“More than Tools” the Special Collection is already out

One year ago, Professor  Neil Selwyn from Monash University and myself, launched a call for an Special Collection at the International Journal of Educational Technology in Higher Education (ETHE dedicated to critical and diverse analyses of the reality of Educational Technology in universities, and today, with the publication of the editorial of the collection, the issue is complete.

I have to say that it is not a “customary” editorial, that is to say, it is not an introductory summary of the papers in the collection; I have had the immense opportunity to write with Professor Selwyn an article of critical reflection on educational technology today that has tickled my brain a lot… a lot to think about (on the subject, on how it is written, on my profession, on a thousand things)… not only now, for the future… and I wanted to share it with you:

More than tools? Making sense of the ongoing digitizations of higher education https://doi.org/10.1186/s41239-018-0109-y

In addition, I sincerely believe that the collection has turned out to be a very good collection of articles worth reading calmly, all of them with high quality and diverse points of view, and with a good combination of experience and freshness in the authorship of the texts.

Once the publication of the collection is finished, I would like to invite you to read them all and to reopen the discussion with your comments and contributions…. I think the articles are more only interesting when they help us to build debate.

I would also like to thank Neil Selwyn from the bottom of my heart, for all that I have learned from him during this time, for the immense opportunity to count on him in this effort. I hope we can work together again, at least I’ve learned a lot.

Thanks to the ETHE Journal for its commitment to an issue like this one, closer to theory and reflection than to the issues that concern us so much lately and thanks a thousand to the magazine’s team (Josep, Elsa) for their invaluable help.

Obviously, to say that without the people who sign these papers the collection could not exist, I have confirmed my admiration for many of them and I have discovered others from whom I will surely continue to read things. I also hope to have the opportunity to meet those I don’t know yet… hopefully soon

Finally, thanks to all the people who sent us their manuscripts, whether or not they are in the final collection. Thank you for being concerned with, and working on, these issues.

The only way to think about EdTech is to think critically about it…. it is the only way to make it useful and relevant. That’s why I hope we all keep thinking….

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….

Fair of Technology Enhanced Didactic Activities by #rict1617

As it is already a tradition in this course (#Research & ICT for students of the First year of the Degree of Primary Education), this Wednesday the 17th has been our fair of Technology Enhanced Didactic Activities. It is a time for students to propose the activities, collect some feedback from other teachers and colleagues of the faculty, and have some chance of improving them before being delivered as final deliverable of the course.
Here you have some visual testimony of what happened on Wednesday in the hall of our faculty

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


Hope to read you there!

GITE Seminar: Basic readings about Educational Technology Vol. 2

Following the initiative started in May with the first one, now we have done the second version of the Recommended Readings Seminar, following the compilation of readings done in the Book “Educational Technology” by Chris Davies y Rebbeca Eynon (2016). This second part is titled by the authors as  “Research into Technology and Learning Sciences, and Associated Theoretical and Methodological Issues”, and includes the following readings.

We hope you find them provocative:

The Science of Learning and Instruction Meets Computer Science

  • Vannevar Bush, ‘As We May Think’, The Atlantic Monthly, July 1945, 1–19.
  • Pask, ‘Conversational Techniques in the Study and Practice of Education’, British Journal of Educational Psychology, 1976, 46, 12–25.
  • Arthur C. Graesser, Shulan Lu, George Tanner Jackson, Heather Hite Mitchell, Matthew Ventura, Andrew Olney, and Max M. Louwerse, ‘AutoTutor: A Tutor with Dialogue in Natural Language’, Behaviour Research Methods, Instruments, & Computers, 2004, 36, 2, 180–92.
  • Yanghee Kim and Amy L. Baylor, ‘A Social-Cognitive Framework for Pedagogical Agents as Learning Companions’, Educational Technology Research and Development, 2006, 54, 6, 569–90.
  • Edys S. Quellmalz and James W. Pellegrino, ‘Technology and Testing’, Science, 2009, 2, 75–9

Users and Contexts in Designing Technology for Learning

  • Ann L. Brown, ‘Design Experiments: Theoretical and Methodological Challenges in Creating Complex Interventions in Classroom Settings’, Journal of the Learning Sciences, 1992, 2, 2, 141–78.
  • Dahlbäck, A. Jönsson, and L. Ahrenberg, ‘Wizard of Oz Studies: Why and How’, Knowledge Based Systems, 1993, 6, 4, 258–66.
  • Kari Kuutti, ‘Activity Theory as a Potential Framework for Human-Computer Interaction Research’, in B. Nardi (ed.), Context and Consciousness: Activity Theory and Human-Computer Interaction (MIT Press, 1995), pp. 17–44.
  • Richard E. Mayer and Roxana Moreno, ‘A Split-Attention Effect in Multimedia Learning: Evidence for Dual Processing Systems in Working Memory’, Journal of Educational Psychology, 1998, 90, 2, 312–20.
  • Allison Druin, ‘The Role of Children in Design of New Technology’, Behaviour and Information Technology, 2002, 21, 1, 1–25.
  • Sasha Barab and Kurt Squire, ‘Design Based Research: Putting a Stake in the Ground’, Journal of the Learning Sciences, 2004, 13, 1, 1–14.

Part 3: Techniques for Analysing Learning Behaviour Online

  • Henri and B. Pudelko, ‘Understanding and Analysing Activity and Learning in Virtual Communities’, Journal of Computer Assisted Learning, 2003, 19, 474–87.
  • De Wever, T. Schellens, M. Valcke, and H. Van Keer, ‘Content Analysis Schemes to Analyze Transcripts of Online Asynchronous Discussion Groups: A Review’, Computers & Education, 2006, 46, 1, 6–28.
  • Caroline Haythornthwaite and Maarten de Laat, ‘Social Networks and Learning Networks: Using Social Network Perspectives to Understand Social Learning’, in L. Dirckinck-Holmfeld, V. Hodgson, C. Jones, M. de Laat, D. McConnell, and T. Ryberg (eds.), Proceedings of the 7th International Conference on Networked Learning (2010), pp. 183–90.
  • Cristobal Romero and Sebastian Ventura, ‘Educational Data Mining: A Review of the State of the Art’, IEEE Transactions on Systems, Man, and Cybernetics—Part C: Applications And Reviews, 2010, 40, 6, 601–18.
  • Simon Buckingham Shum and Rebecca Ferguson, ‘Social Learning Analytics’, Educational Technology & Society, 2011, 15, 3, 3–26.
  • Lori Lockyer, Elizabeth Heathcote, and Shane Dawson, ‘Informing Pedagogical Action: Aligning Learning Analytics with Learning Design’, American Behavioral Scientist, 2013, 57, 10, 1439–59.

Performance Roles Reinterpreted

Those who you spend some time around here, maybe you remember than in subjects in which I teach, we work in groups and use performance roles. I told here some time ago in this blog post about roles.

As I told you then, results have been diverse, but I still use them because the students’ work is very rich… at least have told us and gives me the impression.

However, as we told you in previous works, sometimes afraid not always get organizing the experience for students to be aware of what is required in each role, the essence of their performance.

Even when they give instructions, we know that students make their own interpretation of the instructions and they build their own idea of what to do (back to Sellander, 2008).

So this year, in one of the activities, I have asked students to make a video (30 “) in which they show to other colleagues, the 10 keys to achieve each of the roles in the best way possible.

Here are the results:







In almost all cases I think the essence of the work is clear, although I confess that analysts have been not as precise as I would like -it is no so rare, considering it is undoubtedly the most complex-role-. I will have to work more on defining the role and make some activity so that it is better specified.

As always, thanks to my students that make all this possible 🙂

Selander & the #Rict1516 Fair

On May 17th, we celebrated -my students and myself, in the hall of the faculty, a new edition of our “Fair of Technology Enhanced Didactic Activities”. As you probably remember, last year we invite you to come 🙂 and after that, we show you a little of what had happened there.

This year, in addition to telling a bit of the story, I want to take advantage of this blog post to emphasize the rationale of that “show”, beyond its playful nature, the idea of being together and doing the students’ work more visible, as well as opening windows reality on the walls of our classroom.

I want to do it, because sometimes, the “lights” and “lanterns” of the fair, do not let us see everything that is an “event” like this, and maybe, make this reflection would help me to organize my thoughts and, who knows, maybe, this would encourage you to give me better ideas to improve it.

The Fair was created with the intention of serve as event presentation of the students’ work, but with the difference that, in this time, the work is assessed but not graded, i.e., is an event in where the goal is, specifically, to conduct a formative evaluation of the work (this is the final work of the course). Both by the teacher of the subject that gives feedback one to one to all groups, about all jobs; by other classmates that are passing by the exhibitors; by other students of the faculty who pass; as well as by other teachers of the faculty that can approach.

After the event, I put a “mark” (the 10% of the final grade for the course) for his staging of the work at the fair (effort, organization exhibitor, and exhibition, etc.), but they still have 2 and a half weeks to finish, profiling and “round up” their activity before the final submission of it for final summative evaluation and, of course, for the qualification.

This idea fits with the notion of The Secondary Transformation Unit, in the Learning Design Sequences described by Sttaffan Selander in his 2008 paper, and summarized quite well when he says::

A sequence starts when the teacher introduces a new task and sets the conditions for the work. The Primary Transformation Unit then entails the interpretation of the task and the setting, and the process of transformation and formation of knowledge – by way of different modes and media. The Secondary Transformation Unit starts with students presenting their work. If the goals, as well as the expectations of the process and the product, are clearly defined and explained in the beginning, both students and teachers will have a powerful tool for reflection and evaluation. During the whole sequence, teachers make interventions and have the possibility to reflect on the signs and indications of learning that occur during the process. (Selander, 2008: 15)

Thus, Selander represents the complete sequences bellow

"Learning Design Sequences". Sellander, 2008.
“Learning Design Sequences.” Selander, 2008.

It is, as we told you last year in the JUTE (Castañeda, Adell & Llopis, 2015), getting foster “a second part of learning, beyond the feedback of the task; getting a third phase in which the possibility of remaking the task under the light of that feedback, as well as reflect on what was learned in the process”, get to think and rethink what we are creating, allow us to learn more and better.

We’ll see 😉


Selander, S. (2008). Designs for learning: A theoretical perspective. Designs for Learning, 1(1), 10-23 Disponible en http://doi.org/10.16993/dfl.5

Castañeda, L. Adell, J. & LLopis, M.A. (2015). Cinco años de reflexiones y diálogos docentes a propósito de la asignatura de Tecnologías Aplicadas a la Educación. Comunicación presentada a las JUTE 2015. Badajoz, mayo de 2015.

By the way! If you want to see how was the show this year, here are some of super-dinosaur footprints:

Tools on the Bloom’s eyes

If you’ve been here sometimes before, surely you shall know that I do not think that, after 60 years since its publication, we have to keep -“almost with devotion”- looking at the famous “Bloom’s Taxonomy” (here’s the explanation http://www.lindacastaneda.com/Mushware/nobloom /).

However, when I’m asking my students to design an ICT enriched educational activity, where ICT could do more than decoration, and also where they could get from their future students, much more than repetition or identifying, I find tremendously useful the approach to ICT from the Bloom’s Taxonomy perspective, but Bloom’s understood as a list of “thinking skills”.

As a final artifact of that exercise to start thinking about how to develop higher order thinking skills using ICT (Wow! indeed this is the goal), I have taken this year “borrowed” an idea that I saw in the educatorstechnology Blog , and I have asked to my students if they would find a tool of the web 2.0, and would propose an activity they could design with that tool that helps to develop each Bloom’s Taxonomy thinking skills (at least one activity for each thinking skill), and if they would express the list, creating a table / infographic / image that gathers together.

Now it’s time to share them with you on the Pinterest board where we have put together and, hopefully, over the years can be made larger.


My GITE’s Seminar: Basic readings about Educational Technology Vol. 1.

For some years, GITE has been conducting seminars in which each of us shares with the other members of the group, something of what concerns us, what we are working on, or what attracts our attention in the last times of our professional life.

Particularly, I have to confess that I always have the impression of not having read everything that I could about educational technology. So, when I saw the compilation made by my host at Oxford University Chris Davies and Rebbeca Eynon’s “Educational Technology” (Editing by Routdledge in 2016), and I had the opportunity to review the content index, I understood that it was a wonderful.

It is not a normal book, it is a book that includes a selection of the most relevant articles that can give you an initial perspective about ET. That is to say, it is not a matter of who invented the wheel, and of which are the fundamental bases to understand the development of that wheel; It does not include the initial article of all topics, but sometimes includes later articles that reflect some of the discussion that provoked that topic.
Obviously, like any selection other experts will find it to be improved, but I think it is quite good.

The book includes four complete volumes, and I decided that I would dedicate my GITE seminars to introduce each one of them, in a form of commented readings seminars.

So, on this occasion and to begin with I have dedicated to Volume One which include the following documents:

Part 1: Perspectives on the Nature of Technology and its Place in Human Lives in the Modern World

  • Langdon Winner, ‘Do Artifacts Have Politics?’, Daedalus, 1980, 109, 1, 121–36.
  • Castells, ‘Informationalism, Networks and the Network Society: A Theoretical Blueprint’, The Network Society: A Cross-cultural Perspective (Edward Elgar, 2004), pp. 3–48.
  • Martin Oliver, ‘Technological Determinism in Educational Technology Research: Some Alternative Ways of Thinking About the Relationship Between Learning and Technology’, Journal of Computer Assisted Learning, 2011, 27, 15, 373–84.

Part 2: Forming and Configuring the Field of Educational Technology

  • Seymour Papert, ‘Computers and Computer Cultures’, Mindstorms: Children (Basic Books, 1980), pp. 19–37.
  • Larry Cuban, ‘Computers Meet Classroom: Classroom Wins’, Teachers College Record, 1993, 95, 2, 185–210.
  • Richard E. Clark, ‘Media Will Never Influence Learning’, Educational Technology Research and Development, 1994, 42, 2, 21–9.
  • Hank Bromley, ‘The Social Chicken and the Technological Egg: Educational Computing an the Technology/Society Divide’, Educational Theory, 1997, 47, 1, 51–65.
  • Kenneth R. Koedinger, John R. Anderson, William H. Hadley, and Mary A. Mark, ‘Intelligent Tutoring Goes to School in the Big City’, International Journal of Artificial Intelligence in Education, 1997, 8, 30–43.
  • Anohina, ‘Analysis of the Terminology Used in the Field of Virtual Learning’, Educational Technology & Society, 2005, 8, 3, 91–102.
  • Czerniewicz, ‘Distinguishing the Field of Educational Technology’, Electronic Journal of e-Learning, 2008, 6, 3, 171–8.
  • Neil Selwyn, ‘Making the Most of the “Micro”: Revisiting the Social Shaping of Micro-computing in UK Schools’, Oxford Review of Education, 2014, 40, 2, 170–88.

Part 3: Foundational Theories and Perspectives on the Capacity of Technology to Transform Learning

  • Skinner, ‘Teaching Machines’, Science, 1958, 128, 3330, 969–77.
  • J. Gibson, ‘The Theory of Affordances’, The Ecological Approach to Visual Perception (Erlbaum, 1979), pp. 127–43.
  • Marlene Scardamalia and Carl Bereiter, ‘Computer Support for Knowledge-Building Communities’, Journal of Learning Sciences, 1994, 3, 3, 265–83.
  • Roy D. Pea, ‘Seeing What We Build Together: Distributed Multimedia Learning Environments for Transformative Communications’, Journal of the Learning Sciences, 1994, 3, 3, 285–99.
  • Mercer, ‘The Quality of Talk in Children’s Joint Activity at the Computer’, Journal of Computer Assisted Learning, 1994, 10, 24–32.
  • Crook, ‘Children as Computer Users: The Case of Collaborative Learning’, Computers and Education, 1998, 30, 3–4, 237–47.
  • James Paul Gee, ‘Semiotic Domains: Is Playing Video Games a “Waste of Time”’, What Video Games Have to Teach Us About Learning and Literacy (Palgrave Macmillan, 2003), pp. 13–50.
  • Siemens, ‘Connectivism: A Learning Theory for the Digital Age’, International Journal of Instructional Technology and Distance Learning, 2005, 2, 1, 1–8.


Part 4: Theories of Learning and Teaching Underpinning Educational Technology Practice

  • Lev Vygotsky and Alexander Luria, ‘Tool and Symbol in Child Development’, in M. Cole, V. John-Steiner, S. Scribner, and E. Souberman, Mind and Society: The Development of Higher Psychological Processes (Harvard University Press, 1978), pp. 19–30.
  • Fred S. Keller, ‘”Goodbye Teacher …”’, Journal of Applied Behavior Analysis, 1968, 1, 1, 79–89.
  • Lave, ‘Situated Learning in Communities of Practice’, in Lauren B. Resnick, John M. Levine, and Stephanie D. Teasley (eds.), Perspectives on Socially Shared Cognition 2 (1991), pp. 63–82.
  • Jonassen, ‘Objectivism Versus Constructivism: Do We Need a New Philosophical Paradigm?’, Educational Technology Research and Development, 1991, 39, 3, 5–14.
  • Anna Sfard, ‘On Two Metaphors for Learning and the Dangers of Choosing Just One’, Educational Researcher, 1998, 27, 2, 4–13.
  • Pierre Dillenbourg, ‘What Do You Mean by Collaborative Learning?’, in Dillenbourg (ed.), Collaborative-Learning: Cognitive and Computational Approaches (Elsevier, 1999), pp. 1–19.

Another way to think about complexity

One of the subjects where I teach is “School Organization and Educational Resources” for the  bilingual group of first-year students at the degree in Primary Education at my University (University of Murcia).

One of the first things I like working with my students when we come to speak about “the organization”, is try to understand complexity in education, everything that has to do with it and, very specifically, to the school as complex context.
I must confess, however, that these kinds of topics I find difficult to work; I guess because in the first year of degree and especially for those very young people, it is difficult to see the importance of issues as “tacit” and little “touchable” as the complex relations between the elements of a system. So, I try to make approaches to content analysis involving the concept, but, as closer as possible to reality.

On this occasion I suggested to my students the following task:

They must review the first chapter of the book Teaching and learning in the digital age de Louise Starkey (we have also worked using the 4th, but I’ll tell you soon), which speaks “simply” about 6 issues related to complexity in schools:

  • Complexity theory
  • The context of a complex organization
  • The emerging knowledge through connections
  • Diversity and redundancy
  • The balance between randomless and deterministic order
  • Theory of complexity and change in schools

I asked students who, after reading the text, should seek in the news last year (national or international), 1 news illustrate each of these issues. Each group conducted a newspaper where he exhibited his news and the relationship between the news and issues we work (here you can see some example  1 , here another 2, another more 3  and  finally another more 4

Once they made the newspapers, the whole class chose 6 articles that will help illustrate the concepts worked and the performed -among all (self-management and self-organization)- a News TV Show, with 6 news that try to illustrate how complex is the complexity of schools. Here you can see the result:

Here the links from the real news:

1 Hoy comienza la Semana Cultural del colegio Camilo Hernández. http://goo.gl/zctD1d
2 BBC News Is South Korean education ‘best in world’? https://www.youtube.com/watch?v=JFpTd…
3 Un colegio en Vallecas, sin libros ni deberes. http://goo.gl/8Q4JUj
4 Colegios innovadores… sin salir de España http://goo.gl/cbEwfz
5 Unique Uses of Twitter in the Classroom http://goo.gl/DrrdnL
6 La educación virtual http://goo.gl/CdiXsp

… It is not very long, so I invite you to watch it complete to value their work and give us some feedback: to students about whatever you want (please, treat them softly, take into account they already have enough with suffering a teacher like me), and to me, on the activity itself.

I worry that the video could “tarnishes” the important of the issue, the activity “eat” the content and the eflection, yet they continue to make their reflections in the group blog … nevertheless, “traditional” approaches do not ensure that they will focus on “the important thing” … so it only remains to explore and go in the direction of what we know: authentic learning, use of reality, reflection, collaborative work … at least try .. .

Well, you will say to me … I’m looking forward to hearing from you all…


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
GOOD HABITS AND CARTOONS1st gradehttps://tackk.com/k2y2a5YouTubeTellagamiBlogger
Discovering R-EvolutionImportant dicoveries and inventions that have made advance humanity6th  gradehttps://tackk.com/34hzf9
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
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
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

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)

Palabras para escépticos 1

Mil perdones por la inmensidad del post a los lectores (y a los perdidos que hayáis llegado hasta aquí)… pero creo que de vez en cuando hay que hacerlo.
Cada vez que doy (damos) una charla hablando de las bondades de las TIC en el aula, de la necesidad de repensar nuestra didáctica en estos tiempos y de todas esas cosas que nos preocupan, nos ocupan y nos fascinan, la mayoría de nuestro auditorio se corresponde con los profesionales convencidos, personas a los que en realidad no vamos a “convencer” de casi nada, que ya están tan convencidos como nosotros pero que, en el mejor de los casos, buscan ese discurso para que les sirva como detonante o como ventana a algunas cosas que no han podido ver o quieren reforzar.
Sin embargo, existe una enorme cantidad de profesionales que son “escépticos” ante ese discurso “pro-TIC” y que, por mil razones vinculadas a su práctica, su profesión y su historia, siguen sin verlo claro. Y a ellos deberíamos dirigir sin duda parte del discurso… al menos yo creo que debería ser así.
Anoche tuve la ENORME oportunidad de recibir un correo de uno de esos profes escépticos, además uno joven. Se trata de un profe de matemáticas de secundaria, vocacional, apasionado por su materia y preocupado por su quehacer (si no, no se tomaría el trabajo de escribirme un mail como el que me escribió). El mail es un mail amable, reposado y con unas cuantas preguntas y comentarios sobre la charla que di ayer tarde en las X Jornadas de Altas Capacidades de la Región de Murcia (de antemano mil gracias al equipo de Altas Capacidades de la Región de Murcia por contar conmigo para este día, ha sido un placer y un honor ser profeta en mi tierra, aunque siendo un poco extranjera en el tema :-)).

Como realmente creo que parte del trabajo que me gusta hacer pasa por contribuir en la medida de mis posibilidades a que aquellos que siguen sin ver claro esta realidad la vean, aprovecharé el mensaje de José (no le identificaré más, a menos que él quiera que le identifique) para responder a alguna de esas dudas (las preguntas suyas eran bastante más largas, espero hacer llegar la esencia) que estoy segura de que no son exclusivas suyas y que puede que contribuyan de una forma u otra a complementar su perspectiva:
Pregunta José:

“¿aplicamos actualmente en las aulas las TICs porque está de moda o porque ya se cuentan con investigaciones serias que reafirman claramente las bondades de su uso?… … Entiendo a la perfección lo que comentaba de que las nuevas generaciones están educadas en la era de las tecnologías (yo quizás también lo esté ya) pero ¿se ha debatido sobre las ventajas-desventajas de esa educación tecnológica de manera seria o simplemente se ha aceptado de que la sociedad es tecnológica y que por tanto la educación también debe serlo?”

Realmente no se trata tanto de “aplicar las TIC a la clase” como de entender que la sociedad es una sociedad TIC y que nuestra misión –la de formar ciudadanos capaces de ser felices- aunque sigue siendo la misma, ha cambiado enormemente con el contexto y que pasa por formara esos ciudadanos para un mundo con TIC.
La educación es un proceso social de adaptación del hombre a su contexto, y en esa premisa básica puedes encontrar la justificación de repensar la educación con las TIC. No se trata de una moda u otra –todos los cambios tecnológicos han sido moda en algún momento-, que las TIC (las TIC) ha venido para quedarse lo sabemos hace más de dos décadas y que esa tecnología tiene implicaciones extraordinarias en cosas básicas del mundo que afectan a la educación y a tu aula, es evidente. Si la educación pretende educar a los alumnos para la realidad y la realidad es con TIC, educarles sin TIC es educarles para un mundo que no existe.
Ahora bien, además de eso, sí, se ha debatido y comentado mucho sobre implementación de tecnologías en el aula y sus “bondades” (la investigación en tecnología educativa tiene una larga tradición, aunque puede que fallemos en la difusión de sus resultados), algunas de las referencias usadas en la presentación dan buena cuenta de esa investigación (mira por ejemplo la parte de multimedia), pero te invito a que le des un repasito a mucha de la buena investigación que sobre el particular se ha hecho en el campo de la didáctica de las matemáticas… hay más de una revista especializada y seguro que te encantará leerla.

“cuando la Conserjería gasta miles y miles de euros en dotar a sus aulas de pizarras digitales ¿lo hace para tener buena prensa o porque se respalda en investigaciones seria?”

Sinceramente la lógica de las decisiones políticas se escapa por completo a cualquier lógica que podamos aplicar, pero me temo que no, casi nunca responden a lo que dice la investigación, a menos claro que eso les de buena prensa, si nos oyeran a los investigadores en educación habría “viajes” e inversiones que se harían sin duda de otras maneras.
Decías también:

“Este tema lo relaciono yo inconscientemente mucho con aquello de las competencias básicas (como la de aprender a aprender) que no consigo entender y que, más aún, veo como una barrera para el desarrollo del buen quehacer docente (imagino que tendré que deshacerme de esta idea si finalmente terminan calando las propuestas didácticas basadas en esas competencias).”

En eso nos falta algo más que un post de blog para charlar, pero sólo por ponerte en situación con algo de investigación aunque con una aprox. de “estar por casa”: se han hecho estudios en los que se relaciona la cantidad de contenido que se aprende en la formación inicial y que continúa siendo útil al final de la vida profesional, pues bien (te daré los datos de cabeza), en los años 50s del S XX rozaba el 70%, en los 80s rozaba el 50% y en la primera década del S XXI había caído a menos del 20%… eso significa que educar profesionales con una perspectiva basada en contenidos (como el centro de la educación) es una apuesta claramente fallida. Los contenidos cambian radicalmente cada poco tiempo, y cada vez cada menos tiempo. Es imprescindible ofrecer a nuestros estudiantes la posibilidad de que aún cuando los “expertos” no estén, ellos puedan “buscarse la vida”, tener criterio, ser capaces de leer con capacidad de análisis, de buscar proactivamente, que tengan actitudes y aptitudes de trabajo con otros, de autorregulación… En un mundo de sobreabundancia de información, el reto no es meter l información en la cabeza de los estudiantes (ya la tienen en el móvil), el reto es hacerles capaces de ver esa información con sentido y de forma crítica.
Preguntaba además José:

“¿se ha investigado las consecuencias físicas que puede tener sobre los alumnos el uso de las TICs? Me explico con un ejemplo. Un alumno miope, como yo, no ve su miopía agravada con el uso de las TICs. O ¿verdaderamente uno se concentra igual leyendo sobre una pizarra que sobre un ordenador?”

Seguramente se ha hecho. En investigación médica y óptica debe haber estudios relacionados con la lectura en pantallas y la diferencias de las consecuencias físicas con la lectura en papel; además hay unos cuantos estudios sobre concentración… la pregunta es: ¿y del papel no se dice nada? ¿el papel es bueno per sé?, la verdad es que son dos temas en concreto que no me preocupan lo más mínimo. Nadie se ha planteado de manera seria los problemas que las tizas, los libros, el negocio relativo a los libros de texto, la endogamia editorial, el uso de la tinta y la proliferación de alergias, la deforestación para la creación de papel, la rigidez e incomodidad de las sillas atornilladas al suelo, la configuración ortopédica de las sillas de pala y otras tecnologías educativas más… “tradicionales” tienen sobre los estudiantes y sobre el contexto…
Finalmente José me hacía una reflexión sobre un punto que comentaba yo sobre mis clases y decía:

“Cuando en cierto punto de su exposición usa como ejemplo unos dibujos de proyecciones terrestres dice, creo que eso entendí, que la proyección de Mercator falsea los tamaños reales de los países y que esto podría tener alguna connotación política… …Puede que Mercator fuera un europeista convencido pero yo no achacaría las “deformidades” de sus proyecciones a esto. La proyección Mercator de una esfera (La Tierra) en un plano (el mapa) no conserva el área-tamaño de los planetas pero sí los ángulos (en aquel entonces la navegación era de capital importancia… …Lo curioso es que es posible demostrar, matemáticamente, si uno proyecta una esfera en un plano es imposible conservar a la vez el tamaño-área de los países, los ángulos y las distancias en escala. La proyección de Marcator conserva los ángulos; hay otras que conservan las áreas pero no los ángulos o las distancias.”

Efectivamente, la proyección de Mercator es una de las posibles conversiones de una “esfera” (la tierra) en un plano (el mapa), pero esa conversión no sólo responde a una serie de parámetros geométricos, para hacer esa conversión se toman decisiones conscientes (qué queda arriba y abajo, dónde se da el corte, por qué se decide hacer esa conversión basada en ángulos y no otras) y esas decisiones conscientes responden a un marco contextual político, social y económico determinado. Mercator no era un europeísta (no sé si lo era, vaya :-)), era europeo, en tiempos de colonia, poner a Europa en el centro del mapa (el corte que “abre” la esfera está en el pacífico y no en el Atlántico y no es baladí), no es casual, como no lo es ninguna de las representaciones de la realidad en los medios.
No tengo nada en contra del señor Mercator ni de su esfuerzo ímprobo por dotar de un plano a los navegantes de su momento, el “problema” surge cuando pretendemos educar a las personas en verdades absolutas desde proyecciones parciales de la realidad sin hacerles conscientes de esa parcialidad. La gran mayoría de los “occidentales” de hoy no son conscientes de las “imperfecciones” de las proyecciones geográficas y gracias a eso entendemos que somos (Europa es) casi tan grandes como América del Sur, que África no es TAN grande, que Méjico es una pequeña “cola” que e sale a EEUU por abajo y que el sur está abajo (no sería la primera vez que un adulto con formación superior se sorprende al jugar al geopuzzle conmigo :-)). El ejercicio que hago yo con mis estudiantes, futuros maestros, tiene que ver con que sean conscientes de que cada representación de la realidad que usan en clase responde a unas decisiones concretas que le hacen como es, y que sólo siendo conscientes de las implicaciones que esas decisiones tienen sobre el medio y sobre la percepción de la realidad de nuestros estudiantes, podremos usar los medios en clase de una manera responsable (no neutral, nunca lo es).
Decía José:

“Reconozco de entrada que vengo siendo un gran incrédulo de las posibles ventajas que pueden traer las nuevas tecnologías a las aulas. Al mismo tiempo, admito creer ser incrédulo por desconocer las posibles potencialidades (mayormente porque el tiempo que me queda para investigar estas cosas es limitado pero también porque, creo, no estoy motivado suficientemente para preocuparme por ello).”

Por todo eso, por tu valentía al escribirme y por compartir conmigo tus inquietudes, espero sinceramente que mis palabras sirvan de algo, aunque sea para hacerte seguir pensando en estas cosas que creo sinceramente que deben seguir ocupándonos y preocupándonos.
Ojalá mis “respuestas” (ojalá tuviéramos tiempo para charlar) abran alguna vía más de reflexión par tu trabajo.
Hasta más ver.