Becoming digital citizens using Photopeach

How to use photopeach?

This interesting and amazing tool is a good option at the time of making presentations as students and teacher always use the same tool: Power Point Presentation, which was really useful in the past, does not foster creativity as the new web 2.0 tools available nowadays.

First go to the homepage and create an account! https://photopeach.com/home

Lesson Plan 3

Using the Photo peach Web 2.0 digital tool

• Age group: 13-14 years old
• Language level: Intermediate level
• Objective: to do a research on different countries and their interesting tourists attractions.
• Communicative goal: working together to become digitalized citizens
• Language skills: reading and writing

Warmer:

The students will try to answer in groups the following questions: What are the most important customs or traditions in Argentina? - If some tourists come here....what would be the sights that they wouldn't miss? What about our traditional dishes? Drinks?

Web:

After reading the tutorial on how to use photo peach students will get into groups and they will have to choose a country they would like to know more about. After that, they will start searching on the web what are the sights of the country/city they have chosen to select the photos to include in their presentations. Then, using the suggested tool they will write under each photo a caption the name of the attraction and any comment they would like to mention; for example: where is it? What can they do there? Where is it open? (a museum for instance) Is it for free? etc.

What’s next:

Within their groups, students will share and present their own presentations to the whole class.

Theoretical Frameworks

PLANIED

Planied is a Digital Competence Framework implemented by the Ministry of Education in 2015. Its aim is to promote digital literacy in every school and, for such purpose, it proposes six dimensions needed for a person to be considered digitally competent.

Six dimensions:

1. Creativity and innovation: Genially presents opportunities for students to create presentations, infographics, mind maps, quizzes, games, etc. In the lesson, students are asked to create an infographic using the template they like best.

2. Communication and collaboration: In the lesson students are asked to work in groups, decide what to include in their infographics, present their work and then to share it on their Facebook group, so that all the students can have access to their productions. In this lesson, as students will have to work in groups and make decisions on what to include or be leave out, will encourage peer collaboration and communication among the members within the group.

3. Information and representation: Sts are asked to do research on different aspects of the celebration date in Argentina. They have to decide what is relevant and what is not, what has to do with their topic, what is more understandable, etc. They select, analyze and organize information.

4. Responsible and solidary participation: students’ productions will be uploaded to the Facebook group, s they should be aware of its implications and interact in a sensible way

5. Critical Thinking: students are involved in problem- solving tasks when they are given a certain topic and had to do research and produce an infographic to be presented to their classmates. They develop the project and make informed decisions.

6. Autonomous use of ICTs: students can transfer classroom learning to their everyday life by making use of Genially to create a mind map to study for a different subject. This sixth dimension covers the way students use technology in everyday life. This means that students transfer the skills learnt in different contexts.

Samr’s Model

(Substitution/Augmentation/Modification/Redefinition) Model

Puentedura (2006) sees this model as a four-step ladder

1. S for substitution - technology acts as a direct tool substitute, with no functional change. An example would be using a word processor to type, instead of a typewriter, or using the Internet to access information, instead of going to a library. In this lesson in particular students will have to make some research on the traditions of the country they have chosen via web browsers.

2. A for augmentation - technology acts as a direct tool substitute but with some functional improvement. For example, adding images and using the spell checker in a word processor. In this lesson students will be using Photo peach, which is a tool that allows them to select pictures and even write a brief description of wht the photo show.

3. M for modification - technology allows for significant task redesign, such as combining audio, video and text. As students can choose and combine images adding music and also including videos and texts, we can state that modification is present.

4. R for redefinition - technology allows for the creation of new tasks, previously inconceivable. An example of this stage would be the creation of collaborative mind maps online or using virtual reality apps to create new interactive content. In this lesson in particular, after sharing their presentations they could create some blogs with the information the gathered during the lesson and interact with other students in other courses by telling them what advantages they could get by means of working with technology.

References

Khine, M. S. (2015). New directions in technological pedagogical content knowledge research: Multiple perspectives. Charlotte, NC: Information Age Publishing.

M. (2016). Orientaciones pedagogicas de educación digital. Buenos Aires: Ministerio de Educación.