line 2,398:  
the sequence of the beat to control the instrument, designated keyboard button to
 
the sequence of the beat to control the instrument, designated keyboard button to
 
activate the instrument, etc.)..
 
activate the instrument, etc.)..
 +
 
<image Loops><image Loops panel>
 
<image Loops><image Loops panel>
 +
 
The activity can be shared with neighbors and to dyads or triads. Students
 
The activity can be shared with neighbors and to dyads or triads. Students
 
to discuss their different compositions, make suggestions,
 
to discuss their different compositions, make suggestions,
Line 648: Line 2,406:  
Christmas or New Year). The ability to interact is developed and even Central
 
Christmas or New Year). The ability to interact is developed and even Central
 
in this activity. It develops the spirit of cooperation and creativity.
 
in this activity. It develops the spirit of cooperation and creativity.
 +
 
===Activity Tam-Tam Edit===  
 
===Activity Tam-Tam Edit===  
 
====Activity Summary====  
 
====Activity Summary====  
Line 676: Line 2,435:     
====Degree of centrality of the activity====  
 
====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  
 
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  
 
In 4th and 5th years eg  
 
* First-level 4 at the 22nd week, students will perform a song.  
 
* 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  
 
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  
 
accompany a song. The learner can also create his own music with  
 
instruments required by the curriculum, but it can enrich many other  
 
instruments required by the curriculum, but it can enrich many other  
Line 698: Line 2,454:  
====Application pédagogique 1 ====
 
====Application pédagogique 1 ====
 
====''Compose a melody''====  
 
====''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  
 
Students will create their own melody to the presentation of a ballet. As  
 
illustration, the First Symphony dyad Brigitte / Solange.  
 
illustration, the First Symphony dyad Brigitte / Solange.  
 +
 
The student selects the section Dial, then it makes the choice of instruments  
 
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  
 
music (frog, dog, rooster, balafon), then the sheet of paper, he shall record the  
 
sequences of musical notes to get the music you want.  
 
sequences of musical notes to get the music you want.  
 +
 
Similarly, students in Grade 1 may be required to perform the anthem Group  
 
Similarly, students in Grade 1 may be required to perform the anthem Group  
 
National (the Concorde).  
 
National (the Concorde).  
 
====Application pédagogique 2====  
 
====Application pédagogique 2====  
 
====''Composition of a musical repertoire''====  
 
====''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  
 
Perform traditional songs and modern within a moderate band at the  
 
cultural day of school at the end of the year.
 
cultural day of school at the end of the year.
 
   
 
   
−
History:  
+
''History'':  
    
Placed in groups of five, students will select musical instruments of XO,  
 
Placed in groups of five, students will select musical instruments of XO,  
Line 735: Line 2,491:  
Edit, a window opens,  
 
Edit, a window opens,  
 
click on the Run option, a page is opened.  
 
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.)..  
 
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 change the instrument, click on their image. Click on the symbol of addition (+)  
 
to add a new instrument to the list.  
 
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 bar tab of activity we offer three choices: Student Activities, Composer and Generate  
 
The Components tab displays a bar with three compartments.  
 
The Components tab displays a bar with three compartments.  
 +
 +
<image Composer toolbar>
 +
 
Left: a button Play / Pause, Stop another then a third keyboard Save  
 
Left: a button Play / Pause, Stop another then a third keyboard Save  
 
and a final ogg to record sound to ogg format  
 
and a final ogg to record sound to ogg format  
 
subsequently converted to MP3 or CD.  
 
subsequently converted to MP3 or CD.  
 +
 
In the center there is a selection tool to move the clips, a pencil and a brush,
 
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.  
 
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  
 
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.  
 
Volume / Tempo that leave our slider to access the controls.  
 +
 
To compose a melody, click on the Compose tab, then select the  
 
To compose a melody, click on the Compose tab, then select the  
 
instruments required.  
 
instruments required.  
 +
 +
<image Track properties>
 +
 
Then click on the pencil to draw lines in front of the chosen instrument and  
 
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).  
 
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.  
 
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  
 
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  
 
to make an improvement, click the Pause button and insert arrangements  
 
desired.  
 
desired.  
 +
 
We can improve the composition by adding the sounds of animals, the cries of birds or  
 
We can improve the composition by adding the sounds of animals, the cries of birds or  
 
of children.  
 
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,  
 
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  
 
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  
 
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.).  
 
elements (a division of the grid, page color, transposition, pan, volume, etc.).  
 +
 +
<image Properties panel>
 +
 
Then, click, a window opens, it sets the pace,  
 
Then, click, a window opens, it sets the pace,  
 
height, duration, scale and pattern of the melody generated.  
 
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  
 
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  
 
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  
 
15 of Getting Started in XO and the Sugar environment V.8.2), or the record format  
 
ogg to export.  
 
ogg to export.  
−
Conclusion  
+
===Conclusion===
 
Ultimately, this chapter has attempted a description of the capabilities of XO in primary school  
 
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  
 
Gabon. Far from being exhaustive, we accept that many activities can be exploited  
Line 777: Line 2,560:  
conformity with the curricula. To go further, we can still consider a  
 
conformity with the curricula. To go further, we can still consider a  
 
Operating XO: pedagogy of the project.
 
Operating XO: pedagogy of the project.
 +
 
==Chapter 3 ==
 
==Chapter 3 ==
 
===Introduction===  
 
===Introduction===  
Line 787: Line 2,571:  
proposed project follows the methodology suggested by Gregory and Laferrière  
 
proposed project follows the methodology suggested by Gregory and Laferrière  
 
(1998):
 
(1998):
 +
 +
<image Project path>
 
===Project 1: The Herbarium at school ===
 
===Project 1: The Herbarium at school ===
 
School project: "The herbarium at school. "  
 
School project: "The herbarium at school. "  
Line 803: Line 2,589:  
Libreville.  
 
Libreville.  
 
=====Learning Objectives: =====
 
=====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.  
 
* Identify some uses of plants.  
 
* Define the term "deforestation".  
 
* Define the term "deforestation".  
Line 947: Line 2,732:  
support activities that calculate distance and fit perfectly to the project. As  
 
support activities that calculate distance and fit perfectly to the project. As  
 
illustration, we will say that the context itself offers this opportunity:  
 
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  
 
For this reason one can measure the distance of the bins with the school or latrines  
Line 1,052: Line 2,832:  
students "(Munro).  
 
students "(Munro).  
 
=====Featured Resources=====  
 
=====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, ...);  
 
* French course (Preparation of a brochure, posters, ...);  
 
* NGO (Action for Gabon or UNESCO, WHO, ...);  
 
* 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;  
 
* Measurement of sound intensity in the bars with the XO;  
 
=====Organization =====
 
=====Organization =====
 
=====→ Action Plan:=====  
 
=====→ 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;  
 
* 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====  
 
====II - The project====  
 
=====Progressive development of thought and documents=====  
 
=====Progressive development of thought and documents=====  
Line 1,116: Line 2,886:  
* Using the XO to save;  
 
* Using the XO to save;  
 
* Adult speakers of each language listed;  
 
* 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:  
 
Organization of work:  
 
* Identify the languages in the class to leave the groups in different languages;
 
* 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:=====  
 
=====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.
 
* Summary of groups and preparation of the glossary.
 
   
 
   
Line 1,142: Line 2,904:  
converse in local languages.  
 
converse in local languages.  
 
=====Continuation of the project:=====  
 
=====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.=====  
 
=====Development of another glossary.=====  
−
* Sharing a project in interaction with other institutions.  
+
* Sharing a project in interaction with other institutions.
 +
 
 
==General Conclusion==  
 
==General Conclusion==  
 
Like many African countries, Gabon in recent years embarked on
 
Like many African countries, Gabon in recent years embarked on
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