Asistencia Técnica Inclusión digital Área: Inglés Secundaria Básica/ Superior Capacitador ETR: Oscar Marino Región 10 2012.

Presentación del tema: "Asistencia Técnica Inclusión digital Área: Inglés Secundaria Básica/ Superior Capacitador ETR: Oscar Marino Región 10 2012."— Transcripción de la presentación:

1 Asistencia Técnica Inclusión digital Área: Inglés Secundaria Básica/ Superior Capacitador ETR: Oscar Marino Región

2 Asistencia Técnica Objetivos:
Conocernos y conocer los servicios que brinda el CIIE Crear un espacio de trabajo conjunto Promover un trabajo integrado y articulado Debatir sobre las dificultades, desafíos y aciertos en la implementación del diseño curricular

3 Objetivos para este encuentro
Conocernos. Reflexionar sobre algunos lineamientos básicos del diseño curricular de secundaria. Explorar algunos aspectos metodológicos prescriptos por el diseño: modos de enseñar y modos de planificar. Reflexionar sobre el rol de la tecnología en la enseñanza del Inglés. Acordar posibles agendas de trabajo para encuentros futuros

4 AT en 3 pasos Introducción al DC + Integración tecnológica
Instrumentos de evaluación Presentación de producciones

5 Basic issues: La Educación Secundaria tiene en el centro de sus preocupaciones el desafío de lograr la inclusión y la permanencia para que todos los jóvenes de la Provincia finalicen la educación obligatoria.

6 Busca asegurar los conocimientos y las herramientas necesarias para dar cabal cumplimiento a los tres fines de este nivel de enseñanza: la formación de ciudadanos, la preparación para el mundo del trabajo, la continuación de estudios superiores.

7 ¿Cuál es el rol de la enseñanza de Inglés en la escuela secundaria?
¿Cómo contribuye la presencia del inglés en la escuela secundaria al logro de los puntos mencionados anteriormente? ¿Cuál es el rol de la enseñanza de Inglés en la escuela secundaria? ¿Qué estrategias e instrumentos se implementan en el aula para desplegar dicho rol?

8 Este nivel tiene como propósito desarrollar el pensamiento crítico de los alumnos para que ellos puedan adoptar una visión amplia del mundo a través de la reflexión sobre los códigos de la lengua inglesa y los trabajados en Prácticas del Lenguaje sobre su propia lengua.

9 Ante la necesidad de insertarse en un mundo cada vez más globalizado, la enseñanza del inglés no debe limitarse al estudio de su estructura sino a la utilización de la lengua inglesa en contextos que le permitan apropiarse de significados y desarrollar competencias comunicativas para responder con flexibilidad a esta nueva realidad a la cual tendrán que enfrentarse.

10 La lengua inglesa se ha convertido en lengua universal a partir de los cambios económicos, políticos y culturales. Ya no se trata de la lengua de los colonizadores del siglo pasado sino de la herramienta lingüística y comunicativa utilizada en los procesos de expansión económica, tecnológica, científica y cultural a la que nos enfrentamos en la actualidad.

11 Considerando estos conceptos lograremos que los alumnos puedan:
Insertarse en el mundo globalizado que los espera al egresar del nivel. Acceder a los avances de la ciencia y la tecnología. Acceder a información actualizada desde su fuente original. Desarrollar su competencia comunicativa. Afianzar su propia identidad y desarrollar la comprensión de otras culturas. Desarrollar el pensamiento crítico .

12 ¿Cómo logramos llevar a cabo esta propuesta en el aula de inglés?

13 Mediante los lineamientos sugeridos por el
DC

14 El enfoque propuesto por el Diseño Curricular de los tres primeros años de la ES es el enfoque comunicativo basado en tareas (Communicative Task-based Approach) que se implementará a través de proyectos (Project-Work). Estos proyectos son elaborados a partir de una situación problemática (Problem-solving situation) a resolver por los alumnos guiados por el docente y teniendo en cuenta las características particulares de cada grupo. Esta metodología se sostiene y profundiza en ESS, dando lugar a un modelo más fuerte de AICLE

15 ¿Qué es para usted la enseñanza basada en tareas
¿Qué es para usted la enseñanza basada en tareas? Ejemplifique recurriendo a ejemplos prácticos que haya utilizado en sus clases ¿Qué entiende por planificación por proyectos? Ejemplifique recurriendo a proyectos que haya llevado a cabo en sus contextos ¿Qué entiende por secuencia didáctica?

16 Un enfoque comunicativo basado en tareas implica el estudio de la lengua en contexto, ya que el lenguaje es utilizado en situaciones comunicativas. Estas situaciones integran tres elementos a tener en cuenta: la acción social donde surge el texto, la relación que surge entre los participantes de la interacción y los recursos utilizados para producir un texto apropiado (medio oral o escrito).

17 Algunas de las condiciones de este planteo son las siguientes:
• los alumnos deben ser expuestos a ejemplos de lenguaje auténtico en una variedad de contextos para que sean ellos los encargados de descubrir las reglas gramaticales; • la actividad de los alumnos no debe limitarse a la práctica de una estructura gramatical en forma automática (drills) ya que, si bien este tipo de ejercitación puede facilitar el aprendizaje de su forma, no garantiza, de ningún modo, la adquisición del significado de la misma para su uso comunicativo; • la comprensión de los principios gramaticales de una lengua extranjera se adquiere en forma progresiva a través de la estructuración y reestructuración del lenguaje que los alumnos llevan a cabo cuando se enfrentan a situaciones de aprendizaje que los alientan a explorar el funcionamiento de la gramática contextualizada.

18 El concepto de gramática planteado tampoco se limita a la forma en que las unidades del lenguaje se combinan para formar un discurso estructuralmente correcto, sino que tiene en cuenta el significado gramatical, que muchas veces se deja de lado al poner el énfasis en la precisión de la forma. No tiene sentido saber cómo se forma un tiempo de verbo específico si no sabemos cuál es su verdadero significado al utilizarlo. Es este segundo aspecto (significado y no forma gramatical) el que les permitirá a los alumnos comunicarse con el lenguaje que están aprendiendo.

19 El uso de los textos En esta propuesta curricular el abordaje de los contenidos a partir de proyectos basados en situaciones problemáticas con propósito comunicativo implica la necesidad de procesar textos o de textuaizar un mensaje en un contexto determinado, para llevar a cabo un proyecto determinado. A este efecto, el docente deberá analizar y seleccionar tanto los textos incluidos en los llamados “libros de texto”, como aquellos textos de circulación frecuente (por ejemplo, diarios, videos, discos compactos o publicaciones en internet), relacionados con las otras materias para su incorporación en la propuesta de aula.

20 El propósito es que el docente de lengua extranjera utilice textos orales y escritos propios de cada tipo de escuela, no para convertirse en un especialista en otras materias, sino para emplearlos en la enseñanza de contenidos gramaticales porque estos son parte del inglés general y son comunes a todos los tipos de escuela. Se trata, en este eje, de poner en práctica los contenidos gramaticales e introducir vocabulario específico de cada orientación.

21 La planificación por proyectos. Handout

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24 En síntesis, el enfoque AICLE propuesto tiene como objetivo:
Reforzar la diversidad lingüística a través de la comparación de la lengua extranjera y la lengua materna. Adoptar un enfoque innovador en el campo del aprendizaje haciendo hincapié en la motivación de los alumnos al poner en práctica lo estudiado en contextos que le son propios de su especialidad. Mejorar la disposición hacia la lengua extranjera y potenciar el conocimiento y habilidades aprendidos en otras materias

25 Core features of CLIL methodology (p. 29-30)
From UNCOVERING CLIL by Marsh, Mehisto and Frigols (2008) Core features of CLIL methodology (p ) Multiple focus • supporting language learning in content classes • supporting content learning in language classes • integrating several subjects • organizing learning through cross-curricular themes and projects • supporting reflection on the learning process Safe and enriching learning environment • using routine activities and discourse • displaying language and content throughout the classroom • building student confidence to experiment with language and content • using classroom learning centres • guiding access to authentic learning materials and environments • increasing student language awareness Authenticity • letting the students ask for the language help they need • maximizing the accommodation of student interests • making a regular connection between learning and the students' lives • connecting with other speakers of the CLIL language • using current materials from the media and other sources Active learning • students communicating more than the teacher • students help set content, language and learning skills outcomes • students evaluate progress in achieving learning outcomes • favouring peer co-operative work • negotiating the meaning of language and content with students • teachers acting as facilitators Scaffolding • building on a student's existing knowledge, skills, attitudes, interests and experience • repackaging information in user-friendly ways • responding to different learning styles • fostering creative and critical thinking • challenging students to take another step forward and not just coast in comfort CO-operation • planning courses/lessons/themes in co-operation with CLIL and non-CLlL teachers • involving parents in learning about CLIL and how to support students | • involving the local community, authorities and employers

26 CLIL foundation pieces (p
CLIL foundation pieces (p. 11 – 12) The CLIL strategy, above all, involves using a language that is not a student's native language as a medium of instruction and learning for primary, secondary and/or vocational-level subjects such as maths, science, art or business. However, CLIL also calls on content teachers to teach some language. In particular, content teachers need to support the learning of those parts of language knowledge that students are missing and that may be preventing them mastering the content. Language teachers in CLIL programmes play a unique role. In addition to teaching the standard curriculum, they work to support content teachers by helping students to gain the language needed to manipulate content from other subjects. In so doing they also help to reinforce the acquisition of content. Thus, CLIL is a tool for the teaching and learning of content and language. The essence of CLlL is integration. This integration has a dual focus: 1) Language learning is included in content classes (eg, maths, history, geography, computer programming, science, civics, etc).This means repackaging information in a manner that facilitates understanding. Charts, diagrams, drawings, hands-on experiments and the drawing out of key concepts and terminology are all common CLIL strategies. 2) Content from subjects is used in language-learning classes. The language teacher, working together with teachers of other subjects, incorporates the vocabulary, terminology and texts from those other subjects into his or her classes. Students learn the language and discourse patterns they need to understand and use the content. lt is a student’s desire to understand and use the content that motivates him or her to learn the language. Even in language classes, students are likely to learn more if íhey are not simply learning language for language's sake, but using language to accomplish concrete tasks and learn new content. The language teacher takes more time to help students improve the quality of their language than the content teacher. However, finding ways in the CLIL context to inject content into language classes will also help improve language learning. Thus, in CLIL, content goals are supported by language goals. In addition to a focus on content and language, there is a third element that comes into play. The development of learning skills supports the achievement of content language goals. Learning skills goals constitute the third driver in the CLIL triad.

27 Integrando Inglés general y específico en ESS
Se trata entonces de lograr que los alumnos egresados de una escuela de Ciencias Sociales y de una escuela de Ciencias Naturales, por ejemplo, finalicen su secundaria con el mismo nivel de inglés general pero posean un bagaje lexical y estratégico diferente y acorde con su especialidad.

28 Ejes Inglés Aplicado: Realización de proyectos (comunicación especializada) Inglés Específico: Enfoque AICLE (comunicación especializada) Inglés General: Enfoque comunicativo basado en tareas (comunicación interpersonal)

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30 Indicadores de AICLE Contenido: permite progresar en el conocimiento, las destrezas y la comprensión de los temas específicos de una o varias materias determinadas. Comunicación: el uso de la lengua para aprender mientras se aprende a usar la lengua misma. Cognición: implica el desarrollo de las destrezas cognitivas que enlazan la formación de conceptos (abstractos y concretos), los conocimientos y la lengua. Cultura: permite la exposición a perspectivas variadas y a conocimientos compartidos que hagan más conscientes del otro y de uno mismo.

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34 Computational thinking
Video

35 Computational thinking
Integrating technology is not about technology – it is primarily about content and effective instructional practices. Technology involves the tools with which we deliver content and implement practices in better ways. Its focus must be on curriculum and learning. Integration is defined not by the amount or type of technology used, but by how and why it is used. Earle, R.S. (2002). The integration of instructional technology into public education: Promises and challenges. ET Magazine, 42(1), 5-13. Video

36 One way of thinking of the incorporation of technology in our classes is considering the
TPACK framework (Technology, Pedagogy and Content knowledge) Below are the definitions to understand how content and pedagogy can be integrated to technology):

37 What is TPACK? Technological Pedagogical Content Knowledge (TPACK) attempts to identify the nature of knowledge required by teachers for technology integration in their teaching. At the heart of the TPACK framework, is the complex interplay of three primary forms of knowledge: Content (CK), Pedagogy (PK), and Technology (TK).

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39 The TPACK approach goes beyond seeing these three knowledge bases in isolation. On the other hand, it emphasizes the new kinds of knowledge that lie at the intersections between them. Considering P and C together we get Pedagogical Content Knowledge (PCK), Shulman’s idea of knowledge of pedagogy that is applicable to the teaching of specific content. Similarly, considering T and C taken together, we get Technological Content Knowledge (TCK), the knowledge of the relationship between technology and content. At the intersection of T and P, is Technological Pedagogical Knowledge (TPK), which emphasizes the existence, components and capabilities of various technologies as they are used in the settings of teaching and learning.

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41 Finally, at the intersection of all three elements is Technological Pedagogical Content Knowledge (TPACK). True technology integration is understanding and negotiating the relationships between these three components of knowledge. A teacher capable of negotiating these relationships represents a form of expertise different from, and greater than, the knowledge of a disciplinary expert (say a mathematician or a historian), a technology expert (a computer scientist) and a pedagogical expert (an experienced educator).

42 PROJECT BASED LEARNING AND TECHNOLOGY
Excerpt from: Copyright 2007, ISTE ® (International Society for Technology in Education), Reinventing Project-Based Learning, Suzie Boss and Jane Krauss. Project-based learning—powered by contemporary technologies—is a strategy certain to turn traditional classrooms upside down. When students learn by engaging in real-world projects, nearly every aspect of their experience changes. The teacher’s role shifts. He or she is no longer the content expert, doling out information in bite-sized pieces. Student behavior also changes. Instead of following the teacher’s lead, learners pursue their own questions to create their own meaning. Even the boundaries of the classroom change. Teachers still design the project as the framework for learning, but students may wind up using technology to access and analyze information from all corners of the globe. Connections among learners and experts can happen in real time. That means new kinds of learning communities can come together to discuss, debate, and exchange ideas. The phrase “21st-century learning” slipped into use long before the calendar rolled over to A robust debate about the needs of digital-age learners and the workforce needs of the new century continues to engage a global audience. The business world demands employees who know how to work as a team, access and analyze information, and think creatively to solve problems. In the academic world and the blogosphere, educators routinely call for new strategies to better connect with the plugged-in generation known as the Millennials. But with the new century now well underway, the shift in teaching necessary to realize this vision is far from complete.

43 You may already be familiar with traditional project-based learning, which has been shown to be effective in increasing student motivation and improving students’ problem solving and higher-order thinking skills (Stites, 1998). In project-based learning, students investigate open-ended questions and apply their knowledge to produce authentic products.

44 Projects typically allow for student choice, setting the stage for active learning and teamwork. By maximizing the use of digital tools to reach essential learning goals, teachers can overcome the boundaries and limitations of the traditional classroom. Some tools open new windows onto student thinking, setting the stage for more productive classroom conversations. Others facilitate the process of drafting and refining, removing obstacles to improvement. Still others allow for instant global connections, redefining the meaning of a learning community. When teachers thoughtfully integrate these tools, the result is like a “turbo boost” that can take project-based learning into a new orbit.

45 What are the hallmarks of this reinvigorated approach to projects
What are the hallmarks of this reinvigorated approach to projects? • Projects form the centerpiece of the curriculum—they are not an add-on or extra at the end of a “real” unit. • Students engage in real-world activities and practice the strategies of authentic disciplines. • Students work collaboratively to solve problems that matter to them. • Technology is integrated as a tool for discovery, collaboration, and communication, taking learners places they couldn’t otherwise go and helping teachers achieve essential learning goals in new ways. • Increasingly, teachers collaborate to design and implement projects that cross geographic boundaries or even jump time zones.

46 And… what about the Internet?
The Internet is only one information resource. Students often need help using it efficiently. Students have to learn to find information on the Internet efficiently. For our projects, we don't just turn students loose and say go look up something. First, we preview websites that might be helpful and then give them a list of sites to start with. Otherwise they spend a lot of time on false starts. Often kids look at web sites, but they don't have the knowledge and vocabulary to understand what they are seeing. You have to coach them. Kids aren't aware that the quality of information available on the Internet varies tremendously. You have to work with students so that they can evaluate the quality of information available and consider multiple sources to see if they are in agreement. In general, kids are too prone to use the Internet and ignore print resources.

47 Technology can be a powerful tool
Technology can be a powerful tool. It can also crash and leave you stranded. You have to try out the technology yourself before asking students to use it. We learned PowerPoint before we taught the students to use it. You can easily waste a whole period when the technology doesn't work as you had expected it to. Technology is dicey stuff. If you don't really know it, you'd better have a partner who does. It doesn't matter how fabulous technology can be if it results in utter frustration and no learning.

48 Think about how technology will make your project more effective
Think about how technology will make your project more effective. Don't use technology blindly. Let the meat of the project decide how technology is to be utilized. Don't think that in order to make a project successful one needs to use technology; community experience is more important than technology. It's important not to let the bells and whistles be the central focus of the project. Content slips away if there is too much emphasis on technology. The important question to ask is what can be accomplished using a technological (or any other) tool. For example, we had kids use an authoring program to create a computer-based interactive presentation focusing on a 20th century American poet. Viewers could select academic background, the biography of the poet, students' analysis of his/her poems, a video about the poet, and then enter their own comments about the presentation. This was an example where technology let us create a product that could not be created without it. In our middle school, kids are just learning to use technology in the seventh grade. If you are going to include technology you have to have lab time planned for them to master it. Give limited, specific amounts of time in the lab. Have an assignment for each lab period -- don't just turn them loose. Make them turn in a design brief before they can use the computer. Use technology only when it is appropriate. Make sure the computer can do it better. Make sure the information sources are tailored to information needed.

49 model collaborative knowledge construction by engaging in
Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments. Teachers: a. promote, support, and model creative and innovative thinking and inventiveness. b. engage students in exploring real-world issues and solving authentic problems using digital tools and resources. promote student reflection using collaborative tools to reveal and clarify students' conceptual understanding and thinking, planning, and creative processes. model collaborative knowledge construction by engaging in   learning with students, colleagues, and others in face-to-face and virtual environments.

50 21st century teaching skills (Med Kharbach)
RESOURCES The 33 Digital Skills Every 21st Century Teacher should have 21st century teaching skills (Med Kharbach) Every single teacher is concerned about his/ her teaching practices and the skills involved in this process. How many times have you wondered about a better way to teach the same lesson you have delivered to an earlier class? How often have you used technology to engage your students and improve their learning ? These are some recurring questions we keep regurgitating each time our teaching skills are put to the test.

51 It is amazing how technology has changed the whole world giving rise to new forms of education we never thought of. Our students are more digitally focused than any time before. They spend more time interacting with their mobile devices than they do with their parents or close relatives. Admittedly, this digital boom has both  positive and negative impact on our students. Lack of concentration, short attention span, distraction, visual  stimulus overload, identity theft, lack of real world socializing, privacy issues, depression, and many more are but a direct result of the growing exposure to this technology. Studies have even proved that multitasking, which some educational technology experts brag about in relation to the use of today's technology, reduces the power of our concentration to the half.  We should not, However, only look at the empty side of the cup, the other side is way bigger.

52 There are  actually several pluses for the use of technology in education and to try and list them  all here is way beyond the scope of this short post. Generally speaking,  no two argue over the fact that technology advantages in education ( and in our life at large ) way  outnumber  its downsides. It is thanks to technology that you are now reading this post and will probably share it with your colleagues.

53 There is no blinking the fact  that the type of students we teach today are completely different from last century's. We , definitely, need to look at some of the skills we, as teachers, need to equip ourselves with to better live up to the challenge. Among all the challenges we would have in education, there is not as daunting a challenge as catching students focus and getting them engaged in the learning process. For this particular reason, and in addition to the skills I initially mentioned in 21st Century Teaching Skills article, I would like to provide you  with another list of  some equally important digital skills that you, as a teacher, need to seriously consider if you want to pave the way for the 21st century teaching. I have added a list of web tools under each skill for teachers to better exploit it.

54 The 21st century teacher should be able to : 1- Create and edit  digital audio 2- Use social bookmarking to share resources with and between learners 3- Use blogs and wikis to create online platforms for students 4- Exploit digital images for classroom use 5- Use video content to engage students 6- Use infographics to visually stimulate students 7- Use social networking sites to connect with colleagues and grow professionally 8- Create and deliver asynchronous presentations and training sessions 9- Compile a digital e-portfolio for their own development 10- Have a knowledge about online security 11- Detect plagiarized works in students assignments

55 12- Create screen capture videos and tutorials 13- Curate web content for classroom learning 14- Use and provide students with task management tools to organize their work and plan their learning 15- Use polling software to create a real-time survey in class 16- Understand issues related to copyright and fair use of online materials 17- Exploit  computer games for pedagogical purposes 18- Use digital assessment tools to create quizzes 19- Use of collaborative tools for text construction and editing 20- Find and evaluate authentic web based content 21- Use of mobile devices like tablets 22- Identify online resources that are safe for students browsing

56 23- Use digital tools for time management purposes
24- Learn about the different ways to use YouTube in your classroom 25- Use note taking tools to share interesting content with your students 26- Annotate web pages and highlight parts of text to share with your class 27- Use of online graphic organizers and printables 28- Use of online sticky notes to capture interesting ideas 29- Use of screen casting tools to create and share tutorials 30- Exploit group text messaging tools for collaborative project work 31- Conduct an effective search query with the minimum time possible 32- Conduct A Research Paper Using Digital Tools 33- Use file sharing tools to share docs and files with students online

57 Digital portfolios

58 Go to your favourite internet search engine and type “digital portfolio” or “e-portfolio”. Look through a number of websites first. Then select one site and take notes on aspects/ concepts related to the content discussed in the meetings in this training course.

59 Autonomous learning Autonomous learning is considered to be a lifelong learning Skill. Holec (1981) defines autonomous learning as the “ability to take charge of one´s own learning.” Little (1991) describes learner autonomy as the learner´s acceptance of their own learning and “a capacity for detachment, critical reflection, decision making, and independent action.” Learner autonomy is also defined as the ability to take personal or “self-regulated” responsibility for learning (Benson & Voller, 1997). It is the presence of initiative in learning, of sharing in monitoring progress, and of evaluating the extent to which learning is achieved (Schunk, 2005). Typically, learners who exercise autonomous learning understand the purpose of learning, accept responsibility for their learning, share in the setting of learning goals, take the initiative in planning and executing learning tasks, and regularly review their learning to evaluate its effectiveness (Little, 2003)

60 Portfolios in Education
Portfolios in education have been around for a long time, long before the digital age. There is a vast variety of definitions of the portfolio in education, a field that has developed and that demonstrates the increase and the multiplicity of the portfolio´s use (Barrett, 2000; Bird, 1990; Gibson & Barrett, 2003; Lorenzo & Ittelson, 2005; Paulson & Paulson, 1994; Paulson, Paulson & Meyer, 1991). A portfolio is a container of documents that provide evidence of somenone´s knowledge, skills, and/or dispositions (Barton & Collins, 1993). It also constitutes a collection (or archive) of reflective writing and associated evidence, which documents learning and that a learner may draw upon to present his or her learning and achievements (Richardson & Ward, 2005). Portfolios appear to represent a move toward learner-centered, self-directed, peer-to-peer, and autonomous learning. As Georgi and Crowe (1998) explained, “Portfolios can motivate students to learn because they have the power to make connections between theory and practice and to select items for the portfolio that express their purpose and design”.

61 Digital or E-Portfolios
Student e-portfolio were born out of print-based portfolios (from the mid-1980s) in mainly art, English, and communication studies … Digital portfolios are selective and purposeful collections of student work, records of learning, growth over time (Barrett, 2000), and they change on the part of the student. They are multimedia representations of learning achievements. They may include: text photographs illustrations diagrams spreadsheets Publisher and Powerpoint presentations digital images videos music and sounds voice recordings links to useful and interesting websites

62 They are student-centered, promote active learning and student responsibility, and constitute a showcase of work and reflection. Portfolios provide information to students, parents, teachers, and members of the community about what students have learned or are able to do. Portfolios can be student, teaching, and institutional documents (Lorenzo & Ittelson, 2005)

63 … digital portfolios give students the opportunity to create digitized presentations of their work and skills, and evidence of their competencies. Portfolios bring together curriculum, instruction, and assessment.

64 Portfolio assessment To what extent is portfolio assessment a good tool to help your own students take responsibility of their learning and become autonomous learners for life? What is the purpose of the “conference” as part of the portfolio?

65 Portafolio de Oscar Marino.htm
Portfolio

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