Recognized by Apple in northeast Brazil, Physics teacher has innovated classes with iPads

We have discussed how Ana Helena Grimaldi unites Contemporary Art and iPads in her classroom, resulting in recognition by the Apple Distinguished Educators program. Today we will introduce another teacher who has utilized Mosyle in the classroom and has also been recognized as an Apple Distinguished Educator.

Antonio Ferro é o único na região nordeste do Brasil a ser reconhecido pela Apple

The Apple Distinguished Educators program recognizes teachers worldwide who use Apple technologies in innovative ways in the classroom. The ADEs participate in a global community to share experiences, stimulate new ideas and help improve teaching and learning in the 21st century.

Antonio Ferro, of Escola Crescimento in São Luis, managed to transform the dreaded physics class into a more fun and engaging – but no less educational – class for the entire school year by combining mobile technology and Mosyle. In doing so, he was able to reorganize the entire physics curriculum into four essential themes: History of Physics, Energy, Urban Mobility, and Engineering and Architecture.

Redesigning the curriculum and integrating mobile technology

Ferro explains that each theme includes a practice activity that incorporates mobile technology. Some activities include: the production of presentations and iBooks, collaborative construction of knowledge using Mosyle, and the design of bridges and other structures. Best of all, all activities are completed on the iPad! Ferro notes that throughout the entire project, Mosyle was a constant partner. “Throughout the project and redesign of the curriculum, I was constantly thinking about the student capabilities in Mosyle: they have the ability to post and construct knowledge. Additionally, I am able to follow their learning paths and plan activities and curriculum based on the needs of my students,” says Ferro.

Contrary to many beliefs, Ferro says that planning the integration of tablets in the classroom should start by defining pedagogical guidelines and objectives, not the tools themselves. “First you need to identify what you want your students to learn and what they should be able to produce. From there you can start to think about how to achieve these goals using available tools,” Ferro explains.

Alunos projetaram pontes de macarrão nos iPads

Commitment to transformation

With a total transformation to dynamic Physics classes along with the success of the project, Ferro applied for the ADE program and was recognized at the July event in Miami, FL. Notably, Ferro was the only teacher of North/Northeast Brazil to join the team of Brazilian ADEs. Agreeing with Ana Helena, Antonio Ferro says that the event in Miami was a great experience and a fantastic way to share innovative ideas with teachers from around the world.

He continues by stating that the event also provided him with an opportunity to reframe his work as an educator after conversations with other teachers. In addition, Ferro highlights the importance of building a global community of teaching with technology. “The popular stereotype is that the ADE is only a certification. But it is not. It is a commitment that we take to transform classrooms worldwide with technology.”