WEEK 3. Preparing our TPACK presentation. BEFORE AND AFTER THE PRESENTATION #soyer1718

Hi everyone, we are already in week 3, and as we posted in the last entry, we are going to do our best.

The person who is writing is the Journalist whose role is developed this week by Roberto Jara.

During this weekend, all of us read the article we had to work about, in order to understand what TPACK was.

 On Monday, during the class, we decided to share the tasks and we started to work. First of all, some of us started to look for information on the Internet, all the types of maps to decide which one was the most accurate to make the exposition next Wednesday.

 As there were lot of them, we did not know which one to choose and after thinking the pros and cons of all of them, we decided to choose the "Mindscape".

 Later, we started to debate about the design of the poster to present in the oral exposition and we had very good ideas. All of us have done our best because we are very creative. At the beginning, we made a sketch and voted it. Finally, Lola, who is very good at designing, was the person in charge of drawing it.

I also like to add that unfortunately, the Erasmus student who was in our group has abandoned it. We do not know the reason why she quit, but is quite likely that she belongs to group B, as a result, we wish her all the best with her new group mates.

Regarding what I have been doing looking for resources, surfing on the Internet, I have found some webpages which I consider they can be really useful for us as future teachers.

The first one, it is called " Top 10 Educational Technology Resources ". The page is about how to engage students with educational interactive resources and as future teachers, I am sure it can be practical for all of us.

Here I attach the link where you can have a look just in case you are interested:

https://www.teachervision.com/top-10-educational-technology-resources

The second one, it is called "12 Easy Ways to Use Technology in the Classroom, Even for Technophobic Teachers". It is funny to read and useful, as well, because makes you think how can do things in classroom that you consider that are unthinkable even if you are not good at technology.

You can visit it here:

http://www.teachhub.com/12-easy-ways-use-technology-your-classroom-even-technophobic-teachers

Furthermore, I asked my classmates to write on whatsapp all the addresses of their blogs, so, I could have a look in all of them, and two of them really caught my eye, the first is EMPTY21 and the second SPICEGIRLSOYER. I am really shocked because they look like professional! Very smart, well organized, including links to other social networks....I can only say I TAKE MY HAT OFF! Even they are the most impressive for me, the rest are very well written as well. They have a lot of content and I appreciate the work my classmates are doing.

Last but not least, we had to create a ' representative pet ' of our group. Being honest, it has being a very funny activity because my classmates and me have thought the most accurate one pet. We have hit the nail. Its name is LOMCESTRONG. It is a kind of game words because the pet is an astronaut, not an average astronaut, but our pet. We are still defining its shape, but I am sure it will be really shocking.

TPACK PRESENTATION DAY

Today has been the day all the groups had to present all their works.

At the beginning, Linda told us to move all tables to the centre of the classroom and leave an aisle around them to move. Later, each group had to be placed in one different part of the classroom in order to expose. The structure it was the same than other people use in ' speed dating '. I mean, they had 5 minutes to expose to every group in the classroom. The stars of the team remained in front of their piece of work and the rest of classmates moved to listen the following group. 

If you asked me, I would say that they have done an incredible work! There were different types of maps, from visual thinking map to conceptual map...

 My group was the first to be heard by Linda because she randomly asked who was the eldest one in the classroom and it was me....My classmate Lola, who was the star this week was a little nervous but at the end of the activity she defended it perfectly because she is a very good communicator. At the end of the activity Linda come back to our group to listen to Lola again and she had improved very much her first performance.

Last but not least, we had to take notes about all the group regarding how clear they were exposing and they did it incredibly well. Even though some of them had to read a little bit, the rest were exposing very clearly, showing ideas and concepts perfectly. It could be seen that they had prepared very well the topic TPACK.

All in all, at the beginning, all the stars were nervous because no one knew which type of activity we were going to do. It is normal, it has been the first time for us. Besides, Linda has given us a general feedback regarding all the expositions remarking all the problems and the things she considered that could be changed to better improve.

From my viewpoint, the classroom of today has been very interactive because I have been able to learn a lot of different things from the same topic and from different view points.

Hi everyone, I am María José and this week my role is the analyst.
Here you are the reflection I have made about TPACK.

REFLECTION OF THE WEEK

This week, my group and I have had to work with TPACK, which is a knowledge which tries to integrate the types of knowledge that a teacher needs to integrate to be effective, since as teachers we are, we need to be informed of the current era and the characteristics that teaching must have so that students feel identified with what we are teaching them.

Regarding this issue, both my colleagues and me, we found something very useful, since it has informed us about a model which has a lot of advantages when it comes to inculcate it in our classrooms, besides working it has also allowed us to see that it has some drawbacks such as not taking into account external components like parents, the influence of peer groups, the period in which they are, etc.

Besides, the best part of this week has been working with a model which we can integrate in the future in our classrooms, since it is necessary that the teacher is renewed and has an idea of the latest technologies and how to make a teaching-learning process with them, since it is part of today's society.

However, the worst part of this topic is that it is something complex, since within the TPACK we find elements, and subelements between which it is difficult to make a distinction without being deeply informed about this topic.

Finally, TPACK is one of the consequences of the historical period in which we are, in addition to the culture of which we are also part, they have a great responsibility in the implication of technologies in our educational system, since it is the result of the characteristics of our society, however, forget to have something in mind which is very necessary, which would be the social bonds that a child has, and among which we find the relationship with parents and the peer groups in which you find yourself. Parents, as we all know, are a great influence in the teaching process, as they guide us in this and, in addition, educate us to a large extent and influence us in our behaviour.

On the other hand, we find relationships with the peer group, since they become the people with whom we will spend the most time not only inside the school, but also outside of it, which is why it will also influence us.

To conclude, and as we saw in Psychology of Development, people are the consequence of many factors, so the TPACK leaves aside certain moral and social values to w hich we submit in the learning process and which are discriminated in this case.

Hi everyone! I am Maravillas and this week my role is curator-farmer. Here you have all the references of this task. 

Mansen, J.A. (2017). Pedagogía emocional. La fortaleza emocional en las escuelas. Retrieved from http://otrasvoceseneducacion.org/archivos/220891

Carrilla, M.P. (2018). De amor y pedagogía. http://deamorypedagogia.blogspot.com.es/2018/01/probando-probando-una-escape-room-para.html

Prieto, F. (2013). El modelo TPACK. Retrieved from https://canaltic.com/blog/?p=1677

Koehler, M. J., Mishra, P., & Cain, W. (2009). What Is Technological Pedagogical Content Knowledge (Tpack)?. Retrieved from https://www.bu.edu/journalofeducation/files/2014/02/BUJoE.193.3.Koehleretal.pdf

McGraw-Hill. (2017). What Is TPACK Theory and How Can It Be Used in the Classroom?. Retrieved from https://www.mheducation.ca/blog/what-is-tpack-theory-and-how-can-it-be-used-in-the-classroom/#respond

Koehler, M. J., & Mishra, P. (2009). What is technological pedagogical

content knowledge? Contemporary Issues in Technology and Teacher Education, 9(1), 60-70. Retrieved from http://www.citejournal.org/volume-9/issue-1-09/general/what-is-technological-pedagogicalcontent-knowledge

Kimmons, R., [Royce Kimmons]. (2011, marzo 22). TPACK in 3 minutes.  http://youtu.be/0wGpSaTzW58

(2012). Information map types. Retrieved from https://www.informationtamers.com/WikIT/index.php?title=Information_map_types

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