miércoles, 7 de junio de 2017

Reto 4 #MOOCBot. Proyecto para la incorporación del PC en el aula.

Como reto final del MOOC "Pensamiento Computacional Educativo" presento el siguiente proyecto para la incorporación del Pensamiento Computacional dentro de las aulas de nuestros centros de enseñanza.

Reto 3 #MOOCBot. Creación de un juego desarrollando el PC.

Par dar respuesta al Reto#3 del MOOC "Pensamiento Computacional Educativo" del INTEF, he creado en Scratch el juego "Check your Body", que surge con la intención de que mis alumnos puedan trabajar contenidos integrados de varias áreas de conocimiento, como son la Educación Física (mi área) y las Ciencias de la Naturaleza. Además, al tratarse de un centro bilingüe, se integra dentro de este proyecto también el inglés como Lengua Extranjera.

Reto 2 #MOOCBot. Fases del Pensamiento Computacional.

Para el Reto#2 del MOOC "Pensamiento Computacional Educativo" del INTEF, se plantea la resolución de un problema a través del Pensamiento Computancional.

Mi propuesta, tratando de ser algo original y divertida, viene de una hipotética situación en la que nos pudiéramos encontrar con alguien que nunca jamás haya visto un yogur, y por lo tanto no sabe cómo comérselo. ¿Podría esa persona resolver ese problema gracias al algoritmo que se ofrece en la siguiente infografía...?

Reto 1 #MOOCBot. Hitos en el Pensamiento Computacional.

Como Reto#1 del MOOC "Pensamiento Computacional Educativo" organizado por el INTEF, quiero hacer referencia a Scratch, un lenguaje de programación visual diseñado para niños pero que debido a su sencillez actualmente se está haciendo hueco entre los maestros, lo que hace también que se pueda ir introduciendo el Pensamiento Computacional de una manera muy sencilla y atractiva en las aulas.


domingo, 4 de junio de 2017

Reto U5 MOOC "Community Manager Educativo". Plan de Medios Sociales.

Como reto final del MOOC "Community Manager Educativo", se nos plantea la tarea de realizar un Plan de Medios Sociales con el cual poder construir y cuidar la identidad digital de un centro, y en el cual se definen las líneas de actuación, estrategias de comunicación, redes sociales en las cuales tener presencia, etc., presentándoles el mío a continuación.

 

Reto U4 MOOC "Community Manager Educativo". Tareas y funciones.

En la Unidad 4 del MOOC "Community Manager Educativo" organizado por el INTEF, se nos pide que hagamos un análisis de la situación actual de la figura del "Community Manager Educativo" (en adelante CME) en nuestros centros, y sobre sus funciones, así como también, se nos pide, que realicemos una pequeña "checklist" sobre las tareas que éste debería realizar en las diferentes redes sociales en las que los centros tengan perfil y así dinamizar y dar mayor presencia, e importancia, al centro "fuera del edificio".

En primer lugar señalar que en mi centro no existe la figura del CME y la presencia en redes sociales es mínima. Las funciones de CME las ejerce la coordinadora TIC del centro, y se limita a publicaciones esporádicas en el blog del colegio cuando en el centro se realizan actividades complementarias, salidas, excursiones, o se participa en algún evento. Estas publicaciones son además compartidas, por ella, en un grupo de Facebook, del que forman parte algunos maestros (ex maestros), padres y madres de alumnos, antiguos alumnos, etc., sin que se trate de una página "oficial" en Facebook del propio centro, y en la que cualquier miembro de la comunidad educativa puede publicar cualquier contenido, sin que exista un control exhaustivo o unas normas concretas para las publicaciones.

Evidentemente las tareas que realiza la coordinadora TIC para la gestión del blog, y las publicaciones en Facebook, forman parte de su propio horario de coordinación TIC o bien las realiza fuera del horario lectivo, sin que existan, por tanto, unas horas concretas de dedicación exclusiva para tales fines, aspecto que quizás las administraciones educativas podrían tener en cuenta o regular en el caso de que se establezca o surja la figura del CME dentro de los centros educativos.

La importancia de esta figura ya se ha comentado en anteriores post, y la idea de que pueda contar con una serie de horas semanales para dedicarlas a la gestión de las redes sociales del centro también. Otro aspecto importante sería saber qué persona puede ser la que mejor pueda encajar en ese perfil, y la siguiente infografía puede servir de apoyo o ayuda para reconocerlo, o reconocerla, dentro del propio centro.


Aunque en la imagen aparezca representada la figura de un hombre, decir, a modo de anécdota, que en la realidad, la figura del "Community Manager" la ejercen más mujeres que hombres. Y también decir que, a pesar de que se mencione la "flexibilidad (horaria)" como característica para un buen CME, la realidad debe ser otra, y se deberían regular bien las horas para que quien realice estas funciones no pueda llegar a estar permanentemente "enganchado" a las redes.

Una vez vista la realidad de mi centro en cuanto a la figura del CME y defendido la posible necesidad de su presencia en el centro (también se hace en otros post anteriores a este), es interesante saber en qué redes sociales sería idóneo tener presencia.

El uso de blog o web dentro de una institución educativa está siendo cada vez mayor, así como sus finalidades. En él se pueden compartir documentos institucionales, actividades de los alumnos, etc., y siempre es adecuado tenerlo lo más actualizado posible.

Facebook es también siempre una buena opción para compartir noticias, entradas del propio blog el centro, etc., y lo ideal sería que el centro tuviera una página "oficial" que sirviera de escaparate a la comunidad educativa, pero que no todo el mundo pudiera publicar, sino que, desde el propio centro, bajo la coordinación y supervisión del CME, se hicieran las publicaciones más adecuadas y/o necesarias en cada momento. Además Facebook, al ser una red social con muchos usuarios, es posible que nos encontremos con una gran número de padres y maestros que puedan interactuar en ella. Una función interesante en Facebook es la de la creación de eventos.

Sería interesante también contar con un perfil en Twitter, la red social y herramienta con mayor crecimiento y una de las de mayor número de usuarios. Twitter puede servirnos para compartir noticias y eventos, intercambiar opinión o incluso crear "mini actividades" online en las que puedan participar las padres, como por ejemplo compartir frases de autores célebres en ciertas fechas señaladas (Día de la Paz, Día del Libro, etc.), o incluso fotos de algunos eventos. El uso de "hashtags" permite además en Twitter poder localizar rápidamente información de todo aquello que compartamos, como por ejemplo en el caso de que se decida organizar un concurso.

Además de estas tres redes sociales mencionadas hasta ahora, no podemos olvidar dos de las más usadas por nuestros alumnos, YouTube e Instagram. El uso de ambas dentro de la población joven es cada vez mayor, y en muchos casos, ni padres ni maestros vemos el potencial de éstas para la enseñanza. Se trata de dos redes sociales en las que el componente audiovisual es máximo. Toda la información que se transmite por ambos canales es gracias a fotos o vídeos, y tiene otra particularidad, y es que los alumnos acceden a ellas porque les gusta y les atrae ese formato. Quizás sea por eso de que el cerebro procesa, recuerda e interpreta mejor la información que se recibe en formato visual, y luego auditivo.

El uso que se puede hacer de YouTube en nuestros centros es amplísimo, siendo por ejemplo uno de ellos el poder usarlo para compartir con nuestros alumnos algunas videolecciones, dentro de la metodología Flipped Classroom. Es por ello por lo que sería también adecuado que el centro contara con un canal en YouTube en el que poder compartir vídeo de maestros explicando algunos contenidos y que los alumnos los usen en clase o sus casas para desarrollar los temas. También se podrían compartir vídeos relacionados con los temas y contenidos que se estén tratando en los diferentes grupos y asignaturas.

Instagram es, por otro lado, la red social más usada por nuestros alumnos, teniendo como finalidad (entre ellos) sobre todo el intercambio de imágenes personales, algo que como maestros (y padres) deberíamos controlar. Por ello, al ser una red social tan popular entre nuestros alumnos, considero que se podría hacer uso de un perfil en ella y tratar de enfocar y desviar el uso que se hace de ésta hacia actividades más escolares, como por ejemplo puede ser el organizar un concurso de fotografía sobre imágenes de libros favoritos; o por ejemplo el poder compartir también con padres imágenes de ciertos espacios del centro de los que sea positivo dar algún tipo de información visual, como puede ser por ejemplo el mal uso de papeleras, baños, etc.

Y por último, como red social en la que se podría recoger y organizar toda la información audiovisual usada (o por usar) según contenidos o temáticas, estaría Pinterest, en la que gracias a una serie de tableros (con la posibilidad de que sean colaborativos) se pueden compartir trabajos, ideas, fotos, imágenes, vídeos, etc. Su uso podría estar más orientado a trabajos o tareas de clase, por lo que estaría más enfocado hacia maestros y alumnos, aunque los padres también tendrían en él un buen espacio para encontrar recursos educativos o material de apoyo (sobre todo de herramientas TIC) para sus hijos.

Al fin y al cabo se trata de poder hacer de las redes sociales espacios de comunicación y aprendizaje, que nos ayuden a toda la comunidad educativa a mejorar en nuestras relaciones y funciones.

Con todo ello, y contando con la posibilidad de que exista la figura del CME en nuestro centro, las tareas y funciones que éste puede realizar a modo de ejemplo para los primeros pasos y como punto de partida para la gestión de las redes sociales del centro, podrían ser las que se recogen en forma de checkllist en las siguientes infografías.




Una vez conseguido haber dado estos primeros pasos, y pudiendo saber la reacción y repercusión real de la presencia del centro en las redes sociales, sería conveniente poder establecer unas pautas más concretas de trabajo para el CME, debiéndose organizar tanto los horarios para sus funciones como la cantidad de post, tuits, información, etc., así como el tipo de contenidos, que se deberían realizar a la largo de la semana.

jueves, 1 de junio de 2017

Weekly Challenges #twinmooc U5. Final eTwinning project plan.

SHALL WE PLAY TOGETHER…?

TOPIC
Games and sports as culture.

STUDENTS AGE
10 - 12

DURATION
One term.

SUBJECTS
Physical Education, Social Science, Digital Knowledge, Spanish language and English and French as foreign language.

KEY COMPETENCES
  • Language competence
  • Mathematical competence and basic competence in science and technology
  • Digital Competence
  • Learn to learn
  • Social and civic competence
  • Sense of initiative and entrepreneurship
  • Awareness and cultural expressions

OBJECTIVES
  1. To know, discover and value games and sports of the region and other European cultures and countries as proposals for the occupation of leisure and leisure time, and for the improvement of social relations.
  2. To carry out research on certain popular games or alternative and / or autochthonous sports of different European regions, and participate in its dissemination in an oral and written way using different languages.
  3. To learn and put into practice related vocabulary in the area of Physical Education in general, and traditional and autochthonous games and sports in particular.
  4. To value the foreign language, and the languages in general, as a means of communication and understanding between people of diverse origins, languages and cultures.
  5. Recognize and locate games and sports according to the countries of origin on a map of Europe.
  6. Initiate and improve the use of digital tools and TACs.

END PRODUCT EXPECTED
  • Creation of a large digital video library housed in a YouTube channel.
  • Creation of a web page or blog in continuous growth where the contributions of all partner countries and collaborators with their games and videos are being hosted.

METHODOLOGIES AND WORK PROCESSES
Introducing ourself.
Responsible participating teachers will have a first contact to present ideas, clarify doubts, etc. Students from each partner center will then be asked to make small presentations (in any type of format, either video or through a web tool) about themselves, their schools, and the locality, region and country where they live, in order to have a better knowledge of those who will be their project partners.

Work/project.
Each center (partner) must present four popular games or sports activities native to the regions where they live.
The role of the students will be to investigate, with the help of their families, those "games of a lifetime".
From each game a small card will be made in written format and will include an exemplification of the video game in a language other than the mother tongue, if possible English.
Once the cards and videos of the games have been made, they will be shared with the rest of the members, who will in turn translate the chips and subtitling the videos generated by their colleagues from other countries. In addition to this, they will generate fiches and videos in another third language, for example French in the case of Spain, in order to reach a greater number of students from other countries not collaborating in the project but who may be interested in obtaining information about games Typical or popular in other countries.

The role of teachers in these activities will be to guide the students' research work together with their families, as well as select the games that may be most interesting, motivating and original, and help in the creation of the fiches and especially in The technical support of digital tools, such as recording or inserting texts into videos.
The game cards, once a common template for collecting data, and having completed each one with the description of each game, can be shared through Dropbox or Google Drive, and each partner center will work on them.
The original videos of each partner will be shared in the TwinSpace through Vimeo, these being assigned a password so that they can only be used and visualized by the students and teachers of the work group. This will allow each partner to download and use it as needed. The final creations of videos with subtitles will be housed in a YouTube channel that will serve as a "digital library" of European sports and games.

Let's take an example and imagine that the five participating partners are schools in Spain, Norway, Greece, Romania and Austria. Each center produces four videos in English of their games (one video for each game), and they are uploaded to TwinSpace via Vimeo (with password) so that the other groups can work with them, which means that there is a total of 20 videos. Subsequently, each center uses all the videos to translate and subtitling them first to their mother tongue, and then to a third language other than that of any of the other partner countries, ie (for example), Spain translates into Spanish and French , Norway does it to Norwegian and Swedish, Greece to Greek and Italian, Romania to Romanian and Hungarian, and Austria to Austrian and German. This would make the 20 videos available in 10 subtitled versions (a total of 200 videos). Once all the videos are finished, they will be made public and will be housed in a YouTube channel so that those games and sports can reach a high number of teachers, students and people in general from around the world who may be interested.

A final phase would be to subtitling all the videos of games and sports, to create an interactive map of Europe, using Scratch for example, in which from each partner country links to different videos of games, Including subtitled versions.
Both the files and the videos, together with the interactive map, will form an essential part of a web page or blog that will have as a purpose the dissemination and propaganda of all those games and sports that the students of different countries have wanted to share with their companions of all Europe.

MAIN ACTIVITIES AND TOOLS
1. LET'S KNOW US.
Starting from working in corners, during one of the first sessions of the project, students from the participating countries, through a videoconference (Skype, Hangouts, Adobe Connect, Messengar, etc.), will connect in small groups to Be present among them and have a first contact that allows them also to be able to put into practice the foreign language to communicate.

2. MY GRANDPAS PLAYED…
Each small national group makes a video explaining and exposing in a practical way some of the popular games that have managed to discover thanks to the research carried out together with their families.

3. COPYCAT…!!!
One of the country groups write one of the games and passes all the information to another group in another country, and the latter must explain it through the video. In this way, mixed groups interact to perform a task.

EVALUATION OF LANGUAGE COMPETENCE
All material prepared in both Spanish and foreign languages will be reviewed and supervised by tutors, or teachers of Spanish Language, and by English and French specialists.
In addition, videoconferences will also be carried out with the help or support of the Conversation Assistant, who will be able to facilitate the linguistic exchange between the attendees.

EVALUATION OF DIGITAL COMPETENCE
The ICT coordinator of the center, together with the teacher responsible for the project and the teacher of the subject "Digital Knowledge", will dedicate small sessions, or small group corners, to explain what tools can use for different tasks and how to do it.
Once the videos, as well as the subtitles of the same and the other tasks that require the use and implication of digital tools or web 2.0, the same masters mentioned previously will review the results before making them public.

EVALUATION OF THE PROCESS
As the project progresses and phases are passed, and just as each time you use different web tools or applications, students will be asked to make a small evaluation of what they have been putting into practice, including Also in those evaluations that can carry out evaluations and criticisms and self-criticism, as well as suggestions, of everything they consider appropriate. Likewise, each participating teacher and collaborator will also have the opportunity to evaluate and make suggestions and improvements of the whole process.

FINAL EVALUATION
At the end of the entire project, and disseminated through the media designated for this, students and teachers, families and other possible external agents will be requested, using the Google Forms tool, to evaluate the Project developed by their students and children and give suggestions and contributions for future projects.

DIFFUSION.
As mentioned, the project will generate two artifacts, one in a web page format and another as a YouTube channel, both of which will be shared and disseminated through different Social Networks, educational portals, pages of the educational centers or even The websites of the Official Associations of Graduates in Physical Education and in the Sciences of Physical Activity and Sport.
In addition, throughout the course and whenever there is a teachers meeting in the center, mention will be made of the project and its process, leaving for the end of the course, when the final report of the course is made, the possibility of The rest of colleagues value the same and suggest more lines of work for future actions in the center through other eTwinning project, either as new project promoters or as partners in proposals that may come from other centers.

Having the opportunity for the project to be disseminated also in the written press or in other audiovisual media of reference in the locality, region or national level should also be valued, as this would give the project and the center itself a great strength And importance at a social level, showing the involvement of teachers and students in collaborative projects at European level.
Another idea would be to present the project in the local delegation of education of the City Council to try to get support (economic or technological) that allows the project can be developed with the maximum possible guarantees, and may also study the possibility that the City Council itself Invite students from other countries to know our locality, or even provide some financial help so that the students of our centers can visit other countries.

Weekly Challenges #twinmooc U4. ICT activities.

ICT activity for the project “Shall we play together…?”

To develop of the project "Shall we play together…?" it is necessary that the students involved in it carry out a series of ICT activities in which they put into practice the use and knowledge of different tools and skills.

The activities I have designed try to achieve the following objectives of the project:

  1. To know, discover and value games and sports of the region and other European cultures and countries as proposals for the occupation of leisure and leisure time, and for the improvement of social relations.
  2. To carry out research on certain popular games or alternative and / or autochthonous sports of different European regions, and participate in its dissemination in an oral and written way using different languages.
  3. To improve the use and knowledge of different no-mother tongue language.
  4. To manage and implement different ICT knowledge and tools.

The final product is make or build a big database of traditional and popular games and sport of Europe using videos and cards or scheme of those games and sports. All these database will be located in a web page which will include a digital and interactive map of Europe with the different games and sport.

ACTIVITIES SEQUENCE

1. Parents and grandparents interview.
Each group should interview their parents or grandparents in order to know what kind of sports and games they played in their childhood. The interview should be recorded in a digital video format to have a visual evidence of this work.

2. Sport and games cards.
After recording the interviews, groups of children should write the rules and objectives of the game in a card or scheme to explain them.

3. Put the games into practice.
Once the games have been studied by the group, the children must explain and practice them in a video that will be uploaded to a YouTube or Vimeo channel.

4. Subtitling the games.
Each one of the games will be subtitled by the groups into two different no-mother tongue language using for example Windows Movie Maker or another different video tools.

5. TwinSpace.
Both cards and subtitled videos will be uploaded and shared in the TwinSpace that the teachers would have created for this project.

6. Translating videos and cards.
When uploading videos and cards, student groups can download those from other countries and start translating these videos and cards into the two languages they chose for the project using the same video tools than in the last step for the subtitles and the same card format.

7. TwinSpace.
Groups that have finished translating all videos and cards should upload all the material back to TwinSpace.

8. YouTube or Vimeo channel.
All the videos will be published in a YouTube or Vimeo channel by the groups in order to be shared with the rest of European schools which could be interested in this project or in its theme.

9. Dropbox / Google Drive and Digital eBook.
All the cards or schemes of the games will be shared with all participants in a Dropbox or Google Drive folder, and all of them will be included in a digital eBook using "calameo" or "issuu".

10. Website.
Teachers of the groups will create a website where different groups would uploaded the videos and also the digital ebook would be published.

11. Digital map of european games.
The last task will be the creation of an interactive and digital map of Europe where all the videos and cards of the games would appear. It could be made using Google Maps or Scratch and it will be done by the groups of students. This map will be also published in the website as the videos and eBook.

miércoles, 31 de mayo de 2017

Weekly Challenges #twinmooc U3. My eTwinning project.

SHALL WE PLAY TOGETHER...?

THEME
This project arises from the idea that play is an important part of the culture of all peoples, and therefore what is intended is that it becomes a cultural bridge between students from different European countries.
Starting from the area of Physical Education, an attempt was made to establish a working group comprised of at least one school center in five different countries, five or five partners, where each of the participants in a group of 12 or 15 students aged between 10 and 12 years.

AREAS AND SUBJECTS
  • Physical education.
  • Social Sciences: Geography.
  • Spanish language.
  • English language.
  • French language.

LANGUAGES OF THE PROJECT
  • English.
  • French.
  • Spanish.

TOOLS
  • TwinSpace as a virtual classroom for project work.
  • Google Drive and / or Dropbox to share and edit documents.
  • Videoconferences for the first formal presentations and the possibility or need to clarify doubts during the work process.
  • YouTube channel or Vimeo to host videos explaining the games and the final product.

OBJECTIVES
  • To know, discover and value games and sports of the region and other European cultures and countries as proposals for the occupation of leisure and leisure time, and for the improvement of social relations.
  • To carry out research on certain popular games or alternative and / or autochthonous sports of different European regions, and participate in its dissemination in an oral and written way using different languages.

WORK PROCESS
           Once the centers that will participate in the project have been established, a first contact will be made between the teachers responsible for each group of students to present ideas, clarify doubts, etc. Students from each partner center will then be asked to make small presentations (in any type of format, either video or through a web tool) about themselves, their schools, and the locality, region and country where they live, in order to have a better knowledge of those who will be their project partners.

After the first presentations, and the first contact between teachers and students, the specific work of the project will be carried out.
Each center (partner) must present four popular games or sports activities native to the regions where they live. What students are required to do is to investigate with their families' "lifelong games".
From each game a small card will be made in written format and will include an exemplification of the video game in a language other than the mother tongue, if possible English.
Once the card or scheme and videos of the games have been made, they will be shared with the rest of the members, who will in turn translate the chips and subtitling the videos generated by their partners from other countries. In addition to this, they will generate fiches and videos in another third language, for example French in the case of Spain, in order to reach a greater number of students from other countries not collaborating in the project but who may be interested in obtaining information about typical or popular games in other countries.

The role of teachers in these activities will be to guide the students' research work with their families, as well as select the games that may be most interesting, motivating and original, and help in the creation of the fiches and especially in The technical support of digital tools, such as recording or inserting texts in videos.
Once a common template for collecting data has been created, games scheme or card will be completed with the description of each game and they can be shared through Dropbox or Google Drive. From that moment each partner center will work on them.
The original videos of each partner will be shared privately (hidden) in a YouTube channel that will be created for that project or Vimeo in order to allow each partner to download and use it as needed, and at the same time also adding the new creations with  subtitled videos.

Let's take an example and imagine that the five participating partners are schools in Spain, Norway, Greece, Romania and Austria. Each center produces four English videos of their games (one video per game), and uploads them to the YouTube channel, which means that there are a total of 20 videos. Subsequently, each center uses all the videos to translate and subtitling them first to their mother tongue, and then to a third language other than that of any of the other partner countries, ie (for example), Spain translates into Spanish and French , Norway does it to Norwegian and Swedish, Greece to Greek and Italian, Romania to Romanian and Hungarian, and Austria to Austrian and German. This would make the 20 videos available in 10 subtitled versions (a total of 200 videos), and that, once made public all through the same YouTube channel, those games and sports could reach a high number of teachers, students And people in general from around the world who may be interested.
   
    A final phase would be to subtitling all the videos of the games and sports, to create an interactive map of Europe, through Scratch for example, in which each partner country would have links to the different videos of the games, Including subtitled versions.

    Both the files and the videos, along with the interactive map, will be an essential part of a web page or blog that will have as a purpose the dissemination and propaganda of all those games and sports that the students of different countries have wanted to share with their companions of all Europe.  

USE OF ICT
    In this project the use of different ICT tools is quite well justified, especially the use, creation and postproduction of videos. In addition, since it is a collaborative project with four other partners from different countries, there is no alternative other than to implement its use in order to ensure the good achievement and development thereof, also taking into account that the final result of the project is the creation Of a web page or collaborative blog in which all the games are collected.

EXPECTED RESULTS
    The expected result is none other than, on the one hand, the creation of a large digital video library hosted on a YouTube channel; and on the other, the creation of a web page or blog in continuous growth where they will be hosting the contributions of all partner countries and collaborators with their games and videos.

DIFFUSION OF THE PROJECT
    As mentioned, the project will generate two artifacts, one in a web page format and another as a YouTube channel, both of which will be shared and disseminated through different Social Networks, educational portals, pages of the educational centers or even The websites of the Official Associations of Graduates in Physical Education and in the Sciences of Physical Activity and Sport.
    In addition, throughout the course and whenever there would be a teachers meeting in the center, the project and its process will be mentioned. At the end of the course, when the final report of the course is made, can be offered to the rest of colleagues the possibility of value the project and suggest more lines of work for future actions in the center through other eTwinning project, either as new project promoters or as partners in proposals that may come from other centers.
Having the opportunity for the project to be disseminated also in the written press or in other audiovisual media of reference in the locality, region or national level should also be valued, as this would give the project and the center itself a great strength And importance at a social level, showing the involvement of teachers and students in collaborative projects at European level.
Another idea would be to present the project in the local delegation of education of the City to try to get support (economic or technological) that allows the project can be developed with the maximum possible guarantees, and may also study the possibility that the City Council invite students from other countries to know our town, or even provide some financial help so that the students of our centers can visit other countries.