#edugoalsmooc

Late again but with my third challenge completed. This time is about to reflect about learning theories, digital footprint and after review my peers tasks I decided to design my mindmap a bit different. I draw it and I based on Social Learning Theory because I think it does say a lot about this week topics.

Here it is my digital mindmap. Remember to look for link attached under de image to go deeper into the theory( it is touchable).

https://www.agorabierta.com/wp-content/uploads/2018/03/Social-Learning-theory.pdf

Because of a clear lack of time and because I don’t have students as a usual teacher I decided not to make de survey.

My reflection in this week is more about how social activities promote learning. Directly connected to digital footprints is the fact that if we spend time with social nets, surfing and using technology we must take into consideration how we are as models.

Just think about a daily routine with your mobile phone, your computer or your tablet. How many time do you spend with them? Is it always a “common sense” use?

First check your own digital footprint to be able to ask for it, to reflect, to examine the consequences of your acts. 

SAMR and RAT theories are frameworks through which teachers can assess and evaluate the technology used in the classroom. Both are quite similar although RAT has one step less, is a little simpler. Either SAMR and RAT are acronyms to different steps in introducing technology in the classroom.

SAMR, Susbstitution, Augmentation, Modification and Redefinition. The tasks begin to change in the third step because it can’t be done without technology and is completely different in the last because is when the experts get into the classroom thanks to technology.

RAT is the acronym of Replacement, which is equivalent to Substitution, Augmented, equivalent to Augmentation and Modification; and Transformed, equivalent to Redefinition.

Those theories allow the teacher to make baby steps adapting the use of technologies to the curriculum. It is necessary to work on projects  to achieve the lasts steps of both models because is when people like experts or students from different parts of the world get into the classroom to enrich the curriculum and the learning experience of the students. A good example are e-twinning projects.

Regarding to the digital footprint of our students, they should be teached in digital citizenship and teachers should make them aware of the impact they make in the Internet and in the world. They also should be aware of the importance of a positive footprint on line. I truly recommend that video: https://www.commonsense.org/education/tlr-ui/modal-collection-video/2496816. I would outline two tasks: the teacher ask their students to google himself in order to make them reflect about a positive footprint related to work; and the other is that he gives them two profiles from different people and ask them to check on line if what they say about themselves are true or false. So they realize how everything can be searched on the Internet because all the information is there. 

I have carried out a survey between 31 students from 14 to 17 years old about how they use technology. The most of the students were between 15 and 16, only two have 14 and two more 17. The majority of the responses were from girls (71 %), only a 29 % were boys (9).

To the question,  “at what age did you first use a computing device (Game Boy, iPad, cell phone, tablet, gaming console, etc.)?”, the most of them  began using a computing device between 9 to 12 years old (71%) , almost a 20 % started from 5 to 9, and just a 6,5 % began at 13. So they were introduced early in the use of technology. The percentage of getting into Internet for the firs time is similar, 71 % between 9 to 13, 29 % earlier.  96,9 % are connected every day, almost one hour. 32,3 % more than 5 hours per day. 

To the question about social networks, the answers showed that they used them quite often and their favorites are Instagram (96,8 %), WhatsApp (93,5 %), and Snapchat (61,3 %). They also use quite often YouTube (83,9 %). Twitter and Facebook are used by no more than 26 % of them. They use them to communicate and have fun.

To the question “Did your parents give you permission to join each of these social networks?” the majority asked “Yes, they know each of one I have joined” (71 %). Only 9,7 % asked “no”. Related to parents control 58,1 % asked that their parents never control what they do in social networks, just a 32,3 % asked that their parents control what they did, but only occasionally.

If we talk about sharing personal information in the social networks as pictures and videos, only 1% of them have never shared a personal photo, that percentage increases in the videos where only 29 % have never shared a personal video online. Finally, the majority have reflected sometimes about the image that they can transmit on line but only 32,3 % are worried about that image, in contrast 58,1 % are very aware about what they post or share on line. 

That model of integrating technology in the classroom permits teachers to advance step by step but anyone could take the risk in remaining in the two first steps. However, every step can be useful in some moments. In my case, I use all of them, I use the last one in the projects I develop with my students where technology allows to get into the classroom some people or institutions  that can enrich the knowledge of the students. In the project “¿Hay amores por los que morir? we contact with two experts in the field of enterprises of surveys: in one case, the students interview the expert by email but in the other, we did a videoconference with the workers of the company so the students could gain experience in making surveys and in drawing conclusions of the information they got of the interviewers. 

Like the title of this post this #edugoalsmooc never ends, but in a positive way. We know we are lifelong learners and this mooc is just a piece of learning to progress, to continue exploring the ways to enrich our classrooms, our life as teachers.

What was your global collaboration project?

Related to the challenge of this week 5 I’m proud to introduce you to this new way of collaboration along with Christian Negre, between classrooms of all over the world in which I’ve taken part sharing and promoting the activity.

Localización Misteriosa (Mistery Location)

It is the same idea as Skype Guessing but through a community in Facebook. The teachers offer their classroom and if any other join they create an event between classrooms. The main goal is to guess where the other class is in the world by the Socratic method. But depends on the creativity of the teacher. 

In addition, it also develop S.XXI skills and teachers could chase other goals: communication, critical thinking, creativity, cooperation, learn to think...

What did planning a global collaboration project with a peer in this course teach you?

It is not a new project because of the mooc, it exist before it, and my participation is more like a community manager, specially at the beginning, to launch it. What I’ve learnt from this project is that teachers get boring as students and they want to change things, the way they teach, the way to promote learning in their students, looking for motivators, for ideas that make learning possible.

The most difficult part of the project it has been the scope of it. It is not universally accepted this kind of challenge through social nets, teachers are not used to take advantage of them for learning, for teaching.

It is an interesting week at #EduGoalsMooc reading about Teacher Classroom management. 

Most of the times it is much more important to know how to draw students attention, and how they feel, how they are able to learn something than show our mastery in some content.

Despite, there are a lot of tricks, apps and more we can use to effective hook students, keep calm and draw again attention. My survival toolkit for now is this one.

Review the link if the image doesn't work

I want to focus on the keys that, in my opinion, drive the survival process:

- Novelty to promote curiosity

- Challenges to make them proactives (love the visual ones to promote imagination)

- Tech Creator as a direct motivator (to be manipulative and tech together is a plus)

- And last but not least, accept chaos as a “pet”(it is a common phrase here referred to a game advertisement, may be the translation it is not correct but it is the idea to deal with chaos).

The second challenge this week it was to design a digital safety, citizenship, and learning resource for parents with the opportunity to do it in different formats. My idea for this is to make the most of the different apps exist, for example #Edupills from Educalab-INTEF. But here it is an example, again as an infographic for families. 

Review the link if the image doesn't work

What is in your teacher survival kit?

 I chose paper, pencils, and drawing paper to have the students do a directed drawing; sticky notes for “Good Job” notes to students, notes to myself, and for the students to make notes on while reading. I also picked picture books to read aloud, and a small ball to use for discussions.  And last but not least, a snack and water for me:) 

How will your teacher survival kit help you better manage your classroom?  

It will keep the student’s occupied, so they will behave (hopefully).

How will creating a resource hub for parents help you engage parents so that students behave better online and in your classroom?