CEIP Tomé Cano (Tenerife) 13th- 17th January 2025

The participants in the mobility have a positive assessment of the results. Regarding the

different activities planned and the objectives set, they consider the following:

OBJECTIVES:

1. To enable teachers to master a variety of digital tools in different types of outdoor settings: the participants highlight the effectiveness of the tools used for the outdoor activities organised by CEIP Tomé Cano during the mobility, their ease of use and the attractiveness of their implementation in activities designed for pupils. In particular, teachers highlighted the learning of tools such as Baamboozle and different applications they experimented with that can be used with pupils in outdoor activities.

2. To discuss the SAMR Model (substitution, augmentation, modification or redefinition) to identify the most important issues of technology in support of teaching and learning: The participants valued very positively the lecture given by the expert invited by the organisation CEIP Tomé Cano, Ángel Espinosa González.

During the course of his lecture, he explained clearly, precisely and using good examples each of the characteristics of this conceptual framework created to help educators to integrate technology in the classroom in an effective way. Through the different examples, the teachers who participated in this mobility were able to learn how the SAMR model describes different levels of how technology can transform teaching and learning, from a simple substitution to a complete redefinition of educational activities, and they learned about its four levels and what digital tools exist today that can be used in the classroom:

a. Substitution: Technology replaces a traditional tool, but does not change the task. For example, a student uses a word processor instead of writing by hand, but the type of activity remains the same.

b. Augmentation: Technology replaces the traditional tool and enhances the task in some way. For example, a learner uses a word processor with features such as spell check and grammar, which enhances the writing experience, but the task remains similar to the traditional one.

c. Modification: Technology allows for significant modification of the task, enabling substantial changes in the way learning takes place. For example, learners collaborate online on a shared document, facilitating real-time collaboration and feedback.

d. Redefinition: Technology makes it possible to create new tasks that were previously not possible without it. Here, students can do projects in a completely different way, such as creating a digital film on a topic or participating in a global collaborative project with other students via the Internet.

The feedback on the presentation, both in the satisfaction survey and in the post-session discussion, was very positive, with all agreeing that it went a long way towards understanding the purpose of the SAMR model and served to guide educators to reflect on how they are using technology and how they can move towards the higher level of integration, where technology transforms learning in innovative and authentic ways.

1. To receive many practical examples of outdoor learning activities with ICT Tools that will inspire the design of new tasks for your own students: the participants valued positively the different outdoor learning activities that were carried out (treasure hunt using CANVA and Padlet) and, also, the digital feedback activities (with Mentimeter) with which to receive, from the students, necessary and relevant information on the development of the planned tasks, which offer, in real time, the assessment of the students' experience. The assessment of the ice-breaker activities, the presentation of the host institution and the meeting with the district councillor representing the Santa Cruz de Tenerife City Council was also positive.

To discuss and create new events in collaboration with other colleagues from different European countries: Sharing the planned practices in outdoor education with teachers from other European countries through direct and close contact during the mobility at CEIP Tomé Cano served to discuss and create different spaces of opinion and development in which to address the expected outcomes of the mobility activity:

• Integrate ICT tools in outdoor teaching and learning.

• Understand the SAMR model.

• Use the outdoor space to learn in, and from it.

• Engage students through student-centered activities.

• Create cross curricular tasks.

• Foster students’ creativity in learning and critical thinking.

• They will learn the basics and growing trends related to outdoor education and

  teaching outside the classroom.

• They will learn the principles and cultural aspects of outdoor education and have the opportunity to meet in common forums.

• They will learn how to design, plan and deliver inspiring outdoor education events.

• They will experience and apply environmental and outdoor education study methods and approaches.

• Get to know and experience practical activities and group games for outdoor education in a real nature environment.

• Learn how to use outdoor education for personal, social and relational development

  (e.g. self-confidence, team creation, leadership...).

• Sharing best practices in outdoor education with teachers and education staff from all over Europe.

• Contact with individuals and organizations working in the field of education in Europe through daily collaboration and team building activities.

• Have information about European education and culture, specifically the Spanish

  education system.

• Practice foreign language skills in daily life.

In summary, the following objectives could be said to have been achieved:

1. Integration of technology in outdoor contexts: The SAMR model, which focuses on transforming learning through technology, was explored in a practical way in outdoor activities. Here, technology was not only an adjunct to traditional teaching, but was used to create immersive and authentic experiences. For example, they were used to make interactive maps of the routes travelled. These activities showed how technology can expand the possibilities of learning in unconventional contexts.

Some examples provided during the planned activities:

• the benefits of the use of ICT

• apps and gadgets suitable for pedagogical purposes

• move, find, teach

• creating teaching materials

• to explain to the teachers the pedagogical, social and mental health benefits of outdoor learning.

2. Transforming learning (SAMR in action): During the conference, it was shown how each level of the SAMR model (Substitution, Augmentation, Modification and Redefinition) can be applied to outdoor activities. From the simple use of apps to record information (Substitution) to the creation of collaborative online projects where students share their findings, analyse data in real time and present conclusions (Redefinition). This allowed teachers, acting as if they were the students, to learn about the environment in which they were moving and also to develop digital and collaborative working skills. Some examples provided during the planned activities:

   • ICT in Education

   • ICT as a substitute, augmentation, modification, and redefinition of learning: the SAMR model

   • exploring the outdoor space

   • to ensure that participants are aware of the principles of using ICT tools in nature

3. Active and meaningful learning: Participants had the opportunity to experience learning in an active and participatory way. In applying the SAMR model, technological tools enriched the experience, but did not displace the focus on authentic learning. The use of technology facilitated interaction with the environment, promoting a deeper and more meaningful understanding of the concepts. Some examples provided during the planned activities:

   • - Digital tools for outdoor use

   • - Bringing outdoors indoors

   • - Integrating outdoor activities into lessons

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4. Collaboration across cultures and contexts: One of the highlights was the international collaboration. As part of Erasmus+, we had the opportunity to share our experiences and perspectives with teachers from different countries. Through different tasks for feedback and different moments for meetings, we were able to exchange ideas, share experiences and find common ground on how to integrate the SAMR model in our educational contexts. Furthermore, it promoted reflection on the diversity of students' needs and how to adapt technology to different cultural realities.

   Some examples provided during the planned activities:

   • Reflection and discussion

   • Sharing experiences

   • Dealing with challenges

   • Use of everyday spaces for pedagogical purposes

     
     
   
   

5. Professional development and peer-to-peer learning: The mobility also provided a space for professional development. Through workshops and practical activities, we were able to learn from experts in the SAMR model, but also from our own peers.

   The practical examples of how to apply this model to outdoor activities were particularly valuable, as they showed how it is possible to transform teaching in creative and effective ways.