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WEEK 1
Hello my name is Avaro and this week i am going to be the journalist.
We start the work by answering the questions of the work, we divide the task in equal parts, once we have answered the questions we start to think about how to make the diagram and we all decide to make a mural with stickers that we will place throughout the presentation. we decide which role each of us will play by drawing lots in my case this week I got to play the role of star and the role of journalist
We were a bit nervous about presenting our work in front of the whole class but after learning about speed dating the stars felt more comfortable presenting our work. After the presentation all the colleagues who saw our presentation gave positive feedback and there was a great general satisfaction from the group. The rest of the group were more comfortable with their roles we all worked very well as a team while the stars made the presentations the rest of the group had to attend to the other presentations and make assessments about them.
-The group that performed best from our point of view was SEE YOU ON TUESDAY.
WEEK 2
Hi guys! I'm Carmen and during the second task I’ve been the Tinkiwinkis’ journalist, so in this post I’m going to tell you how our week was and what we had to do, so… let’s go!
As every Wednesday Linda uploaded the task to the virtual classroom and we began to read it. However, it was not until Friday when we had class with her and she explained the task. In this task, we had to make a graphic story about Lemke’s book that would reflect the main potentialities of the ICT in the classroom. There were different formats and we had to make an Auca, which is a genre of a story in pictures developed mainly in Catalonia that is accompanied by rhyming verses.
During the weekend we did the task. We distributed the different potentialities and each one had to explain the potentiality that had to work to the rest of the group so that we all understood what the task was about and we would learn the concepts that the teacher intended. Also once we already knew about the different potentialities and about what each was about, we began to think about real scenarios of a classroom that could reflect them.
Then, on Saturday afternoon we made a video call to start making the images in the appropriate format. Once we had the images we started to perform rhymes which was the hardest thing. Certainly since using rhymes is very difficult but fortunately we used a page called Rimario and helped us to find words that rhymed.
On Monday afternoon at the university We printed our work and took out the copies because we have to give a copy of our work to each of the groups of the class
And without realizing it, Wednesday came, it was the day of the presentation. Our star Alba was very nervous, but she did her best.
As we are several groups in the class, there were some presentations apart from ours. I will recommend you to visit the Puzzle Team blog, they made an enjoyable and a really hard work. We love it!
https://sites.google.com/view/blog-puzzle-team/
Furthermore, we found on the Internet a blog about potentialities of ICT in the classroom as well. It was all well-explained and it was worthy of taking a look. I commented on it!
https://blog.docentes20.com/2015/09/las-potencialidades-de-las-tecnologias-en-el-aula/
WEEK 3
Hey bloggers! I’m Alba and this week I’ve been the journalist of the group, so my task is to explain what we have done during these seven days.
After finishing the previous task’s presentation on Wednesday, Linda explain to us what we had to do. We had to have a look at the Taccle book and then choose one activity to do as if we were children, we decided to make the “Podcast to parent's activity”, since considering the covid situation, the age of the children and the resources it was the most appropriate for us.
On Thursday afternoon, we met at the university to start to plan the activity and organized what we wanted to say in the PechaKucha presentation. First, our facilitator divided the tasks, Carmen, Laura and I were in charge of the script of the podcast, whereas Teresa and Álvaro start with making the presentation with Canva. At the same time, I was taking pictures of us, as I am the journalist, it was really useful as well to add them to the presentation in order to illustrate the process of making the podcast. We did such a productive job, so we almost finish the activity in just that afternoon.
On Friday, in class, we continue with our work asking some doubts we had to Linda, related to the exposition, so we can finish it completely sure on what we were doing. Linda also explained to the whole class how to make the Pecha Kucha presentation more eye-catching.
Finally, on Wednesday, our stars Carmen and Teresa did the best job they could, it was extraordinary how they expose the activity we had done. Regarding the others groups, we all consider that the best one was Potential Teacher with their Wikipedia, since it was really dynamic and well explained.
We have also found an interesting blog with a guide to make podcasts in Primary Schools. It has some tips, ideas and resources that can be really useful at creating a podcast with your students.
WEEK 4
Hi guys!! I'm Laura and this week I'm the journalist of Tinkiwinkis so I'm in charge of explaining what we have done during this week.
As every Wednesday Linda uploaded the task to the virtual classroom and we began to read it. However, it was not until Friday when we had class with her and she explained the task. In this task we had to create one complex activity for “tutorial action”, combining at least four of the activities that this book (http://taccle2.eu/wp/books-2) suggests us, each of them from different key competencies and for level 2 (who are 5th or 6th graders). In addition, we had to prepare the activity as if we were a teachers.
On Friday in class, we started to plan the activity and organized what we wanted to teach. We decided to do the complex activity combining (Create a radio show on Spreaker with a particular audience in mind. Create a Story map of an interesting place in your country. Add text, photos and video. Design flyers, posters, presentations, invitations and lots more with Canva. and Test your understanding of words using the adaptive application Vocabulary.com. Use the helpful functions (50/50, definition etc.) to support your understanding.)
On Monday and on Tuesday, we finished the task. So, in conclusion the aim of our task was to promote a famous landmark of your country. First, the children will have to take a look on vocabulary.com and see a list of vocabulary in order to help them to make the others activities. After that, they will make a story map with information about the landmark they choose from the list, adding pictures and videos. This information will be useful for then make a flyer and a radio program so that they will attack more tourist to that place. For making the story map they will be using popplet, for the flyer canva and for the podcast the app of Spreaker, to recorded it and to post it. For using this platforms, they will need to register with the mail address that we have given to them. Moreover, in the story map they can include the description of the landmark, its history, its gastronomy and also some additional information about the art and culture of it or some interesting facts.
The starts of our group were Alba and Álvaro, so they have been the teachers of Wild cats group. They have been wonderful teachers! On the contrary Carmen, Teresa and me were the pupils of Darío and María the stars of ICT teachers here is their blog (blogict2122.blogspot.com/?m)
Also I have found and interesting blog in how we can create a radio show or channel doing by 6th graders it's cool!!! http://pelesa2.blogspot.com/p/our-english-radio-channel.html
WEEK 5
Hi!!! I'm Teresa, the journalist of this week and I'm going to explain you how we carried out the task of this week.
Once Linda uploaded the homework, we began to read it so that on Friday when she explained it in class, we would have an idea of what to do. On Friday, she explained us the task, we had to complet nine rubrics about tools or applications. We had to choose three tools that se force us to use, three tools that we discovered on this course and three tools that we used before the course.
We began to think over the weekend about the applications that we were going to put in and why. On Monday we began to complet the rubrics about the tools (Instagram, Miro, Canva, GoogleDocs, Google Forms, Padlet, Popplet, QR Code Generator, and Google Meet), we divided them into two groups and, once we had them all, we put them in common so that on Tuesday we could give them the go-ahead and print them.
On Wednesday we did an activity in class related with the rubrics. It was based on reflecting on the work we had done asking us questions such as: what was the most difficult for us to evaluate, what aspect do we see as more important... and our star Laura was in charge of sharing our reflection with the rest of the class.
We also had to create an evaluation method to rate our tools with the information from the rubrics. And, finally, on Friday we also shared our method with the rest of the class.
This week I cannot recommend the blog of any of the groups of my classmates because we have all done the activity in class together, but I have found this blog about evaluation methods in class and I find it quite interesting because today it seems that you can only evaluate through traditional exams and this blog talks about some methods that are also effective in the classroom.
WEEK 6
HELLO I'm Alvaro and this week I will be the journalist of our team.
In the first practical session of this assignment on March 8th we had to bring in a series of board games to play with them and see how we could relate the board games to the content.
Then in Wednesday's class we started to think about creating our own game based on monopoly and we decided to create the ecopoly based on the environment for second cycle students. In Friday's session we dedicated ourselves to designing the board and writing a series of questions because in our version of the game we had to answer questions related to the contents of the curriculum.
In the practice session on Tuesday 15th we tested our game and made some adjustments for example, we add an hourglass so that we have a time limit to answer and do not make the game too long.
in the Wednesday session our colleague Teresa, who was the star, put the ICT teachers to play our game , I think they had a good time and could clearly see the link between our game and the content we wanted to convey.
WEEK 7
Hey bloggers! I’m Carmen and this week I’ve been the journalist of the group, so my task is to explain what we have done during these seven days.
After playing our games on Wednesday and enjoying time playing with our classmates, the new task was about to begin. This week it was our turn to go deep into the world of computational learning.
On Friday, Linda explained the steps to follow. She introduced us to the "Hour of Code" platform, a platform that allows us to learn to program and integrate this concept into the primary school classroom in a simple and fun way through an infinite number of games. Through this platform, we had to select three games, one that required little or no internet, another one that could be played without electronic devices, and a third one, the one we liked the most or the one we found most interesting. The purpose of discovering, playing, commenting with our group mates and investigating these games was that next Wednesday we would have to tell our experience and opinion by creating a radio programme, as well as including an interview with the star of another group, (in our case Lucía, from See U On Tuesday) in order to share different points of view. Furthermore, we were interviewed by Wildcats team.
Once we had all looked at the games, and everyone had selected their favourites, on Monday afternoon we had a video call to agree on which three games we were going to work on. We chose the following games: Candy Quest, Coding Basics: Unplugged, Barbie you can be anything, and as we played them I took some photos to leave evidence that we had played them. Then we started to relate our experience and opinion about computational thinking as a whole, as well as writing the interview questions.
And.... finally, the day arrived, we were on air, it was time to record our radio show. First of all, we interviewed Lucía, while I (I’ve been also the star of this week's show) was interviewed by the Wildcats. Then, after the interviews, it was time to record the podcast including our experience and opinion. Once recorded, it was time to edit it, the longest process of all but also enriching as it serves to make an analysis of the course of the activity and what we have learned.
Finally, we leave you the link to the blog of our colleagues, the WildCats team, so you can listen to their podcast and the interview they did with us.
We have also found an interesting blog about the world of computing, specifically an article that suggests some proposals for developing computational learning in the classroom.
WEEK 8
Hey guys! I’m Alba and this week I’ve been the journalist of the group, so I'm going to document what we've been doing.
This week's task was all related to the PLE (Personal Learning Environment), we start with it on Friday when Linda explained to us what was exactly this since it was a new concept for all of us. After that, it was our turn to go deeper and discover our own PLE. We started by doing a list with the apps we used on Task 5, the 3 main tools that your teacher “force” you to use, 3 main tools you have discovered on this course, and you are using for completing the tasks and the 3 main tools that you used before the course, and you are using as a group, those were going to be the apps that would be part of our PLE as a group, and for the subject of RICT. Then with that tools, we complete a Google form individually, so we can see our different experiences using the same apps.
On Wednesday, we looked at our answers to the questionnaire, and we discussed and reflect about them. As we had not enough time to finish it, we did a video call in the afternoon to continue with it. Then, we started with the design of our PLE, we decided to use Canva, since it's the most trending app in our group, we use it on the majority of our assignments, because it's the one that fits with our needs on its majority.
Finally, on Wednesday, our star Álvaro, explained to the whole class our PLE, and our different experiences at using those tools. We also hear the other's works, which were really interesting and original. The one we like the most was the Puzzle Team one, we liked a lot how they made the representation of their answers to the questionnaire, and it was as well very good explained by their star, you can see their blog on the button below.
In addition, we let you this article to read if you want to know interesting aspects about PLE in the classroom.
WEEK 9
Hi!! I'm Carmen the journalist of this week and I'm going to explain how we carried out the task of this week.
After discovering our personal learning environment, as well as the learning environment of our group as a whole, it was time to start a new task. The task of this week was focused on exploring the concept of teaching competence for a digital world.
On Friday, the assignment was already uploaded in the virtual classroom so it was time to start working. Once we had carefully read the instructions in order to make as few mistakes as possible, we were ready to explore the concept of teaching competence for a digital world. To do this, we first had to read a document about the concept and then identify its main elements and then relate them to other elements of society, education or participants in the educational process.
Once we had all the information we needed, it was time to create an infographic with all the aspects we had discovered, as on Wednesday, our stars (Laura and Alba) had to present it to the rest of the class in a speed-learning format. To make the infographic, we made a video call on Tuesday afternoon as it was a rainy afternoon and we were too comfortable at home. At first, we didn't know how to start, until we realised that in the description of the task there was a link to a very useful video that explained step by step how to do it (which colours to use depending on what you want to transmit, types of fonts to use and other interesting aspects), so we can say that it saved us from the trouble.
When we finished the infographic, it was time to print it. Linda told us that we had to present it in A2 format but that we could also print it in 4 A4. However, we like things well done, so we searched the internet for places in our city that could print in A2. Finally, we found one near our house and Teresa and I went there with our umbrellas to print the infographic. Surprisingly, the guy at the shop told us that if he printed our work with his machine, which was not professional enough, the colours would not show up well. Fortunately, he told us where to go to get our infographic printed correctly.
On Wednesday was the day of the presentation and this time it was to be held in a speed learning format. To check if there was enough space around the tables, the journalists had to run to leave evidence of it. It was one of the most enjoyable parts.
Regarding the presentations and assignments of our colleagues, I have to say that all of them were fantastic and there was a lot of work and effort behind them, even though there are always things to improve. One of the things that caught our attention was that almost none of the groups explained the meaning of the colours they had used in their infographics. Also, most groups used different types of icons in their work, which made us to get to the conclusion that very few of them had watched the video to create a good infographic. Nevertheless, all the stars did a good performance, although some of them spoke very softly and with all the noise in the class it was difficult to understand them.
Finally, it should be noted that presenting the activity involves understanding it very well so if anyone in the audience has questions, they can be answered, so congratulations stars, you did a wonderful job!
Finally, the group that we liked the most overall, both in terms of presentation and content as well as the design of their infographic, were our colleagues from Potential Teachers, so I leave the link below so you can take a look at their blog.
In addition, we found an article on how teachers can develop skills for online learning.
WEEK 10
Hi everybody!! Has been a while since the last time, I hope you’ve enjoyed your Easter holidays!
First of all, I’m Laura and this last week I’m the Tinkiwinkis’ journalist, so let’s start!
The task started on Monday when Linda upload the homework to virtual classroom in order to read it before Tuesday. On Tuesday, Linda explained us about the different mecanism and the similarities of the roles that we have been permormanced during all of this ten tasks (Facilitator, Journalist, Analyst, Star, Curator and Tranlator).
So, the mission of this week was to create peer-to-peer assessment work. The main objective of this task was to reflect on our work's quality. On Tuesday after Linda explain us about the different roles she was in charge of assigning a role to each group, Tinkiwinkis were in charge of analyze Translator's and Curator's roles. To do this, we have to make a rubric for each one in the way we wanted to evaluate them. For this, we have to use Google Spreadsheet.
And the rubrics were like that:
On Wednesday, once we finished our rubrics we met with our Puzzle Team's colleagues who were in charge of doing the same roles as we. So, our mission was to create a final rubric all together. Once we had our rubrics ready we had to upload to the Padlet platform where we saw all the work of our colleagues. The final rubrics look like this:
When we did the final rubrics, our mission was to evaluate our colleagues of Wildcats' , ICT Teachers' and See u on Tuesday's group based on the rubrics we did before and based also on the roles of Translator and Curator and provides then with some feedback.
The feedback we provided to them was:
· Wildcats
Curator: Firstly it’s not so easy to find the mindmap when you go to the blog. The mind map is not organized because it doesn’t appear the task of each week. Regarding the references, they are quoted in APA style correctly. About the presentation, it’s not a diagram and doesn’t seem to be attractive. Nonetheless, the origin of the sources can be understood easily.
Translator: It’s well organized and expressed but the definitions are with a lack of information. It has a reflection but the specific question doesn’t appear. In addition, it makes the reading of the blog more enjoyable, using expressions that refer to the reader, but does not include any visual elements. There are not references to other authors. All relevant definitions have been included and they have been written in a correct and detailed way, showing a reflective process before explaining the term.
· ICT Teachers
Curator: The work is fine, the references are correct, but perhaps it lacks creativity and perhaps the design is not entirely successful from our point of view, but it is a great job nonetheless because everything is required for this section of the blog. WELL DONE
Translator: I like the work you have done, but it would be a good idea to include the references to the definitions and a question at the end of the post to deal with more in-depth aspects of the topic. Also, you can organise it in a more dynamic way to make it more attractive to read.
· See u on Tuesday
Translator: The question proposed by the group is good and the information related to the question is well stated and relevant, but you have only defined two terms out of the five you should have put. It is also very unattractive and does not appeal to the reader at any point, which makes you not want to read it. But, it is well written and without grammatical errors.
Curator: Perhaps it does not fully adhere to its role as curator and also includes a single reference, however the APA format is correct and well written and also not too attractive for the readers but is a NICE JOB.
On the other hand, we also received some feedback of our colleagues in the other roles:
JOURNALIST: They advised us to put more photos in order to make it more visual.
FACILITATOR:- They advised us to add in what way we are dividing the work.
STAR: They advised us to improve the adding of the content presentation
ANALYST: They advised us to review our text because it has some mistakes and also we use simple vocabulary.
So, taking into account all os this feedback it's time to put into practice to do a better work.
In addition, I have found an interesting article about the importance os evaluating with rubrics I would upload it here, in the case you want to visit!
And now , it's the time to say goodbye, I have to say that it has been a pleasure to make this blog with the rest of my group, I am delighted to be part of it and thanks so much to Linda, our teacher of this subject during this second semester we have learned a lot from you.
I hope we can see each other soon.
Until always, Tinkis bloggers!!!
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