Thinking on Teaching Competence for a Digital World

For some months now, in informal conversations with other colleagues and, more in depth with my friends Francesc Esteve and Jordi Adell, we have been thinking about the idea that the definition of Teaching Digital Competence (hereinafter TDC), as it is proposed in most of the available models, left us with too many “unfinished ideas”…

Basically, we believed – we still believe – that the existing TDC models are based on a vision of what is digital competence (generic), that is used as fundamentals, and on top, pedagogy is “spread” as a layer (like butter)… but definitively in a too thin layer. As a result, these models – and their developments – are guilty of three main evils at least:

  • They do not understand teaching action as an integral action beyond the performance of the classroom.
  • They have a reduced and reductionist view of technology
  • They do not make explicit the type of competence model that underlies them, and if they do, they tend to coincide with models of mangerialism models, rather than integral development ones.

So we decided to work on these ideas and, in addition to a more in-depth analysis of existing CDD models, we would like proposing at least a first outline of what a Model of Teaching Competence for the Digital World would be. That is to say, a model that understands that the base is the teaching action and on it, is “spread” (to follow with the metaphor) the technology by all the corners, and in its wider perspective.

As a result of these joint thoughts, we have written two papers that have just been published and that I would like to share with you today. I know they are just in Spanish (we hope continue working on it in English in the near future), but if you are interested, I’m sure translator could help you (I’m open for chats too :-)).

Every comment and suggestion is welcome….

Thinking critically about Ed Tech in Higher Education (Call for papers)

Last February Dr Neil Selwyn and I have published a Call for Papers for a Special Issue on The International Journal of Educational Technology in Higher Education, in which we said:

“Digital Technology has been promoted as a crucial element for the improvement of contemporary education, and one of the key challenges to face Higher Education all over the world. Universities are now awash with digital systems and devices, with the promise of improving the performance of students and educators by enhancing learning, boosting enrolment, retention and completion rates. Individuals everywhere increasingly engage in higher education along digital lines. In parallel, educational technology is now a multi-billion dollar industry – involving global technology corporations in local educational provision and practice. The need to ask critical questions of the relationship higher education and technology is more pressing than ever.”

I not a question of being in favour or against Technology. I’m a technological person, I love technology, I’m teacher of Educational Technology, and I’m a researcher in Educational Technology. I personally believe on the importance of technology for understanding better the world, for living better. I love the time I live, I love challenges, and this is one of the most challenging time ever.

Nevertheless, as a “not new technology lover”, I already have past the time of being enlightened about technology, and I can see (guess, for being honest) that the instrumental way in which we have understood technology until now, is definitively not enough, and less for education.

From the vision I have, the instrumental use of technology is more or less “solved” in our times… Web 2.0 tools are easy to get, use and bring it to education, to our classes, to the teachers and students hands. Nonetheless, I’m not pretty sure that the way in which we –and others- are using them and including them in our educational systems, are entire understood by all of us… from a critical perspective.

This is one of the reasons for leading this Special Issue (Thematic Series in the language of the journal). As we said:
“Against this background, this thematic series looks at the impact of digital technology on higher education through a deliberately critical lens. We are interested in moving beyond notions of technology as an instrumental issue that is neutrally implemented, and instead, develop more nuanced analyses by problematizing the claims and assumptions surrounding higher education in a digital age.

Recent critical scholarship of technology has encompassed many study area and research topics. These include the understanding of new literacies and personal competencies under the view of media and arts education, philosophy of education, community education, critical pedagogy and activist education. There are also burgeoning critiques of technology within feminist and gender studies literatures, policy studies, and emerging interest in critical realist, socio-material and post-humanist directions.”

This is a personal invitation for you. For all of you that are exploring in a critical way how technology is impacting in Higher Education. Let’s show us your research, prepare and sent us your paper and we hope this would be a good point for continuing discussing and thinking critically.

The deadline is 1st of August, en the entire information is here

http://educationaltechnologyjournal.springeropen.com/criticaledtech

Hope to read you there!

Actividades enriquecidas con tecnología, el trabajo de los R&ICT1314

En la asignatura de R&ICT (1er curso del grado en Educación Primaria, grupo bilingüe) hemos trabajado todo el año con un proyecto que me gustaría contaros para lo de siempre, si os gusta que uséis lo que os parezca y si tenéis alguna sugerencia que –amablemente jeje- me la hagáis: durante todo el curso hemos diseñado en grupos de 2 o 3 personas lo que hemos llamado una Actividad Didáctica enriquecida con tecnología.

Para hacerlo lo primero que hicimos fue hablar de metas (goals), la idea era pensar en qué queremos realmente que los alumnos aprendan, partiendo de que si en realidad se trata de “enriquecer” la actividad didáctica, será porque aspiramos a algo más que recordar o entender (aunque ya sabéis que no soy la más Bloomer 😉 ). La idea era, partiendo del tema que quisiéramos abordar (siempre desde el Curriculum oficial y la impresionante revisión de Fernando Trujillo), darle vueltas a qué verbos vamos a poner en marcha con los estudiantes… así que les pedí que pusieran esos verbos en un padlet:

Una vez puestos los verbos en ese tablón, hicimos una reflexión en clase sobre qué significaban y qué consecuencias tenían en las actividades. Ahora con eso, Jane Challinor en su visita (a la que le debo un post) nos hizo reflexionar un poco sobre la importancia de lo multimedia y de buscar y curar información relevante que nos ayude a no diseñar la rueda de nuevo, así que cada grupo hizo un tablón de pinterest para que sirviera como centro de organización de información relacionada con su futura actividad: Captura de pantalla 2014-06-30 a la(s) 01.56.36 Entonces empezamos a trabajar en estrategia metodológica –qué van a hacer tus futuros alumnos- y además tocamos lo que parece que todo el mundo opina que debería ser lo único que deberíamos dar en clase: las herramientas y, cómo no, de evaluación. Para eso tuvimos la suerte de tener en clase a Manel Rives, quien nos contó unas cuántas cosas sobre creatividad, centros de interés, lo que son capaces de hacer los alumnos y herramientas móviles para trabajar con los estudiantes.

Con esa primera aproximación, los estudiantes debían preparar su actividad para presentarla en una feria presencial que hicimos en el hall de la facultad (aquí tenéis algunas fotos de la feria ) El objetivo de la feria era presentar el “todo” preparado y recibir feedback antes de la evaluación: tanto de la profe (yo), como de los visitantes de nuestra feria, quienes después- si querían- podían rellenar una encuesta en red que dejamos disponible con un código QR que pusimos en cada stand. La nota media de nuestros visitantes fue un 8,26 (sí, son muy amables :-)) e hicieron algunos comentarios de los que os enseñamos en la siguiente nube de palabras. Captura de pantalla 2014-06-30 a la(s) 02.22.12 Con ese feedback, los estudiantes debían presentar la actividad reformulada en una página de TACKK (por uniformar decidimos esta herramienta que fuera MUY muy fácil y que dejara un resultado estéticamente similar). En esa página web debían incluirse lo que lamamos “The basics of the activity”: es decir: goals, process, teacher’s guide, assessment criteria and instrument, etc; Tutorial(s) for using the ICT tools that are used on the activity; Example of the final artifact the potential students must do.; Author’s individual PLE & reflection about the subject. Captura de pantalla 2014-06-30 a la(s) 01.40.03 Era importante que todo el proceso (sí desde el principio) se gestionase dentro de los grupos a través de una herramienta de gestión de proyectos llamada Trello que me ayudó a hacer un seguimiento más o menos al día de lo que iban haciendo mis estudiantes. Captura de pantalla 2014-06-30 a la(s) 01.56.36 El resultado de las actividades queremos que sirva en la medida de lo posible a profes, así que hemos realizado una tabla que dejamos buscable a todos los interesados y que, gracias al plugin Tablepress para WordPress, ya se ha agregado a una página de la sección “docencia” de este sitio web .

Technology Enhanced Activities for Primary School

TitleTopicLevelURLTool 1Tool2Tool 3Tool 4Tool 5Tool 6
"Center of FRUITerest".The fruits.6th  gradehttps://tackk.com/fhus5t
AnimobyFlickrThinglinkBlogger
GOOD HABITS AND CARTOONS1st gradehttps://tackk.com/k2y2a5YouTubeTellagamiBlogger
Discovering R-EvolutionImportant dicoveries and inventions that have made advance humanity6th  gradehttps://tackk.com/34hzf9
DipityExamtimeVideoshowYoutube
Learn with the past, live the present and build the futureScience advantages that had improved the quality of our life.6th  gradehttps://tackk.com/improvingourlifes
Comic Strip itSmart DrawWeVideo
What the body hidesThe skeleton and Muscles1st gradehttps://tackk.com/6kd64qPic Pac MotionYoutubePics Art
GOT CELLS?
THE CELL: PARTS, FUNCTIONS AND CLASSIFICATION.5th gradehttps://tackk.com/thecellYOUTUBEOPENOFFICE WRITERTHINGLINKBITSTRIPSBRAINPOP VIRTUAL MICROSCOPEiCELL
Healthy food makes you happyHealthy eating habits6th  gradehttps://tackk.com/l6vhaaPicPac Stop-motionPinterestGoogle drive
"BREATHING THE LUB-DUP".Circulatory & Respiratory Systems6th  gradehttps://tackk.com/cz4hscBioDigital 3-D PlatformSlideSharePixton ComicsYouTubeThingLinkPearltrees
"The 5 explorers"The 5 senses3rd  gradehttps://tackk.com/the5explorers
BloggerThinglinkPicsartIncrediboxPinterestFotor
FASHION CLIMATESClimates of Spain5th gradehttps://tackk.com/uvlpz9Photoshop onlineISSUUKAHOOT
Driving to EducationDriver Education4rd  gradehttps://tackk.com/drivereducationQuiz RevolutionMoovlyMural.lyYoutube
Earth MattersEcosystems4rd  gradehttps://tackk.com/ecosystemsEdmodoToontasticQR CodesPenguins Game
Learn by playingThe animals2nd  gradehttps://tackk.com/9xdxb9FlickrPinterestMake beliefs comix
Find where you belong toThe Autonomous Communities5th gradehttps://tackk.com/spainMoovlyYoutubeThinglinkKahoot
'The Carnival of Nature''.'Diversity of animals. Characteristics, classification and recognition"5th gradehttps://tackk.com/v86nkrSketchtoyThinglink123D CreaturePinnacle VideoSpin
The Crate of LettersUnderstanding of writting text: Expression and Interation.4rd  gradehttps://tackk.com/el6qypWordPressThinglinkDrawEvernoteTuCuento
12 SESSIONS AROUND EUROPEEuropean Union5th gradehttps://tackk.com/vjpw9fPadletDipitySpreaker
Bringing under control SpainGeneral Culture and Geography3rd  gradehttps://tackk.com/spanishmapThinglinkPuppet Pals 2Windowa Movie Maker
Eat healthy, be healthy!Healthy Food4rd  gradehttps://tackk.com/eathealthybehealthyThingLinkVideo EditorYoutubeMoovlyPadletKahoot
Learn and have fun!The photosynthesis3rd  gradehttps://tackk.com/h37vqmThinglinkPinterestWindows Movie MakerWevideo
Promoting a better future.The pollution's problems5th gradehttps://tackk.com/p2nlpnMagistoYoutubeTwitter
The Peninsular kingdoms in the Middle AgeSpain in the Middle Ages: formation processes and political integration. The Reconquest. Art and culture and the Christian kingdoms of Al-Andalus.6th  gradehttps://tackk.com/jqr7v5Timeline 3DStopMotionSpreaker
LISTEN!

Paintings are talking
Art for children. The most famous paintings6th  gradehttps://tackk.com/LISTEN-PAINTINGSThinglinkPicCollegeBitstripsApache open office impress
Calculate Your RealityGeometry, flat and spatial forms.6th  gradehttps://tackk.com/nlf53hTangram HDTwitterIMovie
Loving our PlanetEnvironmental protection6th  gradehttps://tackk.com/lovingourplanetMoovlyFlickrSurveymonkeyThinglinkYoutubeGoogle
The data of your the Technology enhanced activities design by R&ICT's students

Eso es lo que hemos hecho… ahora me queda hacer reflexión sobre el trabajo, pero lo dejaré para otro post. Quisiera agradecer sinceramente la inspiración y ayuda que mi amigo y compañero Manel Rives que me ayudó a pensar en toda la estructura del proceso y hacerlo, y obviamente quiero agradecer a mis estudiantes por el trabajo que han hecho y por ser la razón que hace que siga deseando que venga el año que viene y empezar otra vez…

¡Gracias por todo! (y van 34)