MY JOURNAL

    MY JOURNEY THROUGH TECHNOLOGIES


Hello This is Grace Casal in my  blogger.com.
                                                        
                                                                        

I would like to say a lot of things but I need to know if the sentences that I write are there/here.

Regards for everbody who can read these words;

Grace.

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Today is June, Saturday 15, 2012

Workshop # 1 : Technology in the classroom

Our first workshop was the last Saturday 9, we had a little confusion about schedules, well “everything help us for good things”, I thought  in that moment. 

In class I saw my former partners; it was a good impression to see them again. 
                                                            
                                                        

The teacher is Ariel Martínez ( Ariel is a name that it turns like a little confuse to me, because I did not know if this  name  it was for girls or boys, but teacher Ariel explained that his name is for both, first thing that I learned in the course… uhhhhmmm interesting).

                                                   

As a normal technophobe I hate to try to do something on the computer without help or a good guide. Teacher Ariel says that we need to try very hard to get a good result. (… interesting.  Is it an answer to my question?...interesting)
                                                                            
                                                      

Well, at the end of the class I need to summarize homeworks (if I want to have my head in order) and my first experience with this course called “Technologies in English Teaching”. But I saw a few  works from my partners and I appreciate their jobs they are really nice. Could I do something really nice like them?

                                                                    
                                                      

I do not know how to do this kind of blogger.  I would like to introduce pictures and interactive things but I know I have time against me, because my two jobs, and I do not have someone beside me teaching how to do it,  but I am going to do my best effort (as my teacher said), because I want to learn in spite of these walls in from of me. 

                                                             

List of homeworks: 
   

•   To send a link to teacher Ariel  of my www.blogger.com with our first impressions  for our journal.
•  To work on www.Knovio.com  the presentation/demonstration for a primary audience school.
•  To participate on the forum #1, teacher Ariel says what group is my group.
•  To read everything about 2nd workshop.

    

Well, my journal is done. Good luck for everybody who read my blogger.

Greetings;

Grace                                    



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Telling you something about Dale´s Cone of Experience:


                                              

            

Look in this interesting blog from Rinajane a student from Philippine 
http://rinajanetabinas.blogspot.com/2010/10/edgar-dales-cone-of-experience.html

THE ART OF TEACHING

a simple presentation of chosen principles and methods that guide student learners in their teaching profession...

Tuesday, October 12, 2010

EDGAR DALE'S CONE OF EXPERIENCE

EDGAR DALE
Edgar Dale (April 27, 1900 – March 8, 1985) was a U.S. educationist who developed the famous Cone of Experience. He made several contributions to audio and visual instruction, including a methodology for analyzing the content of motion pictures


Dale was a professor of education at Ohio State University. In 1933 Dale wrote a paper on how to effectively create a High School film appreciation class. This paper has been noted for having a very different view of adolescent interaction with films than that taken by the Film Control Boards of the time.

CONE OF EXPERIENCE

Introduced by Edgar Dale (1946) in his textbook on audiovisual methods in teaching, the Cone of Experience is a visual device meant to summarize Dale’s classification system for the varied types of mediated learning experiences. The organizing principle of the Cone was a progression from most concrete experiences (at the bottom of the cone) to most abstract (at the top). 

            

The original labels for Dale’s ten categories are: Direct, Purposeful Experiences; Contrived Experiences; Dramatic Participation; Demonstrations; Field Trips; Exhibits; Motion Pictures; Radio – Recordings – Still Pictures; Visual Symbols; and Verbal Symbols.

When Dale researched learning and teaching methods he found that much of what we found to be true of direct and indirect (and of concrete and abstract) experience could be summarised in a pyramid or 'pictorial device' Dales called 'the Cone of Experience'. In his book 'Audio visual methods in teaching' - 1957, he stated that the cone was not offered as a perfect or mechanically flawless picture to be taken absolutely literally. It was merely designed as a visual aid to help explain the interrelationships of the various types of audio-visual materials, as well as their individual 'positions' in the learning process.

Dale points out that it would be a dangerous mistake to regard the bands on the cone as rigid, inflexible divisions. He said "The cone device is a visual metaphor of learning experiences, in which the various types of audio-visual materials are arranged in the order of increasing abstractness as one proceeds from direct experiences."

Dale made minor modifications of the visual in the second edition (1954), changing Dramatic Participation to Dramatized Experiences and adding Television. By the third edition of the textbook, Dale (1969) acknowledged the growing popularity of Jerome Bruner’s (1966) cognitive psychology concepts by overlaying Bruner’s classification system for modes of learning—enactive, iconic, and symbolic—on top of his own categories. This adaptation of his own schema may have been portentous, perhaps giving implied license to others to make other creative adaptations and interpretations, not always to the credit of Dale’s original notion.

Dale’s textbook in its three editions remained popular for over a quarter century. Inasmuch as the Cone provided the organizing principle for the book, it became ingrained in the thinking of generations of educational technology students and professors who used the textbook. It stimulated many efforts to extend the original idea by developing its implications for elementary education, secondary education, adult education, corporate training, and even

counseling.

AN EXAMPLE


Educational field trips are most of the common strategies used by educators to enrich student learning. To see a sample video, please click this link: http://www.youtube.com/watch?v=J6BiBwOvxxo

  

            

In summary, the Cone of Experience is essentially a visual metaphor for the idea that learning activities can be placed in broad categories based on the extent to which they convey the concrete referents of real-life experiences. Although it has sometimes been interpreted as advocating the selection of certain media and methods over others (favoring “realism”), such was not Dale’s stated intent. It has also been interpreted by many as a prescriptive formula for selecting instructional media. Dale’s own explanations are nebulous enough to enable a wide variety of interpretations to find support. Finally, there is the contemporary problem of the conflation of the Cone with the “Socony-Vacuum percentages.” The fact that the Cone has been taken seriously enough to be used in so many ways testifies to the robustness and attractiveness of Dale’s visual metaphor.

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Chapter 1 Questions:

Why should teachers use technology?

• 1-) Teachers can produce more attractive teaching materials
• 2-) It uses media which learnears use in their daily life
• 3-) Access to up-to-date materials via the Internet
• 4-) A change from using paper and pen, book and the board
• 5-) Keeps the teacher learning new skills
• 6-) New ICT skills learnt in the classroom can be transferred to real life
• 7-) Makes the teacher look more professional
• 8-) ICT tools  can encourage learners to work alone, and can provide personalised feedback and  assessment
• 9-) Using a range of ICT tools can give learners exposure to and practice in all of the four main language  skills- speaking, listening, writing and reading.

 What is CALL? Tell more about  it. 

CALL means Computer Assisted Language Learning.  It is an approach to language teaching and learning which uses computer technology.
Appeared  in the early 1980´s. This programs typically required learners to respond to stimuli on the computer screen and to carry out tasks such as

•  filling in gapped texts
•  matching sentence halves and 
• doing multiple-choice activities.

Examples:

• Cd-Roms
• -Dvd
• -Tapes
• -Document Cameras
• -Recorder radio
• -LCD projector
• -Recorder radio
• -VHS reproductor
• -DVD player
• -LCD screen

 Text reconstruction: where an entire text is blanked out and the learner feedback, ranging from simply pointing out whether the answer is correct or incorrect to providing more sophisticated feedback, such as showing why the learner is mistaken and offering remedial activities.


What is Tell?  Tell more about it.

       Inpute devices:                                 Output devices

• Mouse                                              Monitor
• Keyboard                                         Printer
• Microphone                                     Speakers
• Scanner                                            Headsets

Workshop # 2

Before to star with workshop # 2, I want to share with my readers links of homeworks. First one is about my presentation on Gloster that it was an interesting homework. We needed to present ourselves to our partners and explain about the origin of our name and whatever we want.

Look at my gloster!!!

  http://www.glogster.com/graciecu/my-presentation-/g-6lg77c9ru1ctcp9gu4v57a0

Following  this is a pre-entry for my second journal.  It was made in June 23rd. It was hidden, but now I copy in my blog ; because I want to have a sequence for helping to remember things that we need to do for our class/workshop #2.

Previously 2nd Workshop:   We need to read Chapters 2-4

Chapter #2:  Word processors in the classroom.

Chapter # 3: Using websites.


What´s ICT´s? Explain a little bit.

Chapter # 4: Internet-based project work.

My participation on Moddle Forum:

1-) How has the role of the language teacher changed during last thirty years?

After reading the article “The Role of Technology” by Marc Prensky, and according of the previous number one question; it is necessary to establish what happened thirty years ago: “In the seventies teaching mainly took place in the classroom and in the language laboratory. The teacher used chalk and talk and the textbook. Technology amounted to the tape re-corder and film strips.” (Richards, 2001). In this way teacher became for his students the primary source of input and he based his teaching in books and papers and his classes took place in the classroom, as well knowing as teacher-centered.

On the contrary, nowadays, teacher needs to be supported his pedagogy on: tudent-centered where: “language lab converted to a multimedia center that supports on-line learning video and computers a common teaching and learning resource, learning occurs inside and outside the classroom.” (Richards, Jack C and Theodore Rodgers. 2001)

For example Mister Marc Prensky says in his article that is very important incorporate this tendency of pedagogy: student- centered in the scholastic world, because a new century is here and we as a teacher needs to adapt pedagogy according with new times.

Similarly, to be more specific in our country thirty years ago (and like nowadays) our children learning in this kind of pedagogy: teacher-centered. In this stage we find teachers overworked, parents worried and students with any motivation, as a result appeared the private school. That is why it is interesting to incorporate the following note: “Parents and educators were concerned with the lack of technological and linguistic resources …. They saw with increasing urgency the need to give their children an edge to compete in an increasingly technological and international world. As a result, private school began to appear at a quick pace”. (Helmuth, Charlene.2000)

In private school, parents have found the possibility of incorporate their children to all the technological background, instead of facing with a scholastic public system where there exists a big crack between them.

To sum up the role of the language teaching in the last thirty years have change in many ways: as from chalk to mouse and from libraries to internet search engine. Teachers who resist the new learning approaches, they have to learn how to do it: “The best way to learn how to teach technology studies is to learn how to demonstrate” (Petrina, Stephen. 2007)”.

Helmuth, Charlene (2000). Culture and Customs of Costa Rica. Greenwood Press, Westport, CT .Page 32-33.

http://books.google.co.cr/books?id=jKGSkBGquhoC&pg=PA32&dq [Accessed June 17, 2012]

Petrina, Stephen. 2007. Advanced Teaching Methods for the Technology Classroom. Idea Group In. Hershey PA.

http://books.google.co.cr/books?id=78FVEiFVAF8C&pg=PT330&dq [Accessed June 17, 2012]

Richards, Jack C. 2001. Curriculum Development in Language Teaching. New York: Cambridge University Press.

Richards, Jack C and Theodore Rodgers. 2001. Approaches and Methods in Language. Teaching (2nd edition). New York: Cambridge University Press.

http://journal.teflin.org/index.php/teflin/article/view/62/20 [Accessed June 17, 2012]

2-) What is the main difficulty that teachers have to face, at the moment of involving themselves into this technological world?

Well to answer this question, I will use some references (all of them reflex my personal opinion); they are in the book “How to…teach English with technology” by Gavin Dudeney &Nocky Hockly. Here, the authors express comments or excuses from some teachers that they trained such as:

Ø I do not know anything about technology.

Ø Why use computers anyway? We’re got a perfectly good coursebook.

Ø My students know so much more about computers than I do.

That is very funny because with these kinds of answers we can observe that these teachers have fear about changing theirs approaches teaching world. I know eldest teachers have a natural resistance to learn something around technologies, because they did not born in the technology era. They are non-digital native. I am one of them, but to change this kind of thoughts it is necessary to show courage and confronts this unknown technological world.

I am a believer to incorporate in our classrooms this new technology paradigm because world has changed and it is pointed out new and good ideas and solutions. Teachers need to be according with new times, because the well being of our students is our priority: “as quickly as possible” (Prensky, Marc. 2008).

Prensky, Marc. 2008. The Role of Technology. Published in Educational Technology, Nov-Dec 2008. [Accessed June 17, 2012]

http://www.marcprensky.com/writing/Prensky-The_Role_of_Technology-ET-11-12-08.pdf [Accessed June 17, 2012]

Someting about  ABCD format for objectives. these links are very intereting. Look at down!!

 http://ets.tlt.psu.edu/learningdesign/objectives/writingobjectives

             Typical Problems Encountered When Writing Objectives

Objective Writing Problems with Solutions
Problems	Error Types	Solutions
Too vast/complex	The objective is too broad in scope or is actually more than one objective.	Use the ABCD method to identify each desired behavior or skill in order to break objectives apart.
No behavior to evaluate	No true overt, observable performance listed. Many objectives using verbs like "comprehend" or "understand" may not include behaviors to observe.	Determine what actions a student should demonstrate in order for you to know of the material has been learned.
Only topics are listed	Describes instruction, not conditions. That is, the instructor may list the topic but not how he or she expects the students to use the information.	Determine how students should use the information presented. Should it be memorized? Used as background knowledge? Applied in a later project? What skills will students need?
Vague Assignment Outcomes	The objective does not list the correct behavior, condition, and/or degree, or they are missing. Students may not sure of how to complete assignments because they are lacking specifics.	Determine parameters for your assignments and specify them for your students.

The A.B.C.D. method

The ABCD method of writing objectives is an excellent starting point for writing objectives (Heinich, et al., 1996). In this system, "A" is for audience, "B" is for behavior, "C" for conditions and "D" for degree of mastery needed.

1. Audience – Who? Who are your learners?
2. Behavior – What? What do you expect them to be able to do? This should be an overt, observable behavior, even if the actual behavior is covert or mental in nature. If you can't see it, hear it, touch it, taste it, or smell it, you can't be sure your audience really learned it.
3. Condition – How? Under what circumstances or context will the learning occur? What will the student be given or already be expected to know to accomplish the learning?
4. Degree – How much? How much will be accomplished, how well will the behavior need to be performed, and to what level? Do you want total mastery (100%), do you want them to respond correctly 80% of the time, etc. A common (and totally non-scientific) setting is 80% of the time.

http://ets.tlt.psu.edu/learningdesign/objectives/writingobjectives

The ABCD Format 

The name of the ABCD format for writing instructional objectives is simply a mneumonic for:

1. Audience
2. Behavior
3. Condition
4. Degree

These are the four components that comprise the instructional objective. Notice again that it is similar to Mager's format, yet includes an additional element for identifying the target audience. Below are examples of the ABCD format:

EXAMPLES: 

Given all the basic shapes - cone, cylinder, cube, and sphere (condition), each second-semester geometry student (audience) will identify (behavior) orally each shape (degree).

Using tape recorded readings of the tryout sessions for the school play (condition), students in the drama class (audience) will select (behavior) the proper voice for each character as indicated in the drama text (degree).


 DEMOSTRATION OF KNOVIO: 


 Click and enjoy  my presentation´s song  on Knovio:

http://www.youtube.com/watch?v=QkHQ0CYwjaI&feature=related#




  Click this link and watch this interesting video about a lesson for  third grade made on knovio:

http://go.knovio.com/watch/09ec2250a3e24fb798b6852e8d9899b7?open=1340471707343




                                                         

                              

                      

But also we   make a lesson  using  WebQuest and this is my link:

My Internet- based project work was about  Dental Health Education for Kids.

Take care of your teeth!!!

 http://zunal.com/webquest.php?w=159071

What´s causes a cavity

Your mouth is a busy place. Bacteria - tiny colonies of living organisms are constantly on the move on your teeth, gums, lips and tongue.
Having bacteria in your mouth is a normal thing. While some of the bacteria can be harmful, most are not and some are even helpful.
Certain types of bacteria, however, can attach themselves to hard surfaces like the enamel that covers your teeth. If they're not removed, they multiply and grow in number until a colony forms. More bacteria of different types attach to the colony already growing on the tooth enamel. Proteins that are present in your saliva (spit) also mix in and the bacteria colony becomes a whitish film on the tooth. This film is called plaque, and it's what causes cavities.
 http://www.healthyteeth.org/cavities/cavities.html


 Fluoride: How it does it works?

Fluoride is a natural element that can be found in many things, like the water we drink and the food we eat. Decades ago, scientists began to notice that children who lived in places where fluoride occurred naturally in the water, had fewer dental cavities.
Fluoride that is absorbed by your body is used by the cells that build your teeth to make stronger enamel. Topical fluoride - fluoride that is applied to the outside of the enamel - makes the crystals that form enamel more durable. Tooth enamel crystals that have fluoride are much more resistant to acid. They are less likely to breakdown and cause the tooth surface to become porous.
If your dentist recommends a fluoride treatment during your next dental visit, you'll be receiving topical protection. The fluoride your dentist puts in your mouth will help make the crystals in your tooth enamel stronger. Always use a toothpaste with fluoride. Look for the Canadian Dental Association seal of approval on the toothpaste tube in your bathroom.

 http://www.healthyteeth.org/prevention/fluoride.html

This experiment simulates the protection power of Fluoride.
What you'll need:

1 bottle of Fluoride rinse solution (available from your dentist, local dental supply company and some pharmacies)
2 eggs
1 bottle of white vinegar        
3 containers
What to do:
Pour four inches of Fluoride rinse solution into one of the containers and then place an egg in the solution. Let it sit for five minutes. Remove the egg. Pour four inches of vinegar into each of the remaining two containers. Put the egg that has been treated with the Fluoride into one container of vinegar and the untreated egg in the other container of vinegar.
What will happen:
One egg will start to bubble as the vinegar (an acid) starts to attack the minerals in the egg shell. Which egg do you think will start to bubble?
Note: with any science experiment, it is recommended you have an adult present for supervision.
http://www.healthyteeth.org/experiments/powerFlu.html

Tooth growth  & development

What's the difference between "baby" teeth and permanent teeth? At between six and ten months of age, most infants begin to get their "baby" teeth.
The Central Incisors (front middle teeth) usually come in first, and then teeth begin appearing on either side and work their way back to the second molars. By the time a child has reached three years old, most of the "baby" teeth should be present.
The process begins to repeat itself when the child is about seven years old. The Central Incisors fall out first and are replaced by permanent teeth. By the age
of 21, most people have all of their permanent teeth.

"Baby" teeth are important because they hold the place for permanent teeth and help guide them into correct position. "Baby" teeth play an important role in the development of speech and chewing.

http://www.healthyteeth.org/toothGrowth/toothGrowth.html


Workshop # 3
 My participation on the second forum:
 

a-)What is needed to foster project-based learning?

First of all; we need to know at least one definition of project-based learning (PBL):

“Project-based learning is a comprehensive approach to classroom teaching and learning that is designed to engage students in investigation of authentic problems.” [1]. Now to answer the question: What is needed to foster project-based learning? I say:

First:

- Teachers:

· Teacher needs to motivate learners with an interesting investigation go beyond the traditional classroom methods, using a PBL

· Teacher needs to defining features and goals.

· Teacher needs to give an investigation to find out a problem or topic that is going to culminate in an authentic product.

- Learners:

· Learners need to be motivated by teacher.

· Learners need to work in an active role such as: problem solver, decision maker, investigator, or documentarian.[2]

· Learners will obtain : increase attendance, growth in self-reliance, and improved attitudes toward learning (Thomas, 2000)

-Project:

· Project needs to have significant educational goals.

· Project will motivate the learners to higher levels of thought and investigation.

What is the difference between project-based learning and internet-based project?

The principal differences between project-based learning ( PBL) and internet-based project (IBP) are:

IBP:

· Learners need to use the computer to develop their investigation

· Computers need to have access to the Internet, because learners need to surf on the web.

· Learners take on the roles of self-directed and autonomous learners, and take full charge and responsibility for their outcomes.

· The teacher has a role of a facilitator offering support and guidance throughout the process as much as necessary. [3]

Some examples are: short writing assignments, essays, or mini-projects or presentations in Power Point, WebQuests.

PBL

•Learners do not need to use the computer to develop their investigation, because they can find out information in libraries, magazines and also talking with the people.

•Learners developing higher levels of thought and investigation, while on the Internet they will find the final product almost done.

b)What kind of internet-based project can be developed in a one-computer classroom?

Teachers can develop many internet-based projects (IBP) with one computer classroom if they are well organized and take in account some important tips to manage order and respect between partner and computer.

Some examples that learners can develop are:

· Basic project divide into: low-level project to high-level project [4]

· Internet-based simulations [4]

· WebQuest

Provide a suitable example and justify your answer with at least 2 different arguments from the readings.

This link will be useful to explain how to provide a suitable example and justify with at least 2 different arguments from the readings. All of them are taken from [5]

Suitable examples:

Use the Computer as Teacher Tool:

• Keeping records, manipulate information, and produce individual letters to parents.
• Producing a class newsletter.
• Creating customized follow-up work for lessons.
• Making personalized certificates of achievement.

2. Use the Computer as Multi-Media Chalk Board or Flip Chart:

(Whole class on TV monitor or overhead or small group on the computer monitor)

• Reading groups: draw story webs, have the computer read vocabulary words
• Demonstrating concepts: for example, add descriptive words to a sentence or rearrange the sequence of words in a sentence to change the meaning.
• Recording information from a group brainstorming session that introduces a new unit.
• Demonstrate writing or editing skills.
• Live access to a selected Internet site to enhance discussion or illustrate a point.

Citations

[1]Taken from:

http://www.tezakademisi.com/FileUpload/ks212629/File/motivating_project_based_learning_sustaining_the_doing_supporting_the_learner.pdf

[2]Taken from:

ftp://download.intel.com/education/Common/RO/Resources/DEP/projectdesign/DEP_pbl_research.pdf

[3]Taken from:

http://www.esp-world.info/Articles_27/lang%20learn.pdf

[4]Taken from:

Dudeney, Gavin and Hockly, Nicky: How to…teach English with technology. Pearson Education Limited, 2007, Chapter 4.

[5] Taken from:

http://www.lburkhart.com/elem/strat.htm

Well, my participation is done. I have to say that I liked so much and also I learn a lot.

___________________________-----))))____________________________________

 Workshop # 4

We have also Voki presentation:


OOOOOhhhhuuuu!!!

And now my voki presentation!!!  uuuuujjjjuuuu

http://www.voki.com/pickup.php?scid=6444853&height=133&width=100

Link: MY FIRST VOKI:

http://www.voki.com/pickup.php?scid=6430051&height=267&width=200

                    

Link:PRESENTATION OF VIRTUAL WORLD

: SECOND LIFE

http://www.voki.com/pickup.php?scid=6444853&height=400&width=300



http://www.voki.com/php/viewmessage/?chsm=34c2701e4072723ca59959810ad73db6&mId=1352533

And  lessons  for tutorial 3rd and 4th are:

Chapter # 5: How to use email. 
                              


 Chapter # 6: How to use chat.

                                                


 Chapter # 7: Blogs, wikis and podcasts.

                                                    

Chapter # 8: Online reference tools.

             

Chapter #9:Technology-based courseware.
                            

Chapter # 10:Producing electronic materials.

      

Chapter # 11: e-learning: online teaching and training.

                       


Chapter # 12:  Preparing for the future.

                                             
     About Second Life:

  

What is Second Life?

Second Life is a 3D world where everyone you see is a real person and every place you visit is built by people just like you.

http://secondlife.com/whatis/?lang=en-US

Artistic Bliss

Discover your artistic t a lents and share them instantly with friends. Take beautiful snapshots, create machinima videos or build something from scratch inside Second Life.
           
      
                                                


     
                                               

Travel back in time to visit one of the many historical role-playing communities in Second Life.

Ancient Alexandria, Egypt

 http://secondlife.com/destinations/roleplay/historical?lang=en-US

Welcome to the ancient city of Alexandria Egypt. Role-play alongside Queen Cleopatra and Marc Antony, attend the Royal Court or sail a boat in the beautiful Alexandria Harbor. Join the naval combat battle or watch the gladiators battle in the arena for honor, valor and glory.
View this destination »

                                    

Liberi

The pirate uto

The pirate utopia's motto was "For God and Liberty" and its flag was white, in contrast to a Jolly Roger. They were anarchist, waging war against states and lawmakers, attacking their ships, sparing prisoners and freeing slaves. They lived under a communal city rule — a sort of worker-owned corporation of piracy — and had articles, shared codes of conduct and used elected systems of recallable delegates. They called themselves the Liberi.

          

                                          

                                                                                                                                                                      

United Kingdom of the Netherlands

Travel back in time to the year 1815 when King William I and Queen Wilhelmina ruled the Netherlands. The United Kingdom of the Netherlands offers historical role-play, En Garde tournaments and a complete wedding service fit for a King and Queen. There's even a Cardinal to perform weddings, vow renewals or christenings.
                                                             
 

 

 And now... enjoy your travel throught the History

           Ancient Alexandria, Egypt

Welcome to the ancient city of Alexandria Egypt. Role-play alongside Queen Cleopatra and Marc Antony, attend the Royal Court or sail a boat in the beautiful Alexandria Harbor. Join the naval combat battle or watch the gladiators battle in the arena for honor, valor and glory.

Join Now
View on map
Create Ad Widget

Steps:   1-)    Choose your  Avatar 

             2-)    Travel throught the streets of  Egypt

     

             3-)    Enjoy your learning!!!! ;-)

   

If you cry over losing the sun, your tears will not let you see the 

stars. Joko Mama

So see you next time...