Task 9

PRESENTATION

INTRODUCTION

Our society has been affected by numerous social, economic and cultural transformations in recent years. Preparing young people to live in today's complex world and face the future is one of the greatest challenges facing education today. ICT has been one of the factors with the greatest impact on all sectors of human activity. They have revolutionized the whole world as we know it, but their potential in education has yet to be demonstrated. One of the key factors for their integration is teacher training. If teachers do not know how to use technologies, they cannot use them correctly and, moreover, they cannot teach them the wide range of options they offer. Teacher training in the use of ICT remains a challenge since many teachers are from generations where technologies were not used in schools. To address this challenge, the concept of digital competence in teaching has emerged in recent years. As a result, numerous institutional models of digital competence in teaching have emerged. Today, however, we will focus on the model of holistic teaching competence for a digital world.

Now we are going to talk about the main elements that would constitute the teaching competence for a digital world:

FIRST ELEMENT

• Generator and manager of emerging educational practices. A teacher who has this element will be the teacher who understands the implications of the new methodologies that are inseparable from technology and is able to implement them in classroom, inter-level or inter-center, projects. This element is also related to the student-centered method and to the social construction of knowledge, with approaches of a socio-constructivist type. Students learn with their colleagues from different classes or centers with different and innovative new methodologies related to technology.

SECOND ELEMENT

• Expert in digital education content. The teacher must be able to articulate the use of technology in the organization and development of specific teaching strategies that allow the development of specific skills in the students. We can relate this element with a concept which is very familiar to us, TPACK (Technological Pedagogical Content Knowledge). Technology can facilitate the way a teacher explains something to their students, and they will see that they can do many things using it which they would implement in their social lives.

THIRD ELEMENT

• Expanded reflective-practical. Within the classic conceptions of teaching action, the teacher is conceived as a reflective professional or researcher, capable of reflection-in-action and, later, reflection-on-action. This is somehow related to the scientific method, which appears in many parts of our society. We better analyze the way we are working when we reflect during the process and after it, then you can improve and modify to obtain better results, that occurs in society and, above all, in education. In recent times design-based research (DBR) has become more relevant. The aim is to generate systematic processes for the design, development and evaluation of a specific educational intervention.

FOURTH ELEMENT

• Expert in enhanced organizational or personal learning contexts. A great source of a teacher's professional development lies in his or her ability to learn from both the scientific content and the surrounding environment (teachers, students, families). The teacher must be able to expand his or her PLE through the knowledge offered by experience.This knowledge is directly related to the experiences we have with other teachers/students, or the tools we have used to teach certain content over the years. This knowledge is stored in the long-term memory of teachers.

FIFTH ELEMENT

• Sensitive to the use of technology from the social commitment perspective. The teacher must be aware of the social change that technologies can produce. Now with all the information coming from technologies, the teacher must create people with a critical conscience, capable of fighting against inequalities and injustices. A digitally competent teacher must know how to implement a critical literacy, i.e. a literacy beyond the surface. This can be related to the literary resources that many authors use in their works. Which provide a meaning beyond the resource they have used.

SIXTH ELEMENT

• Able to use technology to expand his/her relationship with the student's family and environment. In recent years the social and family situation in schools has changed to a great extent. Students and teachers do not live in the school itself, so the interaction with the school has decreased, while other social spheres such as the family or the community have gained importance. It is therefore very important that these complement each other. With this we will be able to reduce the digital gap that exists especially in poor areas, where this lack of communication between social groups is detrimental to the child's education.

CONCLUSION

Nowadays, it seems that we accept teachers knowing how to use the technological tools at their disposal and knowing how to carry out activities in which children use technology, but we must go further, and these elements help us to take a big step forward and to prepare teachers for the world they are facing and they will have to face, because they have to correspond the needs of the students. We have made our infographic in canva. We have put a title, a small introduction and a body in which the elements of the competence of teachers in the digital world appear and also what is related to each element. We have tried to make it simple because that is how an infographic should be, we have tried to use the same color tonality, the icons we have used are of the same style, we have focused on the theme and we have tried to design it in a way in which the visual content is striking and the text is not too complex.

OTHER GROUPS' PRESENTATIONS

I would like to mention one of the best works we have seen in this task, their infographic was very well designed, they used black, blue and pink, the stars prepared a very good speech. In general their presentation was very complete, interesting and they explained it very well. Although they would have improved some things, such as explainning in a more easy way some concepts, they have worked very hard on it. Something similar happens to other group, they did a very good work, but it was a little bit difficult to understand because of the content and speed of their speech.

In general we have seen a very good progress in all the groups comparing this task with the first one, which was very similar but a little bit easier because of the content. Most of the infographics have been very well designed, and in spite of the fact that the content wasn't easy to explain the stars have made a fantastic job this time. Speed-learning method to do this type of presentations can be tiring for the audiency, and they have been taking notes and paying attention to all of them.