IT'S APP 2 U!! COLONIAL

IT'S UP 2 U!!!

A PLURILINGUAL PROJECT

Authors: Inmaculada Guadix Montero M. Carmen Perales Trenas International Bilingualism Congress X Date 30th October 24

COLONIAL SECONDARY SCHOOL

‘The limits of your language are the limits of your world’

Ludwig Wittgenstein

INDEX

01. Theoretical Framework

05. Methodology

09. Launch & Conquest

10. Analysis & Conclusion

06. Tools

02. Introduction

03. Play on Words

11. State of play

07. Logistics

12. Acknowledgments

08. Implementation

04. Goals

01.Theoretical framework

F.A.C.E I.T ERASMUS PLUS PROJECT

Our 'It's App 2 U!!' project serves as a crucial element of the sustainable framework for our internationally recognised Erasmus Plus Project F.A.C.E. I.T. We have tailored it to align the specific characteristics and needs of our School.

02. Introduction

IT's app 2 u!!

Initially conceived as a Bilingual Project, it evolved into a Plurilingual and Multidisciplinary initiative once additional non-bilingual areas and educators became involved. Importantly, we aimed to ensure that our Aula Principito remained inclusive; therefore, we implemented Universal Design for Learning (UDL) to accommodate our Special Needs Students.

03. PLAY ON WORDS

It's APP 2 u!!

In the design of this project, we carefully considered the importance of selecting an appealing name for our application. We have crafted a dual-purpose title that conveys the message that this app is intended for you, and it is your responsibility to engage with it and learn actively while playing with us.

• It is Up to YOU
• It is APP 2 U.

04. Goals

Specific

General

Promoting

Enhancing

• Inquiring method
• Interrogative Language Structures
• Language Reflection
• Critical Reasoning
• Computational Reasoning
• Content knowledge

• Teachers Teamwork
• Students Cooperative Work
• Gamifying Learning
• Interdisciplinarity
• Autonomous Language Learning

05.Methodology

Procedures and variables

Student-centred: by students for students

• CSE students designed the logo.
• Upper Sixth-level students are the app creators in their ICT lessons as part of their curriculum.
• All students create questions and multiple-choice answers, which are then translated into Spanish.
• French students and teachers assist with the translations.
• The coordinators double-check everything to ensure accuracy.Students designed the LOGO.

Peer-to- peer LearningActive LearningGamification Teamwork Coopertative work Project Based Learning

06.tools

APP INVENTOR

This platform serves as an online tool designed to facilitate the creation of Android software for mobile applications. This block programming methodology is highly user-friendly, making it particularly suitable for students.

07.LOGISTICS

BILINGUALISM MEETINGS

OTHER SUBJECTS MEETINGS

We are fortunate to have a weekly hour-long meeting to address these issues. We also count with the However, meeting with the other teachers was more difficult:

French teacher MEETINGS

DATA COLLECTION

coordinator's non lecturING hours

We shared a Google Sheets template to record students' questions, answeres, and translation.

ICT TEACHER MEETINGS

08.Aimplementation

STUDENTS

TEACHERS

We share a Google Sheets template to transfer students' questions, answers and translation. There were at least three revision sessions to check them right.

Language Teachers (ILC or CIL) implemented Quality Question Workshops. Students made their quizes as part of the subject lesson. It was assessed as a writing activity.

08.b IMPLEMENTATION

LOGO design COMPETITION

Simple

We transformed the design phase of our logo into a competition for students, facilitated by our Art teachers. While there were many creative submissions, this particular design received the highest number of votes due to it is:

Memorable

Easily Recognisible

Creative

Cute

08.cIMPLEMENTATION

SCREEN 1design

The design of Screen 1 includes the following elements:

• Three ListPickers for selecting Category, Level, and Language.
• A button to initiate gameplay.
• Several images.
• A TinyDB for storing selected information to be utilised in Screen 2.

08.dIMPLEMENTATION

SCREEN 1

blocks

08.eIMPLEMENTATION

SCREEN 2 design

The design for Screen 2 includes:

• Three labels indicating Language, Category, and Level.
• TextBoxes displaying the number of questions and scores.
• A label presenting the question.
• Four buttons corresponding to possible answers.
• A button to proceed to the next question.
• A button to initiate the game.
• A file element for file management.
• A TinyDB for managing stored information.

08.fIMPLEMENTATION

1. Filter questions from various categories and languages.
2. Download the filtered information as a CSV file, separated by commas.
3. Open each file using Notepad++ and convert it to UTF-8-BOM to eliminate any rare characters.
4. Rename each file to correspond with the first two letters of the category (Bi), the first two letters of the language (In), and the first and fourth letters of the level (1E). For example, for Biología-Inglés-1ºESO, the file name should be BiIn1E.csv.
5. Upload each file to the app inventor.

SCREEN 2upload files

Prior to initiating Block programming, it was necessary to prepare the files containing questions sourced from shared Google Sheets:

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08.gIMPLEMENTATION

SCREEN 2 blocks

1. The file name is generated based on the category, level, and language selected on Screen 1, and this information is stored in TinyDB. 2. Questions and answers are saved in a list variable for management purposes.

3. Questions are randomly selected from the list using an index, and once a question is selected, it is removed from the list to avoid repetition.

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08.hIMPLEMENTATION

APP BUILT by studenst

Guided practice

Upper sixth-form students were responsible for developing the app software. They worked in cooperative teams of three, with their ICT teacher guiding and curating their practice as part of the curriculum.

The App

08.iIMPLEMENTATION

testing the appby teachers

Before launching the app, there was a testing period during which teachers involved in the project installed it on their mobile phones and tablets and several conducted tests. Multiple errors in the questions and answers were identified and corrected during this implementation phase.

09. LAUNCH & CONQUEST

SCHOOL CULTURAL WEEK_OLYMPIC GAMES

We launched our initiative during School Cultural Week, which was devoted to the Olympic Games. Many activities and challenges were organised for participants to earn points. One of the activities we offered was a Knowledge Game using our app. Students competed in various categories. Groups were arranged randomly. Points were awarded for their performance.We .

10. analysis & Conclusions

HARD WORK PAYS OFF!!!!!!

• It was hard work, especially when it came to revision and checking for correctness in the French translations. We only have one French teacher at our school, but fortunately, two of our bilingual teachers also have a C1 proficiency level in French.

• The project was a success. More subject teachers expressed interest in participating, and students enjoyed working on it, especially the competitive aspect.

• Teachers were pleased with the results, and the app's sustainability is guaranteed, making this initiative an annual event.It was hard work.

SUCCESS

11.State of play

THIS SCHOOL YEAR

Exciting news for this school year! We're enhancing our app with a variety of new questions that are sure to spark curiosity and learning. Get ready for a more interactive and enjoyable experience!

......

12. acknowledgments

• I would like to extend a heartfelt thank you to our dedicated FACE IT team, their passion and expertise inspired us all!!!

• A special shout-out to our talented Bilingual Team, as well as our non-bilingual subject teachers, who contribute so much to our success.

• And last but certainly not least, a huge round of applause for our three amazing French teachers—for their unwavering support!

Here you are our QR Code!

THANKS FOR YOUR ATTENTION

Use graphs in your presentation ...

Read more

Before you start creating, spend time thinking about which graph you're going to choose to achieve your learning objectives.

4.When the button with the correct answer is selected, it turns green, and the score increases by one. If a wrong answer is chosen, the button turns red.5.After an answer is selected, all buttons are disabled to prevent further selections. 6.At this point, a "Next" button will then appear to continue the game. 7. Once all 15 questions have been answered, the game concludes, and the final score is displayed on Screen 2, while the other elements on that screen are hidden.

Use graphs in your presentation ...

File name

• From the selections in screen1 we will form the name of the file with the questions and answers.
• For example, Biología Category, Inglés Language and 1º ESO level, we will select the first two letters of the category (Bi), the first two letters of the Language (In)and the first and fourth letters of the level, forming the name BiIn1E.

Before you start creating, spend time thinking about which graph you're going to choose to achieve your learning objectives.

CSV FORMAT:

• Download Google Sheets information as csv separated by commas
• Open the csv with Notepad++ and Encode -> Convert to UTF-8-BOM to remove the rare characters

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testing every file

Before you start creating, spend time thinking about which graph you're going to choose to achieve your learning objectives.

Every file had to be tested in the application and several modifications had to be done because any rare character can lead to problems to load the file and recognise the information inside it.

coming soon:

We're also thrilled to introduce two innovative instruction formats: embedded pictures that bring concepts to life and audio elements that make learning more dynamic.

Use graphs in your presentation ...

screen 1

screen 2

Before you start creating, spend time thinking about which graph you're going to choose to achieve your learning objectives.