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STUDY BUDDIES
A blog for documenting the work of our group in the course #RICT2122 at the UM.
Roles that we embrace
Every week, each one of us plays a role to complete the task that has been given to us. Here, we will show you how the magic was made!
FACILITATOR/STAR - Raquel
This week I have adopted the role of facilitator and star.
As facilitator, I have been in charge of organising all the work and planning the steps to achieve it. As such, I have also been in charge of solving the problems or difficulties we have encountered. In the same way, during the week I have encouraged my group and created a good atmosphere for the correct development of the activity.
On the other hand, as a star, I had to prepare the presentation together with my partner Paula (star). Our role was to present our work to the rest of the class. For Paula and me it was intense to have to present the same content 8 times, but we finished the task successfully.
STAR - Paula
WEEK 1
This week I have embraced the role of star. My mission was to present to all the class members our final product of the task, together with Raquel.
Even though, the method of presenting our work eight times (to eight different groups of classmates) was pretty exhausting to us both, I have to admit that I really liked it because it was very less stressful to present to three/four classmates at a time, than having 40 pairs of eyes staring at you all at once. Plus, after repeating it so much, I believe we truly learnt about the TPACK and ACAD frameworks.
In addition, Raquel and I, had a very fun time during the last presentations due to being so tired and the poster falling over again and again.
JOURNALIST - Marina
This week I have had the role of journalist/historian, so I have to give a description of our work during the week. The work consisted in making a conceptual or informative map in which we had to illustrate and explain what TPACK, ACAD and how the two are related. In addition, we had to answer some questions about the subject beforehand.
On 26 January, the group and I started answering the questions by watching several videos, which we distributed among the members in order to be quicker and more efficient. Thus, each one answered his or her corresponding question. Later that week, on the 27th, we had a group video call, in which we read through everything we had posted to make sure we were all in agreement.
In addition, we chose the page on which we would make our map, called "Visme", and we each made a map on paper to have a draft and choose the key words. On the weekend, on the 30th, we had a final call where we dedicated ourselves to finishing our map, putting the finishing touches and decorating it. Finally, a member of our group printed the map on the 31st and we exhibited our work on the 2nd of February.
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This week we took a look at the blog of our colleagues from the Puzzle Team group. Their blog is very well structured and they have a lot of information. They have also uploaded a lot of pictures of how their work has been going, which makes it even more fun.
CURATOR - Álvaro
This week I have referenced all the sources we have used for this first project. Yay... I had to refernce everything in APA style, which is a pitty since some things must be in italics, others not... It is a boring yet important role. Next week I'll have a more interesting role for sure!
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Velarde, O. (2021, 19 marzo). 15 Different Types of Graphic Organizers for Education [2021]. Visme Blog. https://visme.co/blog/graphic-organizer/
Goodyear, P. (2021, 11 enero). Activity-Centred Analysis and Design (ACAD): Core purposes, distinctive qualities and current developments. SpringerLink. https://link.springer.com/article/10.1007/s11423-020-09926-7?error=cookies_not_supported&code=13f01173-816e-4855-8850-34cbe2cfc5fa
Castañeda, L. (2021). Blogging & Roles #RICT2021 Transversal Activity. Universidad de Murcia (Spain). https://aulavirtual.um.es/access/content/group/5438_G_2021_N_N/Bilingual%20Group/TransversalActivity.pdf
Kimmons, R. (2011, 22 marzo). TPACK in 3 Minutes. YouTube. https://www.youtube.com/watch?v=0wGpSaTzW58
Ter. (2018, 29 noviembre). 5 Diagramas que cambiaron el MUNDO. YouTube. https://www.youtube.com/watch?v=bFRyGrZUoUs
Koehler, M. J., & Mishra, P. (2007). What Is Technological Pedagogical Content Knowledge? – CITE Journal. CITE Journal. https://citejournal.org/volume-9/issue-1-09/general/what-is-technological-pedagogicalcontent-knowledge/
Business Co-Design. (2022, 2 febrero). ACAD Framework Animation Mix 2 29/11/18. Vimeo. https://vimeo.com/302378219/ddc8afc306
TRANSLATOR - Inma
This week my role was the translator one. I have collected five terms related to the topic.
There are really important meanings to understand the task. Understanding the specific words is esential to comprehend the task and the presentation that the stars have done in the class.
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The five terms related with the topic are:
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TPACK:(Technological Pedagogical Content Knowledge) it is a framework which objective is the use technologies in education. There are three components, content, pedagogy and technological knowledge.
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ACAD: (Activity Centered Analisis and Design) it is a framework that is based in a way to organize in order to facilitate learning. It has three components that are: set design, epistemic design and social design.
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Technological knowledge: it is one of the three components of the TPACK. It is the ability to use technological devices such as computers or software.
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Content knowledge: It is about what the teacher is trying to communicate with their students. For example, if you are an english teacher then you will make sure that your students speak fluently. It also includes science, social and language arts and so on.
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Pedagogical knowledge: it expresses the mastery of teaching, it is based on how to teach in order for students to comprehend the information that the teacher teaches to them.
Apart from these five concepts I have to detail the limitations of the topic of this assignment (ACAD and TPACK) and how a better implementation could be achieved.
As I said before, TPACK is a framework for the use of technology in schools. Although a priori it may sound very innovating and it is a great advance for the current education. It has certain points that must be taken into account such as, the cost of the electronic devices, which are very expensive devices and the cost of maintenance (electricity, charger...). Moreover, nowadays we can say that everyone of our generation knows how to use a computer, however, there may be teachers who do not have the necessary knowledge to put them into practice for the operation of a class, so courses would be necessary to evaluate if the teacher has acquired certain knowledge. These are factors that we do not think about but we should take into account, investing in electronic devices is a decision to reflect upon.
In this model, teachers play a fundamental role in the development of the child, they must know the contents to be taught, the methodologies to be used and the type of technology to be used to teach these contents.
As for ACAD, it supports the analysis and design of the activity. It is based on the organisation of activities to facilitate learning. For this, the teacher has to be constant and plan his or her class, evaluate if the organisation carried out is correct and solve certain "problems" that may present themselves. In addition, it is necessary to be original and innovative in order to carry out this framework.
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In short, being a teacher seems like a simple task, but there are many factors to consider and be aware of what it takes.
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ANALYST - Lucía
After finishing this week's project, we have learned a lot about new technologies in education and how to guide teachers in the organisation of classes and activities.
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We have found these models very interesting, as they have taught us the importance of being a teacher, being aware of knowledge, pedagogy and now, technology, as we have to welcome modern education with all the new technologies and advantages it brings to us. We have learned that education is based on the design and analysis of lessons, which we have never thought about it in this way before, and we will take this into account in our upcoming projects and in our future as teachers. It is a model that seems easy and simple to follow, but it includes everything that a teacher should do, and it will serve as a framework for us when we teach.
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Not only have we learnt the contents of this project, but also when it comes to presenting it in class, we have realised the importance of knowing how to speak, to have a "teacher's voice", to speak in a clear way in order to explain our project in the best possible way.
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WEEK 2
STAR- Lucía
My role this week was star. My job was to present to the other groups our comic that we have been working on all week.
This role is the most difficult of all in my opinion, as I get very nervous in presentations and even more if it's a work that is going to be graded. I was expecting it to be more difficult, because you have to present 7 times, once to each group. At the beginning I was nervous but as the groups went by, my nerves went away and I enjoyed the presentation more.
Presenting to each group instead of the whole class, I was able to see their reactions when they saw our comic and they had the opportunity to ask me questions about it, it made the presentations more dynamic.
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JOURNALIST- Raquel
This week I have had the role of journalist /historian. Now, I am going to give you a description of our work during the week. This project consisted of creating a comic representing four potentialities of ICT from a document we had to read.
On Thursday 3 February, we read the task and started deciding which were the potentialities we were going to represent. The next day, 4th February, the different types of comics were distributed among the class groups by means of a raffle. We were not able to choose the type of comic we wanted as our first choice, but we were able to choose one that was among our options: 13 Rue del Percebe Style.
At the beginning we didn't really know how to approach the work, as we were looking at various options for the comic. We had a video call on the 6th of February to see how to represent our ideas and carry them out. Once we found the perfect page (storyboard) to make our comic and finished it, we made another video call on Monday 7th February to put the dialogues and finalise it completely.
Finally, one of our group was in charge of printing several copies to distribute them to the different groups in the class. At first we didn't have high expectations that the comic would turn out well, but as we progressed with our work we felt very proud of what we were creating and what the final result was. Sadly not all of the group were able to attend the presentation of the work, as half of us were with covid, but we still worked hard from home to make the comic look great.
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I've visited the coconuts group website (https://sites.google.com/view/coconutgroup/) . The information at their blog was very similar to ours, obviously. However, there were some things that I liked and made it different from our website: the way it is organized. The first time you look at the web you think how professional it is because of the decorations and its way to distribute everything.One aspect that could be improved, from my point of view, would be to make the blog a bit more cheerful and give it more colour, but in the end, I believe that each blog, theirs and ours, speak volumes on their originality.
Another blog I found quite interesting was this one: http://blog.tiching.com/. It talks about different ways of teaching using visual resources and gamification with the use of ICT in some cases. From here we got inspired to make some scenes of the comic when thinking how to involve technology in games to learn.
CURATOR- Marina
This week I have taken of the rol of curator, so my rol has been to compile all the links, websites... that we have used to carry out the project in APA format. Here are the references we have used this week:
(S/f). Canva.com. Recuperado el 9 de febrero de 2022, de https://www.canva.com/design/DAE3aHKyLhA/P67XdOH1BoJnkmyofjnGaA/edit
Clever Prototypes, L. L. C. (s/f). Storyboard That: El Mejor del Mundo GRATIS Online Creador de Guión Gráficos. Storyboard That. Recuperado el 9 de febrero de 2022, de https://www.storyboardthat.com/es
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Ter [Tercosmicqueen]. (2018, noviembre 14). 10 Dibujos en SECCIÓN que todo arquitecto debería conocer. Youtube. https://www.youtube.com/watch?v=3VrRKP3NN5w
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(S/f-b). Aulavirtual.um.es. Recuperado el 10 de febrero de 2022, de https://aulavirtual.um.es/access/content/group/5438_G_2021_N_N/Bilingual%20Group/TransversalActivity.pdf
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(S/f-c). Aulavirtual.um.es. Recuperado el 10 de febrero de 2022, de https://aulavirtual.um.es/access/content/group/5438_G_2021_N_N/Bilingual%20Group/task2-LEMKECOMIC.pdf
FACILITATOR- Inma
This week I have assumed the role of facilitator, so my role has been to plan, prepare and organise the work. At the same time, I tried to help my group to overcome the problems that came up.
Honestly, this week has been chaotic because three of us have been with coronavirus (half of the group). Even so, we have collaborated and participated in all the tasks. To make the comic we have made video calls.
Our comic style was 13, rue de percebe. At the beginning it was difficult to put it into practice, especially to find the building, but in the end when we were working on it, it became very enjoyable and fun. I am very proud of the work we have done this week and I love the comic!!
Finally I would like to thank my group who have been present and have been able to attend class for standing up for us (you are the best)
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TRANSLATOR- Álvaro
This week I had the role of the translator.
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So, here are the key concepts of the week alongside a critic to the text of Lemke we read and worked around:
Visualization: We use this concept to refer to a way of teaching in which students are shown images/videos and/or sounds (so the things we teach are taught in an audiovisual way).
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Democratization of knowledge: it refers to the process that took place mostly when the Internet became an extended feature. Basically, all knowledge became more accesible since it was so easy to search for information on the new technologies.
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Participatory learning: a way of learning that involves cooperating with others. There are so many ways to use this form of learning.
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13 Rue del Percebe Style comic: it is a type of comic we used in order to reflect Lemke’s ideas. It consists of a building with a number of romos and in each room is happening something different, but when you combine every situation, a more general story can be ‘’read’’.
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Student Engagement: it is a state in which students are very interested in what the teacher is explaining. This is often achieved by the visualization method I mentioned earlier.
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This way of showing things through a comic can be useful in schools (mostly at the hallways but can also be used inside classrooms). They are eye-catching and you can know what they want to transmit to you in less than 30 seconds (it depends on the type of comic, though). Imagine you are a teacher and you want to tell students that smoking is really bad for your health. Instead of giving them the usual talk about smoking, alcohol, drugs and so on, you could make a short comic in which there is a person whose life goes downhill after some time smoking frequently.
Unfortunately, aside from this, teaching merely through comics is really tough so I wouldn’t recommend it. There is no harm in teaching with comics but we have to be careful not to overdo it and obviously we have to be careful with the things we teach (nothing new but it’s worth mentioning).
Critic to Lemke's text
Lemke tried to make his readers understand that education has changed alongside the world. Technologies rule the world and that opens new doors in education. Partnership and cooperation should also be included in teachers’ methods.
If I had to disagree with Lemke, I would say that trying to just teach by engaging children is not always good. It is generally fine, but if you make children just learn when they are engaged, you are not training other important areas of the human being such as patience, discipline, frustration tolerance…
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I also think it is not good to teach children by a participatory learning method only. Why? Because children also need to learn for themselves. It is a human instinct to be able to do things on their own. There Will be plenty of tasks the children Will have to do during their lives that will involve working on their own, why not make them self-sufficient as well?
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ANALYST- Paula
This week, I played the analyst role and, first of all I've got to say that I'm very proud of my teammates. Even though this was a pretty hard project and we were very lost, each one of us was fully involved and active into doing our best, and I believe that that was the best part of the activity.
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During the presentations, I would 've loved if we would've been the whole group but Lucía did a very good job introducing our comic and all of the projects were very well done.
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In addition, we have learnt the huge importance of technology in the process of learning nowadays. How implementing technology in the classrooms makes studying way more dynamic and fun for students. Plus, the possibility of being instructed from anywhere, especially during times like this, it shows the great evolution that technology comes with.
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Finally, I enjoyed this activity so much, as well as my colleagues, and we are really happy with how it came out and, above all, gaining the skill of creating comics.
FACILITATOR/STAR - Marina
JHHB
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NB N
HKJ
NJB
This week I have had the role of star/facilitator.
First, as a star, my job was to present our presentation to the rest of the class together with Inma, who was another star. This week's presentation had to do with children's activities, and we decided to choose the jigsaw theme.
The presentation, in general went very well, we were very nervous, or at least I was, because we had the pressure of having a limited time of 20 seconds to say each slide, so we had to explain the slide within that time, fast and well explained. Also, we had the pressure to present in front of the whole class. However, at the end of the presentation we felt very proud because we managed to pull off the presentation and we realised that it was really not that big a deal.
On the other hand, this week I have taken on the role of facilitator, so my job has been to prepare and organise the work, as well as to help solve any problems that have arisen during the process.
The truth is that at the beginning of the activity we didn't have any problem, we all agreed on the same topic and we started to ask the questions, everything went smoothly.
However, the day before the presentation, we had some problems with the presentation because we were not convinced by the result, and it changed completely. Also, we were trying to time the slides and it was a bit difficult, until one member of the group came up with a wonderful idea how to do it and the work turned out great.
STAR- Inma
This week I had the role of the star.
I shared this role with Marina. From my point of view, it is not an easy role, as you have to speak for the whole class. When I was presenting I realised how many people we are in class, there are a lot of us, from the back it doesn't look the same. I was very nervous in the presentation especially because of the pressure and the time. Actually, I thought it was going to be easier but when I was practising the time limit I realised that it was much more complex than I thought it would be. It looks like an easy job, but it is not, the pressure is very high. However, we have to get used to public speaking because it will be very valuable in our future.
As for the activity, at the beginning it was difficult to choose which activity to choose, but it was especially difficult to decide what kind of presentation we were going to do. It was a bit frustrating because it didn't turn out the way we wanted but fortunately, in the end, everything went well.
ÁLVARO-Analyst
This week I had the role of the analyst. I had to mark the work of my partners and answer some questions about the project.
The best part about the activity has been to try to think a suitable, interesting and fun way to teach something to our students.
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The worst thing has been having to adjust to present in 20 seconds per slide.
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The best moment in the group has been when we were deciding which activity would we choose.
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The worst part was when we had to choose the presentation design, drawings, jigsaws...
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We have learnt that with each project we have to focus on adjusting our work to the curriculum. We have also leant several activities that could be helpful in our career as teachers.
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We have to conserve the good relationship within the group.
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We have to change our focus on the activities. We thought the activities had to be fun for the children (and they should be), but more than that, it's about applying technology into the curriculum.
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This content is both related to the subject and the degree in the sense that it makes us apply and practise ways to teach in a technological way and helps us develop our teacher knowledge and skills.
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The activity is socially connected because technology allows people to communicate with each other. Even people that live far away from one another are able to easily communicate. Technology connect people, and this activity is no exception.
WEEK 3
CURATOR- Raquel
This week we had to do an activity related to technology from a document in the virtual classroom. We had the opportunity to choose the one we wanted and carry it out through using, in our case, an Internet page. The media and documents we have used for this task are:
Costa, F. A., Bierweiler, J., DePryck, K., Castañeda, L., Grosseck, G., Rodriguez, C., Sánchez, M., vanden Driessche, K., Malita, L., Porlán, I. G., Reis, P., Schepers, C., Daniels, N., Hughes, J., & Vermeersch, J. (2013). TACCLE2 - e-learning for primary teachers. GO! Internationalisering.
Jigsaw planet. (s/f). Jigsaw Planet. Recuperado el 16 de febrero de 2022, de https://www.jigsawplanet.com/
Dibujo para colorear - Dos Conejos | Dibujos para colorear imprimir gratis. (2019, 21 marzo). Super Coloring. http://www.supercoloring.com/es/dibujos-para-colorear/dos-conejos
presentaciones google - Google Zoeken. (2022b, febrero 16). Studybuddies. Recuperado 14 de febrero de 2022, de https://www.google.com/search?q=presentaciones+google&oq=presentaciones+google&aqs=chrome..69i57j0i512l4j69i60l3.3566j0j7&sourceid=chrome&ie=UTF-8
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Developing oral presentations | | UPV. (2018, 21 noviembre). [Vídeo]. YouTube. https://www.youtube.com/watch?v=ICOzr_inudA
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Developing visual presentations (Slideshows) with software (Powerpoint, Keynote, . . .) | | UPV. (2018, 21 noviembre). [Vídeo]. YouTube. https://www.youtube.com/watch?v=9q80xbt56uM
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JOURNALIST - PaulaJHHB
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NB N
HKJ
NJB
In this task I have embraced the role of the journalist, so I will tell you how this project was made. The goal of this assignment was to reflect in a presentation a child's activity using technology and showing how we did said activity ourselves. It was very important to show the relevancy of the technology in education.
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During the process, if I'm being honest, we were a little bit less organized this week than usually. Even though we started off very excited and motivated on Friday 11th choosing the activity, during the weekend we didn't make a video call as normally to finish it because we thought that doing it on Monday 14th we were going to have time and be fine, but we weren't.
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On the night of Monday 14th we reunited on a video call and started doing the text of the presentation, answering the questions and thinking of how everything would be placed. We finished very late and we decided to finish the slides on Tuesday 15th. Nevertheless, on that day there were some problems because we didn't like the template chosen and we disliked the aesthetic of it. So, obviously, we were pretty anxious and stressed because we had a few hours to end the task so the stars could study and prepare it. That afternoon, me and Raquel finished most of the presentation. At 10 pm, we made a last video call all of us and we reviewed it and gave it a few tweaks. We were really proud of it bearing in mind the bad organization and we promised this wouldn't happen again.
As I am the journalist, I have to tell my thoughts of a class group's website and we have chosen Wild Cat's blog: https://wildcats2022.blogspot.com/?m=1 . I really liked the formal aesthetic and the fact that each teammate has a spot where they can write everything about their role of the week and the activity. In addition, what really caught my attention was how in every said spot in which they talk about their experience with the project, they make a kind of poster explaining everything that is very well decorated. I thought it was a really great idea. If I had to change something maybe it would be that you are not able to see all the weeks' projects in the first page. There are just two weeks in the front page, however, very well done.
TRANSLATOR- Lucia
In today's activity I have the translator role. So here we have the five main concepts related to this task.
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Jigsaw: the base of this project. A jigsaw it’s a picture printed on cardboard and cut into many pieces of different shapes that can be fitted together. They are good for the brain and they can improve cognition and visual-spatial reasoning. To make them requires concentration and improves short-term memory and problem solving.
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Bloom taxonomy: it is a classification system used to define and distinguish different levels of human cognition. The objectives of the Bloom taxonomy are: remembering, understanding, applying, analyzing, evaluating and creating. It is essential because it helps educators identify achievable learning goals and develop plans to meet them.
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Understanding: an objective of bloom taxonomie, the students have to understand to apply the knowledge and solve the jigsaw, understand which pieces would fit and why.
Technology: a very important part of this activity, this is the main resource to do the jigsaw, either doing the drawing with an app, taking the picture and uploading to the web or using the web to do the jigsaw, and the most important the internet, that at the end it's what makes this possible.
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Creativity: the students have to use their creativity to make the drawing and thanks to this activity they will improve it and increase their capacity.
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The problems that we thought about this activity are that Some families or students might not have access to the Internet or even computers and mobile phones to turn the drawing into a digital picture.
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They can also find differences between the students: some of them could be very good at solving jigsaws and others not. Children who are not very good, could feel silly and incapable of doing and that can decrease their motivation.
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Perhaps the ethical problems pupils may have are fights over doing the jigsaw without taking turns (as it is done in pairs).
Week 4
ANALYST- RAQUEL
This week I have adopted the role of analyst. The work we had to do consisted of preparing an activity following certain key competences making use of a book with all the information required.
I consider that the best part of this task has been carried out in class, when the stars have played the role of teachers and the others the role of primary school children. During that hour we carried out the activity assigned by the stars of the other groups. We especially liked this experience to get to know the other ideas of another group and to be with different people with whom we don't usually talk and with whom we connected.
We think that the worst part of this activity was having to mix at least four activities or ideas from the TACCLE2 Books document, which had to belong to different competences. It was complicated because we had to think and make several combinations until we found the one activity we were pleased with.
During the week we had a lot of fun developing our activity, thinking about how our classmates would carry it out, testing that the applications went well and matched what we needed.
However, a few days after finishing the activity we realised that we had taken the ideas from the wrong document, so we had to restructure everything again. It was a bit stressful at first, but we got it sorted out quickly.
We have learned to be much more original when preparing an activity and to make use of technology, considering that it is the order of the day. Our stars have witnessed first hand what it is like to be a teacher in the best possible way. At the same time, we had the opportunity to evaluate the activities of our peers and develop our critical awareness.
I think we were quite organised this week compared to other times. We should keep this up. One thing I would improve in the group would be more participation of certain members in terms of coming up with ideas, as normally me and other people of the group are the ones who are thinking about how we are going to do the task and what we are going to do with it.
This work has been closely related to the previous one, because in it we had to carry out certain activities as if we were children, an experience that has helped us to develop our activities in this task from a teaching point of view.
STAR/ JOURNALIST- Inma
This week I have had two roles, star and jounalist.
I'm going to start with my role as a journalist. I'm going to explain how we did the job. Well, this week's task was to make an activity combining at least four competences from level two, those competences were in the KEY COMPETENCES document which we had to read to create the activity.
To be honest this week has been a bit chaotic too because we thought we had to do an activity combining four activities from the TACCLE 2 book for primary school, so we were preparing that activity all week long. (Fortunately, in the end we read what we had to do and we did it well).
On Friday 18th, we started with the activity, and that's when we decided the idea, our idea was to do an activity which we called Don't step on that insect. The competitions we chose were twitter roleplay, mini beast, music maker and today's reporter. It consists of doing a role play in which students choose an insect (We did 7 insects with characteristic information of each one) and make a presentation with pictures and music.
Then, One group will stay in class, writing down the script for the role play. The other group will go outside, and they will be taking photos outside that are from the point of view of the insects chosen (and after that they will choose environmental music for the roleplay). Then they did the presentation and making a video with music.
On Sunday 20th, we made a video call in the morning to prepare the activity (preparing it and looking for pictures and information about each animal) and answering the questions.
So on Sunday we finished it.
On Tuesday 22nd, on the practice day in class we realised that we had made a mistake and that we had to do the activity again. Then, Álvaro came up with a brillian activity combining four competences from level two, which made sense and was perfect to do. So that day in the afternoon Álvaro and me (the stars) had a video call to prepare, adjust and improve the activity and develop it. While the other part of the group was in charge of answering the questions but with the new activity in mind.
On Wednesday 23rd, it was time to do the activity, we did the activity to Potential Teachers and I think it went very well, however we did it just in time. Moreover, the other part of the group did the coconuts activity. All in all, fortunately everything went very well.
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I also have to comment some blogs, today i am going to comment the blog of ICT teacher (https://blogict2122.blogspot.com/). From my point of view, it is really professional. You can really see what is the role of each one and the expalnation in this case you can see it clearly. To improve i think they should add a headline for explaining the general activity adding pictures because it looks like disorgnized. However, what i liked most is their originality in the curator task, they have done a tree with the APA like a conceptual map. I really like it. It is a good blog.
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Other blog really interesting is Maite Pelegrín's blog (http://pelesa2.blogspot.com/p/sobre-mi.html) she is a teacher in a school, in this blog are activites, games, song and very useful things to do in a class. This girl came last year to the university and she gave us a talk. It is well organized and you can find what you want really easy.
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Besides, as a journalist i have taken pictures about the process of doing the activity and everything.
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In my role as star, coestar in this case, together with Álvaro we were the teachers and we did the activity for the potential teachers, a very good group who took it seriously and did a great job. Our activity is called "A place to enjoy". We used a presentation to explain the activity (you can find it in the projects section). The activity consisted of the students having to make a presentation with prezi, which was based on something cultural. Previously they had to put restrictions on each other not to do what their classmates had said, they did them together through a google drive document. When they had chosen the place or thing, they made a mini tour with google maps, to know where they were. Then it was time for the presentation, Potential teachers did a great job, Eloy did a presentation about Burj Khalifa, a monument in Dubai, Emilio about the Statue of Liberty and Noelia about the Vatican City. When they finished their presentations they did a kahoot to evaluate what they had learnt of each other. The truth is that although there were only a few members, they did a spectacular job.We had very good students :) They are very dedicated.
TRANSLATOR- Marina
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This week I have had the role of translator, so my job is to select 5 keywords related to the activity that we consider relevant and from which we have learnt something new. Here are the words:
Cultural awareness and expression (CEC) : This term refers to a competence that implies aesthetic knowledge and creative ability, the importance of creating creative ideas, as well as knowledge about different cultural manifestations. The dimensions of this competence are: Knowing, knowing how to do and knowing how to be.
In our task, this competence is reflected in the creation of a presentation on a cultural field.
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Mathematical competence+basic competencies in science and technology: This term refers to a competence that involves mathematical reasoning, knowledge and activity in solving everyday problems. The dimensions of this competence are the same as the previous one.
In our task, this competence is reflected in the cooperative work on an interactive map and the subsequent use of Google Maps.
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Learning to learn: This term refers to a competence which, as the name suggests, implies that children learn from their own experience during their work, as well as assimilating and learning new knowledge, surpassing themselves.
In our task, this competence is reflected in creating, publishing and taking tests on the Gnowledge web.
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STAR-Álvaro
This week I had the role of the star. Just as Inma said, we made a mistake during the making of the project so we had to change it on Tuesday really fast. I proposed an activity that the rest of the team found interesting and we organised a videocall on that afternoon/evening to make the presentation for the activity as well as answer the questions for the blog.
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The activity was alright considering how little time we had to make it better. The fact that that day only 3 members of Potential Teachers were available to do the activity didn't help at all since it was a task that was thought to be done by a minimum of 5 people. The lack of time during the session was also noticeable but we managed to end the task just in time.
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For more clarity, the task consisted of doing a little presentation in Prezi about a cultural work (in groups, which wasn't possible since they were only 3 people) taking into account the 3 prior restrictions that the other groups had put them. Then they would make a little tour guide using Google Maps about the city that piece of work is located in and finally we would all do a Kahoot about the presentation (we wanted to use Gnowledge but we tried it and didn't work at all so we changed that website to Kahoot instead)
FACILITATOR- Lucía
In today's activity I had the facilitator role. As the facilitator I'm in charge of organizing the activity and making sure that every problem during this process is solved.
At first everything was going well, we had everything done and finished one day before the day of the presentation. But unfortunately, we realized that we did all the activity wrong. We had to do all the activity with only one day of time. We had some problems thinking about a new activity but we managed to make one and prepare the presentation for the next day.
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Thanks to the participation of all the team we could make it with this task. Also I have to mention the good organisation that we had for the first activity that we did wrong, we are getting better and more efficient doing these tasks in comparison to ther fist ones.
CURATOR - Paula​
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In this task, I have embraced the role of the curator so I will be putting every resource and tool that has helped us finishing this project in APA style. Some of them, however, can't be put in APA style so I will just put the links. Even though this is not the "most interesting" role, I think is very important to inform everyone with what tools we have used to carry out the project, as it can be of help to many people.
I have to admit that I had some trouble getting the APA out of the tools we used because many of them were web pages or digital books in which the reference in this way was not clear, so some of them will be in link format instead of APA.
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- Technology enhanced learning for Key Competences – copy. (2019, agosto 21). TACCLE 2. http://taccle2.eu/wp/download/technology-enhanced-learning-for-key-competences-copy
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This is a photo of the stars of study buddies with some members of potential teachers. The group we have taught the activity
Here, Potential teachers are doing the activity.
Week 5
STAR - Marina
This week I have had the role of star, so my job this week has been to be the spokesperson for the group.
The good thing about this week is that we didn't have to present in public, so I have been much calmer. This week what I had to do was to be the spokesperson for the group and tell the rest of the class the answers and conclusions we had reached when Linda asked us questions.
This week's activity was a bit more relaxed, we had to do a rubric, but the rest of the work we did in class as we went along, and it went very well.
On the last day, I had to go out to the blackboard with the help of a member of my group to continue the activity, because there was not enough time to finish it on Wednesday, and we had to go out all the stars to write down what we had worked on and the methods we had arrived at. In conclusion, I think that this week's work went very well, and we didn't feel as much pressure as other times, although on the last day we were a bit overwhelmed because we didn't really understand the methods or how to evaluate them, but we finally managed to get it through.
HISTORIAN-Álvaro
This week I've been the historian. During the week we have been thinking of all the tools we have used so far. The activity of the week consisted of analysing every tool we had used based on a rubric so that we could do another activity in class based on that.
We divided the tools so that everybody got a fair ammount of tools to analyze (usually 1 or 2 per duo/person).
It's worth mentioning that unfortunately our partner Lucía had COVID-19 throughout the week.
So on Wednesday we had to make a small discussion regarding our analysises and then had to make a final rubric to evaluate up to 6 stars every tool.
I would like to give a big shoutout to my colleagues from Tinkiwinkis. They are really kind and were very open to make this collaboration possible so many thanks to them!
If I had to do a small recommendation about their blog is that they should dedicate a bit more time/text to explain what they have done during the week.
FACILITATOR- Paula
This week I have adopted the role of facilitator. In my opinion, this week's project has been different from what we are used to doing. There were no presentations, no videos, no manual work. The task consisted of choosing three tools that the teacher had "forced" us to use, choosing three tools that we did not know and used to complete the tasks and, finally, three tools that we already knew and used to complete the tasks. Afterwards, we had to pass each tool through a rubric that Linda had provided us with. Once the tools had been run through the rubric, on Wednesday morning in class Linda asked us several questions about the categories found in the rubric such as:
1. What is the most difficult criteria?
2. What is the thing that most surprised you?
3. What is the most important category as a student?
4. What is the most important category as a teacher?
Our answers to said questions were:
1. We found the cognitive presence the most difficult criteria for being confusing and very subjective.
2. We realised that many of the tools do not have an offline service and this was quite surprising because we were not aware of the importance of wifi to be able to perform the tasks.
3. As a student, we believe that the most important category is functionality because it needs to accommodate to every class' size, allow users to communicate with each other and be easy to use.
4. If we were the teacher, in our opinion the most important category would be privacy, data protection and rights. A teacher needs to be very certain that their students' information is not being shared.
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After answering these questions, Linda proposed us to gather all of the criteria in categories and think of a method to evaluate the tools through the categories and the rubric with stars. (Max. 6 stars).
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The method that we came up with is in the projects' section.
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And , finally, the blackboard was divided into the number of groups that are in the class. And each star of each group would go to the blackboard to write down their method (with another teammate).
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TRANSLATOR- RAQUEL
The five terms that I consider to be the most important in this task are:
Rubric: a set of criteria and standards set by the teacher, usually related to the assessment of learning. In this case it is related not to the assessment of learning but to the effectiveness of certain online tools that can be used in class.
Educational tools: resources that teachers show to their students so that they can work online in different ways such as Canva, Miro or the virtual classroom. They are resources that open many doors and give you the possibility to do a wide variety of work.
Evaluation method: is the way or means used to give a mark, either to people or resources. In this case we have had to create an evaluation method to give 1 to 6 stars to the online resources, which we have put in the rubric and we have seen how complicated it is to evaluate and how well we have to do it so that it is fair for the children in the future when we are future teachers.
Category: In order to use rubrics, you need to know what you want to assess and take it into account. This is why you have to divide it into different categories. In our case, it has been focused on tools that are used in the educational field and the categories are: accessibility, performance, privacy, social presence, cognitive presence, teaching presence, mobile design and technical.
Criteria: once we have the categories, we must know what aspects they must fulfill in order to score better or worse. In our rubric, there are many criteria to follow such as ease of use, accessibility standards, additional downloads, offline access, data privacy and ownership, collaboration, customisation or metacognitive engagement.
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The difficulty of this activity was to find an evaluation method in order to rate the tools from 1 to 6 stars. With this part of the task, we have realised that it is not easy to evaluate people or tools and that you have to do it with justice and criteria so it is fair.
CURATOR- Lucía
Today I had the curator role, my job was compiling and organizing all the information sources that our group has used during doing this activity, and then adding them to the schema that we are doing with all the information sources.
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Anstey L. M. and Watson G. P. L. (2018), Rubric for eLearning Tool Evaluation, Centre for Teaching and Learning, Western University https://teaching.uwo.ca/pdf/elearning/Rubric-foreLearning-Tool-Evaluation.pdf
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Simple Ways Teachers Can Protect Students’ Data Privacy. (2020, 1 abril). Common Sense Education. https://www.commonsense.org/education/videos/simple-ways-teachers-can-protect-students-data-privacy
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Protecting Your Students’ Privacy on Social Media. (2020, 1 abril). Common Sense Education. https://www.commonsense.org/education/videos/protecting-your-students-privacy-on-social-media
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An LCMS is not an LMS | Xyleme Content Management. (2021, 14 diciembre). Xyleme | Content Management Solutions. https://xyleme.com/an-lcms-is-not-an-lms/?utm_source=google&utm_medium=cpc&utm_campaign=LCMS_Search_Campaign&utm_content=lms-responsive-acreative=428744461106&keyword=an%20lms&matchtype=p&network=g&device=c&utm_term=an%20lms&utm_campaign=LCMS+-+Search+Campaign&utm_source=adwords&utm_medium=ppc&hsa_acc=7409771569&hsa_cam=9739955017&hsa_grp=99367489413&hsa_ad=428744461106&hsa_src=g&hsa_tgt=kwd-299525135454&hsa_kw=an%20lms&hsa_mt=p&hsa_net=adwords&hsa_ver=3&gclid=CjwKCAiAsYyRBhACEiwAkJFKokVYWJ_nGXe-Bi3j7WqAcoy80-jiroGAeZx4kiJ4T8APpcfHlG3P-BoCS4gQAvD_BwE
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How to Meet WCAG (Quickref Reference). (2019). How to Meet WCAG (Quick Reference). https://www.w3.org/WAI/WCAG21/quickref/?versions=2.0
ANALYST- Inma
This week I had the role of the analyst, I had to give marks to my classmates, depending on the work done. I also have to make a final reflection on this activity. The main topic of this task is the introduction of technology in the classroom. We have learned how important it is to be aware of this and what it implies. For the ease and safety of both teachers and students.
The best part of this activity was when we chose the tools. It was interesting to remember everything we have used during this course. The forced, discovered and previously used. At one point we had all the tools but there were 2 that didn't suit us and we changed them. It was very cool to remember the name and the tool together. We have learned how important it is to be aware of this and what it implies. For the ease and safety of both teachers and students and that is very useful.
Meanwhile, the worst part was figuring out the method of how to evaluate the tools. It was confusing and we didn't know if we were doing it correctly. We have been very lost with this, we didn't know how to do it but in the end we found a way. The problem was that we didn't have enough freedom because we had to evaluate from 0 to 6 stars and group categories.
The best group moment was when we were all together thinking and discussing the questions posed on Wednesday. It was a way for the group to express themselves and think together. It was not very interesting but being together made everything easier.
As for the worst moment, it was thinking about the method. It was complicated. We had no idea and we were very lost. It was a bit overwhelming because we didn't know what to do or how to do it. So it was frustrating. Fortunately at the end of the day we had an idea that was acceptable.
We have learned together the importance of technology in the classroom and how it directly or indirectly affects students. Before, we were not aware of all that it entails and some aspects we had not thought about. With this activity you discover the impact and all that it entails.
What we need to keep is the organization since we have divided this activity and we have done it correctly, without the need for video calls or extra work. We are learning to make better use of our time.
What we need to improve is to increase creativity and think big. Sometimes it is difficult but I am sure that little by little we are achieving it.
This task is totally related to the degree. On how a teacher has to take into account the risk and what technology means in a classroom and the danger and safety of some tools.
Yes, I think there is a social relationship of this content. This is something that requires a huge importance. The safety of the children is essential but also the facility and the dynamicity of how some tools are used. We can't use programs that are too difficult because they are children. Above all we have to focus on the fact that it helps them to learn.
Reflection on the topic:
To be honest, this activity has not been fun, rather boring. But I think it is also interesting to do things you don't like and learn to deal with them.
Despite this, you have to be aware of what technology means nowadays and its importance in and out of school. It is crucial to cover these issues about the websites that are used and to know what this entails.
The issue of safety in the classroom and the protection of children is the most important in my opinion. It is something we need to be aware of.
On the subject of evaluation, it is essential to know how to evaluate the different aspects and how they work. With this rubric we have realised EVERYTHING that has to be taken into account both for evaluation and for a tool to be enough effective.
The creation of our method has been to give stars for each category that it touches. (This is explained in the projects section). I think it is not a bad method. By doing this task we have learned that evaluating is not an easy task where you give a random grade but you have to take into account MANY aspects.
In the future I am sure that in schools children will be working with laptops and tablets and that is why it is important that as future teachers we learn about the impact they have on society and about which applications are useful and safe to provide good and adequate teaching which is the main thing. Technology is something innovative, which in my opinion has more advantages than disadvantages, it is a way for pupils to learn to investigate and use it for themselves. That is why it is very necessary to value it and protect it, as long as it is not used dangerously, it is very relevant for LEARNING.
In conclusion, I think that this activity, although it was not super entertaining, is very beneficial for our future as teachers because it covers things that we need to keep up to date on.
Week 6
Facilitator-Álvaro
STAR- RAQUEL
This week I have been the facilitator; in charge of coordinating the group and making sure that everything is in place, serving as a supportive and necessary element of the group and ensuring a healthy environment within the group. To make a brief summary, this week we have started preparing a task which consists of combining a board game with a teachable standard. We have chosen to make a game similar to Mario Party. In case you don’t know that game, it’s a digital board game in which you advance through a board with tiles rolling a dice (sometimes two or even more dices,but those are rare occasions). The objective is to collect stars around the map spending coins. Said coins are gained when stopping at certain tiles or by playing minigames. These minigames are played among all players at the end of each round (when everyone has rolled the dice once the round ends and the minigame starts).
CURATOR- Inma
Hi, this week I have had the role of curator. In my opinion it's the easiest because you don't have to do much. I had to research APA style and put all the resources and pages we have used in that format. To be honest, it's been a bit confusing. I tried to put everything but there is one citation that I don't know if I got it right, the one from Game-based Networked Learning because I couldn't find the link so I don't know how I did it. To cite I have used the Guide for citing and referencing documents in academic works. Adaptation of the APA style guidelines for the Faculty of Education (University of Murcia). It has helped me although there are some quotes where I didn't know what to do. Well, although curator is an easy role, the task requires time and research. I have added my links to the APA section of this website.
Even though, these are the quotes:
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BOE (Official State Gazette), 52, 2 March 2022, 24386-24504. https://www.boe.es/boe/dias/2022/03/02/pdfs/BOE-A-2022-3296.pdf
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Castañeda, L. Villar-Onrubia, D., Haba-Ortuño, I., Postigo-Fuentes, A. & Arnab, S. (2022) Game Based Networked Learning. Proceedings for the Thirteenth International Conference on Networked Learning 2022, Edited by: Jaldemark, J., H kansson Lindqvist, M., Mozelius, P., berg, A., De Laat, M., Dohn, N.B., Ryberg, T.
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Networked Learning: Inviting Redefinition. (2020). Postdigital Science and Education, 3(2), 312-325. https://doi.org/10.1007/s42438-020-00167-8. https://link.springer.com/article/10.1007/s42438-020-00167-8
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(S/f). Canva.com. Recuperado el 16 de marzo de 2022, de https://www.canva.com/
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Almacenamiento en la nube para casa y el trabajo - Google Drive. (s/f). Google.com. Recuperado el 16 de marzo de 2022, de https://www.google.com/intl/es_es/drive/
This week we made a game, it was a lot of fun. It is based on Mario Party and consists of answering easy questions or playing mini-games. The aim is to get the star (all this is explained in the Projects section). It also includes elements like a lucky wheel, money to buy the star and a button to be the fastest.
On Wednesday our group played "Totemotion" made by the group see you on tuesday. Honestly, I had a great time. Although it is a simple game, it is very dynamic and the children learn a lot and you have a lot of fun.
"Escape the island" (our game) took a lot of work because we made it on a 3D board with cardboard boxes and cardboard. Although, I think we made the most of the time we had to do it. We used paint and a lot of other things. I am very proud of our work, it took time and dedication but everything has its reward. Besides, the questions and games we did are very entertaining and easy to carry out. It is a dynamic game with which you learn but above all you have a great time.
This week I had to be the star and therefore present our game to the rest of the class, as well as being the teacher with the group of twinki winkies.
I really enjoyed explaining what our game was about and seeing how they had fun while learning at the same time. Taking on the role of a teacher in this kind of activity was not new to me and that is why I felt comfortable, as I work in an academy, which is based on game based learning. I was delighted to see how they enjoyed the game that my group and I created, as it took a lot of time and effort to make. So to provoke that reaction in the group of twinki winkies was very satisfying.
On the other hand, there was a moment when all the groups went through all the games to find out about them. And I, as a star, had to present it in the best way. In this sense, I felt very important because it seemed that I was the artist of a great work, to which I had to explain and about which everyone was enthusiastic. This feeling gave me confidence and security.
I played a co-star in another work, but this one was undoubtedly a better experience than the other time, as I was able to play the role of teacher, which is what I will be doing in the future.
TRANSLATOR - Paula
This week I had the role of curator therefore, I have to collect 5 keywords that were relevant in the making of this project, and define them. My 5 most relevant terms are:
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- Game-based learning: Game-based learning refers to the borrowing of certain gaming principles and applying them to real-life settings to engage users. The motivational psychology involved in game- based learning allows students to engage with educational materials in a playful and dynamic way.
- Topic: a subject that is discussed, written about, or studied. (As in this context, the topics of the games were relevant as they needed to be educational).
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- Cards: a piece of thick, stiff paper or thin pasteboard, in particular one used for writing or printing on. (Not only us, but most of the groups used cards on their games as they are very useful and effective).
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- Squares: something having or resembling this form, such as a city block, an area on a game board or a piece of graph paper, etc. (As with cards, squares were a popular element in almost all games.)
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- Educational: tending or intended to educate, instruct, or inform. (All games must be educational).
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JOURNALIST- Lucía
This week I had the role of journalist. We were very excited to do this project. We have all put a lot of effort into every detail of our game to make it look as good as possible so that it could be enjoyed by our classmates on the day of the presentation. Each one of us has contributed something to the game.
On the first day we had to do an activity to see how we would associate a series of themes to some selected games. After this activity we had to choose our board game, making sure that it matched some of the standards that were proposed in the task. Some of the ideas that came to mind were monopoly, twister, trivia... until we came up with a board game version of Mario Party.
The next class we started to make the game. While some of us were painting, others were cutting cardboard, when some of us were doing the questions, others were thinking the mini games. That day we didn't stop, and we made a lot of progress in class. However, that didn't mean that we didn't have to continue working at home.
When we finished the game we had to play it, there we realised some mistakes, things we would have to change or improve and things we could add.
Finally the day came to present it to the class. We are very proud of our work and of all the congratulations and compliments we received in class, because we had worked very hard to make it perfect.
As a Jurnalist I had to visit the blog of one of the groups in our class, Potential Teachers: https://potentialteachers-education.blogspot.com/
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I was excited to see how another group is managing their blog, in this way I could check if we are doing similar things or if each group has managed our websites in a totally different way. As a first impression, their blog looks very professional and minimalistic. Regarding the organisation of the blog, it was difficult for me to find the things and understand how they were placed, but in general it is very complete and developed.
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ANALYST - Marina
This week I have had the role of analyst, so my task has been to mark and justify the work of my colleagues, as well as to answer some questions about the final work.
The best part of the activity has been creating the game model, we had high expectations about it and they were fulfilled because we put a lot of effort into it. Besides, this activity has been very dynamic and entertaining.
The worst part of the work was the pressure to get the work done by the deadline, as it was a job that required a lot of work and we were a bit overwhelmed, but in the end we managed to find the time and distribute the work so that this work of art came out.
The best moment working as a group was when we were doing the crafts all together, we had a great time and we could all contribute ideas.
The worst part was that we were overwhelmed doing it, we thought we didn't have enough time and some of the crafts had to be repeated because they didn't turn out the way we wanted them to.
We have learnt to organise ourselves well in order to have a perfect job. In addition, it has helped us to develop our imagination and to create activities and questions for the children that can help them to develop new skills and broaden their knowledge.
I would like to keep the coordination and how good we have been during the work, as well as the final result, because we feel very proud, I hope it will be like that in the rest of the tasks!!!!
This week I think we have worked very well and we have been able to take everything forward and to organise ourselves well to get everything ready, so I don't think there is anything to improve as a group necessarily.
This content does relate to our primary education degree, as it is necessary to know how to create educational activities for the children in which they have fun learning in English and in which they can develop different skills. In this way, it helps us to think and develop our creativity so that these children learn in the best possible way.
WEEK 7
FACILITATOR - Raquel
This week I have been back in the role of facilitator and have been in charge of organising everything and making sure that the whole project is going well. I honestly feel, and I think the rest of my group would agree, that this role is the easiest of all and the easiest for me. I have always been a very organised person who likes to have things "under control" and to make sure everything goes smoothly. That's why I always, even if I can't help it, like to organise things.
As I said, this role is part of my habits and that's why it hasn't been complicated at all. The truth is that in this job we have organised ourselves quite well, because everyone has done their part, something that maybe in previous jobs hasn't happened. That's why I think that as a group, step by step, we are improving. It is true that throughout the work we have had some editing problems, but they have been solved quickly because one of our group more or less controls the Audacity programme. And this has made us appreciate how we complement each other with the knowledge that each one of us has.
It should be noted that I consider that the main importance of this role is organisation, as it is a key factor not only in work but in life in general.
CURATOR-Álvaro
This week I have been the curator again. Honestly, not a very interesting role but it is important nevertheless. Here are the APA style references for all we used to do the activity:
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Hour of Code: Anybody can Learn. (s. f.). Code.org. Recuperado 16 de marzo de 2022, de https://hourofcode.com/us/gb/learn
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Randles, J. R. (2020, 7 diciembre). Enseñe codificación y pensamiento computacional a estudiantes de primaria | ISTE. ISTE. Recuperado 16 de marzo de 2022, de https://www.iste.org/es/explore/computer-science/teach-coding-and-computational-thinking-elementary-students
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Castañeda, L. C. (2022). RESOURCES & ICT 2021–2022 #RICT2122 7th Task: Exploring Tasks with Digitals Computational Thinking and Coding. Aula Virtual. Recuperado 16 de marzo de 2022, de https://aulavirtual.um.es/access/content/group/5438_G_2021_N_N/Bilingual%20Group/task7-Computational.pdf
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Castañeda, L. C. (2022). RESOURCES & ICT 2021–2022 #RICT2122 Autonomous assignment: Doing a Radio Program. Aula Virtual. Recuperado 23 de marzo de 2022, de https://aulavirtual.um.es/access/content/group/5438_G_2021_N_N/Bilingual%20Group/7_5Radioprogram.pdf
Tech Insider. (2020, 29 noviembre). How To Use Audacity. YouTube. Recuperado 21 de marzo de 2022, de https://www.youtube.com/watch?v=P2F3hbyBKFk
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STAR - Paula
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This week I was the star for the second time. Honestly, I have a love hate relationship with this role because, although it is very entertaining and fun as you get to practice theory in the form of practice and it helps you understand the concepts much better, it needs a lot of preparation beforehand. In this week's project, it was quite interesting to be the star as I was interviewed by the ICTeachers about the games that my group and I had chosen. Some of the questions they asked me were:
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- Why did you choose these games?
- What are they about?
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- Are you going to use this website in the future?
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- What curricular contents do these games possess?
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Once I finished the interview with them, I went back to my group, which was finishing recording the different audios for the podcast. Once they were all ready, I was in charge of joining the audios together, cutting them and putting background music for the podcast. Once they were all ready, I was in charge of joining the audios together, cutting them and putting background music for the podcast.It was a bit difficult because, although I had some control over the application, some of the cuts that had to be made were very detailed and, being free, the application (Audacity) caused some problems, but in the end, in my opinion, it turned out quite well.
Finally, I forgot to mention that before preparing and recording the podcast we had to try out the different games on the site and I chose the Monster High game, which I found quite fun and affordable.
JOURNALIST - Marina
Encabezado 1
This week I have had the role of jounalist, so it is up to me to write up our process of doing the work and highlight the most important parts.
This task started on the 18th of March, so that same day in class, the group started to choose the 3 games we needed. We went to the games' website and tried out several of them until we liked one of them. In the end, we decided to choose the Mario Bros game, the Monster High game and the ScretchJr game.
During the weekend we tested the games at home individually and wrote down the questions to be answered.
On Tuesday, we wrote the script for the interview and finalised it all so that it was ready for the next day's activity.
On Wednesday, our star was interviewed by another group, and while the rest of us were in charge of interviewing another star (who did very well) and recording our individual experience for the podcast. We had to repeat the experience several times as we wanted to record it all but obviously we had some mistakes. However, in the end we had a perfect interview and a perfect experience. Moreover, that same day we wrote the reflection on the activity and recorded it as well, so that in the evening we only had to make one phone call to organise all the audios and create our podcast.
On Thursday evening, we uploaded the finished podcast to this website, where you can find it in the "projects" section. We hope you like it!
TRANSLATOR- Inma
Hi, this week I have had the role of translator, so I have to define 5 terms related to this activity. It is not as easy as it seems, because you have to think in detail about the terms you are going to use and that they are in line with the task. But here we go
The terms are the following:
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Coding: It is the process of interpreting information, transmitting information without losing meaning or being misinterpreted. In this case, in technology, it is a method of communicating with the electronic device with a set of "computer language". The program understands a set of instructions in order to complete the task.
Computational thinking: It is the process of solving problems, so that the solution is interpreted with algorithms and instructions. In this case, in computer science aspects it is the "intelligence" to reason and answer various questions. Critical and lateral thinking skills are achieved. The four steps to follow in this case are:
Decomposition of a problem into smaller phases.
Recognition of repetitive patterns
Abstraction of information irrelevant to the proposed problem.
Written algorithms presented for solving the problem
This thinking is achieved by playing and practising games that speed up the memory, such as the ones we have played in this task, Sudoku or other similar games. This develops language and numerical skills, improves creativity and encourages problem solving.
Podcast: A podcast is a type of radio programme, a broadcast, which is recorded and can be listened to by anyone at any time. In it, current affairs are discussed. Lately, it has become the order of the day and the number of followers and views of this type of format is increasing.
It usually has one or more presenters who are the same, in each programme they talk about a different topic. They may invite experts to discuss the topics. There are many types of podcasts: scientific, entertainment, training, sports... They can be scripted or completely improvised. With podcasts you learn independently and this is very important because you can learn in a dynamic and entertaining way.
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Rogramming: Programming involves structuring actions to achieve a goal. In the computer world it is given through algorithms and is given in a programming language. This action requires knowledge to know how to use it. To create anything software, you need to program.
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Algorithm: An algorithm is an ordered set of instructions with the objective of solving a problem. All this, in order to achieve an end. Through a state, a series of ordered steps are followed to arrive at the solution of a situation.
What’s more, apart from collecting the 5 main concepts, I also have to answer a specific question detailing the weakness of the topic. Regarding the assignment "Exploring Tasks with Digitals Computational Thinking and Coding".
Well, the truth is that I see many interesting and valuable things in this type of activity because you develop and train computational thinking in a significant way.
As for the children's learning, it is very good because they learn and improve step by step their technological and mental skills. The problem is that this type of activity is not very widespread, as it is not done in schools. That is why the defense of this is essential. It is true that there are activities that do not require internet. But most of them do. Besides the fact that technologies are a very expensive means and there are families who can not afford to have an electronic device. Having a computer room in schools is something very useful and necessary. Therefore, implementing a subject to develop technology is something that should be done.
ANALYST- Lucía
This week I had the role of Analyst, and this implies writing our final reflection on this task.
The activity for the week was basically to try out some games on an online games site, called Hour of Code, for primary school students, choose three and do a podcast talking and discussing abaut them.
Obviously our favourite part was the first one, playing the games. They all had different interesting and appealing themes, but they all played in a very similar way, they were all coding games. Our choice was: a game about Monster High, one about Mario Bros and finally, one about a cat.
Perhaps the most complicated part was the podcast. Recording it was difficult, because sometimes you make a mistake and you don't like the way it turned out and you want to re-record it. However, during the recording there were some very funny moments. The problem came when it was time to edit the podcast. We had never recorded or edited one before, and we had to use an app that we had never used before and we didn't know how it worked. It didn't let us edit the audio properly or put it in the way we wanted, which stressed us a lot. But finally, we managed to finish it and upload it to our blog.
At first we didn't understand why we were doing a podcast, but after finishing the task we understood how important it is to be able to communicate your thoughts and reflections to other people, to have a conversation about a topic and to see what other people think.
As for online games, we already knew about the existence of these types of games and how useful they are in children's education. These games, with their eye-catching titles and covers, attract students, making them want to play and, without realising it, they are learning. Using these types of activities involve making learning much more enjoyable and fun. Children are very active and dynamic people. They can’t just sit back and listen to a lecture. They need to do things and nowadays, technology and videogames have opened up so many windows for opportunities for newer forms of learning and teaching. The children learn to use technology in an educational way and through self-improvement they reach their goals. From our own experience, we were the first ones to start playing a little just to see what they were about, and we ended up playing up to level 12.
I don't have much to say about the group work, everyone helped as much as they could as usual. It's obvious that we can't always help equally and that there are members who participate more in one activity than another, but then in another it's the other way around.
In the end, all these tasks are related to the same concept, ICT resources, which is why this is the name of the subject. These resources are not only for our future students, they are for us, the future teachers. Learning about all these applications, websites and resources is necessary for our formation and the formation we want to give to our students. From each work we have learned something that we are sure we will use in our classrooms one day.
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WEEK 8
RAQUEL- JOURNALIST
This week I had a journalist role and that is why I am going to describe how the week went.
At the beginning everyone did the questionnaire about the different tools. Once it was done, in the practical class we were talking and we saw that there were some differences in opinion between us, but there were also a lot of things in common. The truth is that after that, we were quite lost, as we didn't know how to represent it in a diagram.
Afterwards, we used Ven's diagram, which is quite complicated and in the presentation the next day, Linda commented that it wasn’t well focused and that she encouraged us to change it and improve it, as this type of diagram is very complicated. Taking everything she said into account, we were thinking more deeply about how to approach it. We have seen it with a different perspective and we consider that the final diagram that we will upload to the blog is clearer and better organised. In fact, we could say that was the difficulty of the week.
This week it is my turn to comment on a blog of my classmates. We have decided to comment on the ICT teachers' blog: https://blogict2122.blogspot.com/. I have to say that the blog needs more colour and aesthetics. It's true that the different roles and the explanation of the tasks are perfectly clear, but honestly I would tidy it up a bit more. I think that everything on the blog is well explained, but they could revise the presentation a bit as there are some spelling mistakes. Apart from that, the rest seemed to be great.
Finally, a blog we visited to learn more about PLE was https://nagoregarciasanz.com/ple-modelo-de-aprendizaje/?reload=526656. Here we have found a lot of information that has been useful to understand how the Personal Learning Environment works.
TRANSLATOR- Lucía
As the translator of this week I had to think about the five core terms related to the subject which have been worked in the activity. First I want to mention the weakness of this week’s topic.
After the presentations of the schema we realized that we did it wrong, since we didn't understand quite well what we were supposed to do. After Linda told us what was wrong we decided to redo it and make a new one with all the feedback.
Reflection: These tasks are based on our reflections, after each task we always have to do a reflection about it. A reflection is a process which helps you gain insight into our professional practice by thinking analytically about any element and aspect of it, thinking about the difficulties and the challenges we face dourmg the process, our weaknesses and our problems etc.
App: an application of software its designed to be downloaded or used on smartphones, tablets and computers. The purpose of apps is usually to facilitate some action or help us, but there are all kinds of them, for entertainment, for communication, for learning, for sharing information... The ones we have seen in this task perform all these functions and more in our PLE, as not all of us use them in the same way or for the same purposes.
Devices: a device is a mechanism that performs certain actions. It can allow us a great number of them, a device can take photos, videos or audios; store information, create information, allow us to communicate, etc. Electronic devices form a very important part of our PLE, as they are the vehicles through which we access the apps that allow us to read, write and share.
Sharing: is the action of showing other people something, whether it is information, a reflection, or anything else related to our PLE. It is a very important part when it comes to acquiring information, as it reaches us thanks to the fact that another individual has shared it, just as it happens with our reflections, these can be reach to our classmates and teachers thanks to sharing of our reflections.
PLE: The basic concept of this task. PLE stands for Personal Learning Environment. It is a system that helps learners to take control and manage their own learning. It is a combination of tools, sources of information, connections and activities each person uses regularly to learn. Our PLE is made up of several subsystems, including those resources that a person uses for reading, those that we use for writing and reflecting (writing/reflecting) and finally for sharing our reflections and projects (sharing).
CURATOR- Marina
This week I have had the role of curator, so my job is to compile all the links and web pages we have accessed during the assignment, putting them in APA format. Here are all the references we have used this week:
Castañeda, L. y Adell, J. (2013). The Anatomy of PLEs. En L. Castañeda y J. Adell (Eds.), Entornos Personales de Aprendizaje: Claves para el ecosistema educativo en red (pp. 11-27). Alcoy: Marfil. https://digitum.um.es/digitum/bitstream/10201/53893/1/Chapter1Castaneda%26Ad ell2013EN.pdf
Upv, V. D. P. U.-. (2015, 17 abril). PLE - Entornos Personales de Aprendizaje | 4/73 | UPV. YouTube. https://www.youtube.com/watch?v=3OurAO-qVeA&feature=youtu.be
¿Qué es y cómo hacer nuestro propio PLE? (2019, 25 abril). YouTube. https://www.youtube.com/watch?v=2T2T-WCc9_Y
(S/f). Canva.com. Recuperado el 1 de abril de 2022, de https://www.canva.com/
de Campuseducacion, E. P. (2021, 20 diciembre). Personal Learning Environment: Definición y Características. BLOG Noticias Oposiciones y bolsas Trabajo Interinos. Campuseducacion.com. https://www.campuseducacion.com/blog/recursos/personal-learning-environment-definicion-y-caracteristicas/
What is reflection? (2022). REFLECTION. https://www.hcpc-uk.org/standards/meeting-our-standards/reflective-practice/what-is-reflection/
https://miro.com/app/board/uXjVOPrIV84=/?invite_link_id=53505097588
FACILITATOR- Inma
Hello, what's up. This week i have the role of the facilitator. It consists in organise the work each of us is going to do in the specific task. Furthermore, i had to encourage my colleagues in everything. To be honest, this is not the most difficult role, from my point of view is one of the easiest ones because i think I am very good at giving advices and at supporting my classmates and this is essential for the future.
The problem we have had could be the time we had to develop the activity. To make the diagram we only had one day so for us is not a lot. Apart from that, everything went well. Also, we had to remake the diagram because it wasn't very clear and Linda recommended us to change it. The new one is easier to understand.
Our star Álvaro, presented our PLE and differences between all of us . The devices we used it and where we used it. This is explain in the projects section.
STAR-Álvaro
Hey! How's it going? As you can see, I have been the star of the group this week. As you may know after reading so many times the different roles, the star is in charge of preparing (and carrying out) the presentation of the project (in our case the project was a diagram about our Personal Learning Environment or just PLE).
This week, unfortunately, we slipped and fell. Although the presentation wasn't going badly, the diagram we made wasn't very clear and could lead to some misunderstandings. So, Linda kindly invited us to reimagine the diagram and improve it.
That doesn't mean we are sad or anything, it's just a slap on the wrist. As people say: ''rise and shine''. Next task will be better.
My feelings during the presentation weren't bad, though. Until Linda stopped me my general impressions were fine. I was explaining our PLE with fluency and confidence.
That's all for me this week! Stay tuned. The end of the projects isn't far!
ANALYST - Paula
This week I had the role of the analyst, which means that it is my duty to do the final reflection of the assignment and to grade my classmates, including myself.
The project of the week was to make our PLE diagram (personal learning environment) following a series of conditions: the diagram had to be organised using the three parts of the PLE explained in class and in the text recommended by Linda (writing/reflecting, reading and sharing) and it had to be situated, i.e. it had to include all the aspects that you had explored in a questionnaire that we had done during the previous weekend.
During the making of this project I realised how different we each are and the endless possibilities of using the many tools at our disposal to make each of our projects the best they can be. The best part, in my opinion, was sharing our questionnaires and talking to each other about our different uses of technological devices and tools because, even though we are not very different, we had the opportunity to get to know each other a little better in the academic field. Maybe the fact that we spent so much time talking affected us in the organisation of our work, because that night we didn't think much about the efficiency of our work, something that we have learned from and we hope that it won't happen again in the future.
The projects of our colleagues taught us a lot of good ideas and I think we learned how to make a PLE diagram correctly thanks to them because, in my opinion, they were quite clear and we could see where we had failed.
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WEEK 9
CURATOR- Raquel
ANALYST- Inma
This week I have had the role of the curator. In this task we have had to do an infographic representing the digital competence in the digital world. In order to do so, we had to read a document in aula virtual called “Holistic Teaching Competence for a Digital World”.
The references are:
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Esteve, F. Castañeda, L., & Adell, J. (2018). Un Modelo Holístico de Competencia Docente para el Mundo Digital. Revista Interuniversitaria de Formación del Profesorado (RIFOP), 91(32.1), 105-116.
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Castañeda, L., Esteve, F. & Adell, J. (2018). ¿Por qué es necesario repensar la competencia docente para el mundo digital? RED. Revista de Educación a Distancia, 56 (6).
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V. (2017, 17 octubre). How to Create an Infographic - Part4: How to Design Your Infographic [Vídeo]. YouTube. https://www.youtube.com/watch?v=4EwDNokZvCE&feature=youtu.be
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I. (2022, 25 marzo). How to Make an Engaging Infographic: The Full Guide | GraphicMama. GraphicMama Blog. https://graphicmama.com/blog/how-to-make-an-engaging-infographic/
FACILITATOR/ STAR - Marinado
Hi! this week I had the role of facilitator and co-star. As a facilitator, I have to say that we didn't have any problem to carry out this task, but it is true that we were quite overwhelmed, as we had little time to prepare the presentation and make the infographic in Canva. However, we developed it correctly, we made a video call and we finished our infographic, when we had previously developed the presentation and we had read the attached documents. A small problem we had was printing the infographic, as we had very little time and it was complicated to print it in the format requested, so we had to manage as best we could, dividing it into four parts.
As for my role as co-star, I have to say that I was very nervous and it was all very rushed to learn the presentation. The star and I were very nervous but in the end we were able to do it correctly, and we learned it from repeating it so much! The first time we did it we didn't get it quite right, but after practising we got it perfect. Besides, the fact that we did the presentation in small groups and many times, gave us more peace of mind than presenting in front of the class only once.
STAR- Lucía
This week I had the role of star together with Marina. We had to present using the speed learning method, which consists of each star in each group standing on one side of the class and presenting their infographic group by group, that is, presenting a total of seven times.
At first I was very nervous about presenting, because I can't stop myself from doing it, as whenever I have to present I always worry a lot about getting it right, that the work is done correctly, that there are no mistakes... But in the end this method of presentation is much more entertaining for us and dynamic for the spectators.
Throughout the presentations, our colleagues gave us their opinions about our infographics. In general, they all agreed that aesthetically it was very good, with nice colours, attractive illustrations and a good organisation of the information. As for the flaws that were seen, it was in reference to the titles in capital letters and the information in bold, which we have decided to change to upload it to the blog.
As nervous as we are about presenting in front of the class, presentation after presentation we learn new things while having a good time with our classmates.
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Hey! This week I am the analyst. My work consists on giving marks to my classmates, depending on the work done in this task. What's more, I have to refect about this week.The topic is "Teaching in a Digital World". We have had to create a infographic that explain the elements and relationships of the topic. Our 2 stars (Lucía and Marina) presented it in a speed-learning way. It is very dynamic. For this task we had to read the texts in the virtual classroom and watching some videos and reading about how to do an infographic and how it works.
I really like the activity we have done this week. It is really useful for our lives (in an academical way). Eventhough, doing an infographic can sound boring. It is crucial for us to learn about it. We have realised points we have never take into account. For example how important is the font, the color or even the structure to do it more visual and easier to understand. If we are going to work with children it is essential to know about it.
I'm vey happy with our infography. Despite the fact that it was not our best task because Linda told our stars that we should have use other tipe of fonto, color of the font and about the capital letters I am vey proud. The inphographie was totally made by us. We decided the pictures, stickers and colors. Furthermore, searching for the information before reading the documents was not as eassy as it looks like. We have to look carefully and reflect about the relationships between the society and the education.
Me as a listener (not a star) have to pay attention to each of my classmates presentations. And I could see the good level of my colleagues and their involvement in that. I want to highlight the presentation of Potential Teachers. Sofía and Noelia did such a great job. They looked comfortable, they wer doing gestures to explain, looking to eyes and speaking in a vey fluent way. I really like how they connect this activity with previous ones. It was really easy to understand them withouth getting bored. Of course, I absolutely loved our presentation too. Marina and Lucía did it extremely well.
Related to our group and the organization, we are all united and comfortable with each one. Eventhough, sometimes we argue in making decisions. This year we are learning how to work in groups, something that I consider esencial for real life. In the future we are going to work and do things with people so, this is a preparation for life i guess. And this is everything ;)
JOURNALIST - Paula
This week I have had the role of the journalist, so I will recap everything we have worked on to make this project happen.
Hey! It's me once again! This is one of the last times we will be posting in the blog. Unfortunate, I know. So anyway, this week I have been the translator, in charge of summing up 5 key concepts about the topic we had to work on.
This week is a little weird because there are not 5 separate concepts but instead characteritics of a bigger concept, which has been the holisitic teaching competence for a digital world. These characteristics had a lot to do with the competence of being a good teacher, straight up.
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I'll try my best and try to define a bit some of the charatceristics of this topic:
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1)Personal Learning Environment: Everything we use in our daily lives to learn.
2)Expert in enriched learning environments: it means that a good teacher should be able to know which situations are good for the learning and development of their students.
3)Expert in digital pedagogical contents: it means that a good (and technological) teacher should be aware of the such good digital tools that are available to learn. Nowadays there a ton of websites that teachers can use to enrich their students' way of thinking, doing and learning.
4)ICT tools: all that involves technology in order to achieve a task (in this case, an educational purpose).
5)Digital competence: in this context it would refer to the skill of the teacher to handle the digital tools of the teacher's epoque and being able to adapt to the innovations that appear over time.
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I think understanding the concept of PLE has no significant drawbacks since it literally can include everything. In the teacher's perspective, this can help them understand what their students commonly use everyday to learn about what interest them and maybe try to adapt the tools of their PLE to learn more about the contents that interest the teacher.
TRANSLATOR-Álvaro
WEEK 10
ANALYST-Álvaro
Hello! It's been a while, hasn't it? We were on our Easter vacation that's why we haven't uploaded anything. So, yes, this is the last task we had to perform and it is highly likely this is the last time we update the post.
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This week I've been the analyst. Apart from evaluating my comrades, I am in charge of giving the final, critical reflection of the task. Here it goes (you will know about what the task was about from our journalist):
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The task wanted the course to end as it started, focusing on the weekly roles of the blog.
We have learnt quite a lot of things this week. After all this time, we actually discovered there were some roles that we were focusing from a wrong perspective and has made us realise that our blog was a bit more confusing to check than we had thought.
In my opinion the best part of the activity hass been that it has helped us know what to improve about each role (and the task itself didn't require much work from home).
The worst has been to actually acknowledge that in some aspects, your way of doing things was wrong and you needed to change your mind after all this time updating the post.
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This week's task has reminded me of something that the philosospher Kant once said: ''The wise can change their opinion. The foolish, never.''
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Before I leave, I have to say that if anyone aside from our teacher has been following this, thank you. Such an academic post can be tiring and tedious to follow.
I really hope we as a group can continue uploading posts regardless of if they are for a university course or not.
Once again, thank you for reading this (to you as well Linda, we have learnt a lot from you).
See you!
JOURNALIST - Marina
CURATOR- Lucía
Today I had the curator role, my job was compiling and organizing all the information sources that our group has used during this activity, and then adding them to the schema that we are doing with all the information sources.
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Castañeda, L. Bloging & Roles Universidad de Murcia (Spain). CC By-NC-SA. https://aulavirtual.um.es/access/content/group/5438_G_2021_N_N/Bilingual%20Group/TransversalActivity.pdf
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STAR- Inma
Hello everyone, This week we have done a lot of things.
First we created a rubric to evaluate the journalist and we shared it with "wildcats" .At the end we created an improved rubric with the ideas and suggestions of the two groups. I had the role of star, I had to present the rubric we made to my colleagues. Also, with our rubric we evaluated our colleagues from other groups (Coconuts, Potential Teachers and Puzzle team) and gave them feedback on the aspects that we liked the most and least about the blog with the aim of improving them (these aspects can be found in the projects section). They also gave us an opinion about our blog.
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Today will be the last time I write on this blog, as it is the last assignment. But I am very glad and I really believe that this is going to be very useful for us in the future. It has been a long and hard work and time invested but it has been worth it :)
This week I have had the role of journalist, so my job is to write up how we have done the work and what we have done each day.
This last task was explained by Linda on Tuesday 26th April, the day we started to elaborate our rubric, which was finished on that day. We did it on the journalist.
The next day, Wednesday, we had a few minutes of class time to evaluate other classmates' bolgs and give feedback. Afterwards, we started the presentations, for which we split into two big groups and each star presented the rubric of their group so that we could all get ideas and learn from each other. However, our star didn't have time to present that day, but she got a huge applause :).
On Friday, the stars who couldn't do it on Wednesday presented their rubric, Inma did it very well. In addition, this class was also dedicated to commenting on the blogs of the other classmates publicly so that they could improve.
TRANSLATOR- RAQUEL
This week I had to be the translator of my group. We had to make a rubric to evaluate the role of the journalist. The concepts that I consider most important and that we have learnt have been:
Journalist: the person in charge of narrating the story and processes of the different tasks by providing visual evidence and being able to demonstrate the dynamics of the group. He/she is also in charge of commenting on colleagues' blogs, as well as those from external sources.
External structure: criteria of the rubric in which the role includes a well written article about the task that is taking place that week, it means, it has a perfect structure with clear information and coherent structure.
Internal structure: criteria of the rubric in which the text includes very detailed information, including information about everyday of work, about what has happened that week.
Social approach: criteria of the rubric in which the blog post includes the references to another group blog from the class, in which the journalist has left a comment in their post, and also a comment in a blog from outside the class, and explaining why they have commented there.
Visual proof: criteria of the rubric in which there is a good amount of pictures of the project of all the week, that compliment the article about what happened in the group during the week. They show the participants, the day of the presentation, the materials of the project, among others.
FACILITATOR - Paula
This week I had the role of facilitator. Although, in my opinion, we are all a bit of facilitators in all tasks, I made sure that everything went well in this one. The activity consisted of making a rubric to evaluate the role of the journalist. The next day we would have to meet with another group from the other half of the class who had done the rubric for the same role as us, as each group of the subgroups had to do their rubric for one or two different roles. Doing the rubric was easy as we were all working in class and were able to communicate more easily than when doing video calls. On Wednesday, we worked with the Tinki Winkis and we were very well organized because, while some people merged the two rubrics, others created the questionnaire on which the rubric had to be reflected. In addition, I think the final rubric perfectly captured the different points of view that the two groups had. We added content that for us was essential to evaluate and we also changed our criteria for theirs because it gave more range when it came to evaluating. I have realized how difficult it is to evaluate and to make a rubric that includes everything necessary and relevant for the work to be fairly evaluated. In conclusion, I think that this assignment has taught me to always take into account different factors when evaluating an activity and that it is quite a difficult task that also requires preparation.
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