viernes, 24 de febrero de 2017

TREASURE HUNT: CARTOGRAPHIC PROJECTIONS, TASK 3



ROLES:

STAR:

Hi! I am Elena Torres Soto and I am the star of this week. My role this week was to expalin map projections, how media distorts our reality as well as explain that they are not neutral. I also had to explain an example of a trasure hunt, which we search on the Interntet and was really funny.

From my point of view, I have to say that I was really nervous since I had to make a presentation of 8 minutes in my own in front of whole the class, so since I am a little afraid of speaking in public I have to say that it was a big challenge for me.
However, when Istarted the presentation althoug I was nervous, of course, it was not so hard as I thought, but I was disappointed because I prepared the presentation a lot and I couldn´t finish it and that let me down. Nevertheless, when the teacher talked to me after tha classroom finishes I felt relaxed again since the teacher said to me that it was not going to have any consequences on the punctuation of the project.

In conclusion, I have to say that I have learned a lot with this project about how reality is distorted in many aspects of our life. Althoug this project was a little hard Ithink that finally we had a very good result thanks to all my group that makes a great effort in each Project we make and we make a great work together.


JOURNALIST: 


Hi everyone!!! I´m Paula Martínez García the journalist of this week. My work is to tell you what we have done in order to do our task of this week.
On Monday morning Linda explained what was going to be the third task about. Once she explained it, we started to become worry about the new task called “Treasure Hunt: cartographic projections” because it seemed to be more difficult that the others.
In class we began to investigate and collect information and we went running to the library to continue working. There we organized and divided the work so that by staying in the afternoon everything was easier.
At the afternoon meeting we were so stressed because we have many doubts about the task so we spent long time trying to solve them. Once we have solved everything we started to work again but this time was not enough to finish the entire task and because of that we had to meet again after Tuesday´s classes.
We were so happy because we thought we have finished everything but... What was our surprise? Some of the questions we have answered were not okay so we had to meet again in the afternoon although less time as it was not too much to do.

Finally arrived the day of the presentations and our star Elena was very nervous since she had to speak alone in front of the whole class for 8 minutes. But she finally got it and did it very well, we were very happy! That day in class we laughed a lot because some of our classmates made very funny presentations 
















TRANSLATOR:



Hi, my name is Aintzane Martin and this week I’m the translator! Here are the key words I considered important:

1.     MASS MEDIA:  All the technology that are used in order to reach a mass audience (radio, television, internet…)
2.     MEDIA: Tools used to deliver information.
3.     TREASURE HANT: It’s a game which consists in finding answer to give questions about a topic, there is a questions that includes all the others, and in the end there is a ‘prize’ , the ‘treasure’.
4.     DISTORTION OF REALITY: something that can makes us think in a way that is not correct

5.     TO ARISE: It means ‘happen’, ‘occur’…

ANALYST:

Hi guys! I am Rocío Muñoz Verdú and I am the analyst of the third task that we must do this week.
On Monday Linda explained us and commanded this task called "treasure hunt" and in which we have carried out various activities based on the distorsion of the intelligence of children.
First of all we did not understand the task well and we did not manage to take advantage of the afternoon on Moday but thanks to the help of my colleagues we were able to fulfill it so I think we did a good job.
On the other hand in the presentation we were very nervous and did not expose as we would have liked. However, in the meetings we all collaborate. Moreover in the survey you can check the effort of the whole group highlighting the star and another partner because they involved something more than the rest .
      Finally I would like to say that I am happy with my group because we are very hardworking and we work very hard, with motivation and a lot of creativity as the rest of tasks since the subject is very interesting for our future. 

FACILITATOR:


Hi! I´m Vero again, and this was my turn to be the facilitator, so part of my job has been to organize the work of the group.
The task was called “Treasure Hunt: cartographic projections” where we learned the 3 different types of representation maps (Robinson, Mercator and Azimuthal). Then, we chose 2 countries (France and India) and compared them in the maps to see how each one could distort the dimensions.
After that, the second part of the task was to found another media that distort the reality of the student; we thought the marks are a good example of this.
Then, we looked for another type of treasure hunt already done on Internet and finally we explained what´s the meaning of “Media are not neutral”.
Dividing all the groups work was a little difficult because at the beginning, we didn´t understand the task at all and when we thought we had already finished, we had to meet to work again due to the fact that what we had done was incomplete.


For the moment this has been the more difficult task, sometimes we felt lost, luckily, to encourage my partners, one morning of hard work I brought some sweet to make it more pleasant.

CURATOR FARMER: 

Hello Flowers! I’m Paula Martínez Plaza and this week I have been the curator-farmer of my group. My role was to collect all the webpages and links that we have used for doing our task called Treasure Hunt: Cartographic Projections.
The task consisted of various activities such as compare two countries (one from Europe and one from another continent) in the different projections and choose what is the best projection once we would have finished the analysis, also we had to search another media that could distort the vision of students about something, then we had to find another example of treasure hunt related to primary school content and finally we had to explain the relationship between the task and the sentence “Media are not neutral”.

The references are in the following list:

-www.geographyeducation.com (9 April, 2009), why do map projections matter

Retrieved from: https://geographyeducation.org/2013/04/09/why-do-map-projections-matter/

-www.wikipedia.com (30 January, 2017), Map Projection

Retrieved from: https://en.wikipedia.org/wiki/Map_projection 

-www.wikipedia.com (8 January, 2017), Scavenger Hunt

Retrieved from: https://en.wikipedia.org/wiki/Scavenger_hunt

-www.literacymatters.com (2015), Scavenger Hunts

Retrieved from: https://literacymatters.wikispaces.com/Scavenger+Hunts 

-www.youtube.com (30 July, 2010), Gall-Peter Projection


Retrieved from: https://www.youtube.com/watch?v=vVX-PrBRtTY&feature=youtu.be

I leave here the mind map that I have done to show you all the references that we have used: 













TASK 3: Treasure Hunt: cartographic projections
The goal of this tas was to understand and explain how the media understand the world in very different ways, since media are not neutral, and and also to realize how important it is. We had to read some documents about this issue.
First of all we identified what was exactly a globe to be able to do the rest of the task which was not something difficult at all. It  is the perfect  representation of the Earth´s surface.
However the maps are distorted by the shape, distance, relative size and direction and there are different projections which require different distortions.
According to this we had to explore three different map projections which correspond to Azimuthal, Mercator and Robinson. According to the perspectives each one of them sees the Earth in a different way.
Then we had to adapt these three models to one example, which consists of compare to countries according to this three perspectives in terms of shape, distance and size. We chose India and France since they are very different and it was more easy to make the comparations among them. We also included some relevant aspects which characterized each country such as its population and its extension.
Finally we had to decide which could be the best projection for using it in a classroom. All of us conclude that the best one  was Mercator´s projection because compared to the other ones it seems more clear since the image is not so distorted than in Azimuthal and Robinson projection. This is one example of how media can distort reality.
Another part of this task consisted of make another example of an specific media which could also the visions of our students. One example we chose was related to the Pygmalion Effect which is one of the events that describes the belief that one person has to be able to influence the performance of another. This is because sometimes others have some expectations of us which in reality are not in that way, but their expectations and beliefs are able yo distort our reality and think in that way instead of the real one.
 
The last part of this task was related to the treasure hunt, which is a technological and content game which consists in finding answers to give questions about a topic. There is a big question which includes all the others. They have linked different webpages where they can look for the information they need. We chose an example which consisted of looking for in the Internet the information they need and give them clues that will guide them from one spot to the next until find “the treasure”. The difficulty of these clues would be according to their ages.

 

jueves, 16 de febrero de 2017

EXPLORING TPACK, TASK 2

TASK:

After searching different types of information map such as: 
Radial tree
Bubble map
Conceptual Graph
Cognitive map 
Argument map
Topic map
We decided that the best way to represent the information of our work is the mind map because we thought that we could organize the ideas in a hierarchical way and do it more creative due to the fact that we want to represent it in a flowerpot stand.


ROLES:


STAR 1:



Hey there! I’m Aintzane and I am the star this week with my partner Verónica. Our role this week was to explain TPACK , what is, its uses… For explain it in the best way, we have done a mind gap in a flower pot shape, because we are flower power!!

Firstly, I was very nervous because of talking in front of many people, for me it’s too hard and I was moving all the time. We had to repeat it several times with all the groups, so, we were improving and finally I felt more comfortable. My colleagues was listening to us, and it helped me to relax. 

In summary, I liked this post because I consider myself a very creative person so, I have enjoyed a lot preparing this activity! We had a little present to each person, and everybody told us that they loved our work and actually this feeling was very good! I like my team! and I hope we continue working like we are doing! 

REFLEXION:

TPACK is the basis of effective teaching with technologies. It identifies the type of knowledge that teachers need to dominate to apply the TIC in their teaching.
The essential elements of TPACK are, technological, pedagogy and content knowledge. They are not treated individually due to, in separate ways this knowledge is not enough to teach students in correct way and tested by technology.

Teachers need to develop fluency and cognitive flexibly because they must have knowledge about 4 space that are created between this principal concept: 

  • PCK (Pedagogical Content Knowledge) 
  • TCK  (Technological Content Knowledge)
  • TPK (Technological Pedagogical Knowledge) 
  • TPCK (Technological Pedagogical Content Knowledge)

TPACK could be useful for us, for the development of capacities as a teacher, essential competence, to refresh knowledge, make a good use of technology.

This concept is very related with our degree because we need to prepare our future pupils for the real world, so it will help us as future teachers lo learn about how to use technologies in a good way. TPACK framework offers several possibilities for a better research in education, helping teachers to work in an effective way. 

  • When teachers have to motivate the students —> MOTIVATION.
  • When students have fights between them —> MEDIATION.
  • When they need personal advices —> ADVISOR. 


With this 3 examples I want to say that TPACK is very important but is not enough to understand the work of a teacher. It complements, facilitates and improves the work of teaching and learning of an effective teacher, BUT without forgetting that the job of a teacher is more important than just teaching a lesson with or without technology.


STAR 2:


Hello, I´m Vero and this week was my turn to be the star.
As I said at my presentation I´m really afraid of speaking in public but I stood for star voluntarily due to the fact that the presentation needed two and I didn´t have to be alone.
After making the presentation, I conclude that is not easy; at first I wasn’t nervous at all, but then, when we started I felt really tense. In addition, I didn´t find the topic really interesting, it was s the first time I heard about TPACK   and for me was difficult to understand.
Furthermore, we, the two stars had to explain the same nine times, one for each group. In my opinion this was the most tiring thing although it also had something positive: now I perfectly know what  TPACK is and how to explain it.
TRANSLATOR:


Hi, my name is Paula Martínez García and this week I am the translator ;)
Here are the key words I considered important: 

  • Feedback: The process where an agent provide information. For example a teacher or parents who help their students or children to understand better the world.
  • Information mapping: The method by which the information is divided in order to facilitate the learning and teaching process. We can read, interpretate and understand better and faster. 
  • Pedagogical knowledge: Is needed to create and optimize the teaching-learning interaction. 
  • Content knowledge: What teachers teach and students are expected to learn.
  • Technological knowledge: Uses of technological tools into the process of learning and teaching.


CURATOR-FARMER:

Hi flower powers! I’m Berta Tornel and this week I have been the curator-farmer of my group. My responsibility was to collect all the webpages that we have used for doing our work.
The activity of this week consisted to explore the TPACK concept, trying to recreate the nature and features of it in an information map and the references are in the following list: 

- www.informationtamers.com, (25 May, 2012), Information map types

- www.tonybuzan.com, (2011), Mind Mapping

- Koehler, M. J., & Mishra, P. (2009). What is technological pedagogical content knowledge? Contemporary Issues in Technology and Teacher Education, 9(1), 60-70.

- Susan Gregory, (6 May, 2009), How to make a Mind Map - The Basics

- Candace M, (April, 2012) TPACK in 3 Minutes


- Educatorstechnology, (October, 2013) This is how to Use TPACK Model to integrate Technology into teaching

I leave here the mind map that I have done to show you all the references that we have used: 



Thanks for reading and see you next week! 



FACILITATOR 





Hello everyone! My name is Rocio Muñoz Verdú. This week I am the facilitator, the boss for this activity. In this task we have learned a lot of about TPACK concept ( “Technological Pedagogical Content Knowledge” ) through an information map and also why technology is important in real life. Flowerpowers have created a kind of information map called mind map. The members of my group have completed with effort and motivation a mind map based on a flower because of the name of the group. Flowerpowers have added an original idea which consist on giving flower to other groups because this week is Valentine's Day. 


First of all we met on Monday and we organized all together, this mean that everybody has done a little bit of everything because I think that in this way we help each other better in this activity. 


Moreover, I tried to encourage the member of my group to achieve a good performance in this labor. However, the task of this week has been more complicated than the previous one so we have been a little overwhelmed and stressed, especially the stars. 


Finally, we have achieved a good outcome in the activity thanks to the atmosphere among all of us. From my point of view we are a great team!



ANALYST:

Hello everybody! I am Naomi Méndez García, the analyst of this week. As a good analyst I tried to be as fair as possible and from my point of view we have all worked hard and cooperate really well with each other. All our marks have been nice and this is because we have helped each other while working, in case someone has a problem or did not understood anything everybody in the group was willing to explain it. For now we work well as a group, and everybody cooperate and in addition, they do their role without complaining during the week.


JOURNALIST:


Hello everyone! I’m Paula Martínez Plaza and this week I have been the journalist of Flower Power. 
My responsibility these days has been to collect all the work done and for this I have made a series of pictures.
On Monday, our teacher Linda explained us the second task which has been “Exploring TPACK”. Then, in class, we started to research what was TPACK and how we could make the Information Map. For that exercise, we had to watch a video and also, we had to read some documents. In the afternoon, after buy some materials, we went to Berta’s house to start the task and we were drawing our flower pot, we were cutting the pieces and we were thinking the key concepts to stick them in the right part of the flower. It was a great time! 
On Tuesday, after classes, we went to one cabine available at the Luis Vives Library to continue the TPACK task. First, we finished to answer the questions and also, we had to collect some leaves and little plants, which were on the floor, to perfect the work. Also, we did some tulips to give to the groups and to the teacher like a special gift due to Valentine’s Day.







On Wednesday, we had to show the class our project. Vero and Aintzane, the stars of our group had to explain to the rest of the groups and since every five minutes the groups had to move to the next mural. It was a great experience because of the dynamism of the class, so we can improve our concept of TPACK.









Here you can see some interesting blogs that are useful for us in this task:




starfish98.WordPress.con






OUR OPINIONS:


Spiky teachers:


What we like: they had a very good pronuntation, they made the presentation very funny and fast moving.

Advices: they should explain things more slowly.

Something we have and they not and viceversa: during the presentation they were more relaxed and the TPACK model was well organised. We had a very creative TPACK model. 


Superstars:

From my point of view Superstars have done a great task this week because they have designed a mind map very colorful and creative. In addition they have displayed in a enjoyable way, with examples from real life. 
Nevertheless, their stars have been quite nervous because I think they have learned the contents by heart, so they should study in another way and finally they will keep calm. 
We have not a mind map very understandable but is more original than its mind map.




Spacers 2.0:

-Good things: The poster was very creative and also, they included in their work planets and an astronaut alluding to the name of this subject so we thought it was a very original idea.

-Bad things: The ideas on the mural were a bit mixed.

-Somenthing we have and they not and vice versa: The stars of the group expressed themselves clearly but our mural was better organized.


Fishers in the river:

We love the creativity of the poster, it was very original and visual.
What they have and we haven't was the interaction with the poster while they were explaining. Something we have and they not is that we wrote more things than them in the poster.
Finally, our advice is to speak louder 


Ladies and gentleman:



-Good things: good pronunciation and good level of English. 

-Bad things: the letter is too small and it can´t be easily read from afar. 

-Something we have and they not and vice versa: our mind map is more creative from our point of view but they have expressed their ideas in a more fluid and secure way than us. 



Starfish:

This group did a really well job. They explained things really well but their poster could be a bit more clear. Something they have that our work does not have is they expose their job really secure and confident of themselves doing a great job.




jueves, 9 de febrero de 2017

CONCEPTUAL VISIONS, TASK 1

TASK:
CONCEPTUAL VISIONS:


It has been our first task. We have really enjoyed trying to show our ideas in a picture and to our colleagues. We had to think of 5 ideas about the education.
It is also important to define “conceptual photography” that is a type of photography that ilustrates an idea.
The 5 ideas about the education that we have chosen are the following ones:

Exploring and learning in school trips.


Human values that school teaches us.


Fighting VS bullying within school.


Anxiety because of homework.


Children's curiosity.




ROLES:


STAR:

Hi, I am Naomi Méndez García and this week I have been the star. My experience as the star of the group has been great and easy because the job was not difficult, I really liked the topic of this post so it has been really easy going. My partners also helped me a lot with everything, so it makes me less nervous when I had to talk in public.

FACILITATOR:

Hi! I'm Paula Martinez García, the facilitator of this week. The first day we met we split the different roles and we started to organized what we have to do. We didn't divided the work, we just did everything together because it was easier for us. 
We dind't have any problem or fight between us because we are friends and we complement each other well. We hope not to have these kind of problems ever!


CURATOR-FARMER ROLE:

Hello, I am Elena Torres, the curator-farmer of this week. In this Project the ideas that we have exposed have been excrated from the ideas and participation of each member of our group. We almost didn´t have to consult the website, we only search the drawing of the bus in the idea of  “Exploring and learning in school trips”.

JOURNALIST:

Hi, I’m Berta Tornel Sempere the journalist of this week.  
The first day, the teacher explained the first task for this week “conceptual vision”. The task once explained at first sight seemed complicated for flower power’s group since they had never done something similar and they didn’t know how to do it or how to start. 
This day after classes the group decided to book a classroom in the Nebrija’s library for Tuesday and also each one had to think two ideas to represent the five situations that were representing the school and the education and then next day they would put them jointly and would choose the best five to make the best conceptual photography. 
On Tuesday, after classes, the whole group met in the cafeteria to share every idea because they had to think about the material that they would need to represent each idea.  In the afternoon at 16:30 p.m they met in the Nebrija’s library with all the material and they start creating. 





On Wednesday they had to show their photos to the entire class. The star of every group dispersed in the class and they had to stick all the photos without the title they had in the wall. Then the teacher said to the other members of the groups to try to guess the title with regard to what they see and to what the star explains to them. 







Finally, in the last hour more or less the classroom was like a museum. The entire class was visiting the star of every group and observing the photos while the star was explaining them.  Naomi, the star of the flower power’s group explained all the photos of the group in a few minutes otherwise all the stars couldn’t explain their photos.







ANALYST:

Hello! I´m Verónica and it´s my turn to be the “analyst” :
This has been the week 1 of work in group and the impression is really positive. The task was “conceptual vision “, where we have to choose 5 situations or whatever that represent the Primary education trough photos made by us.
Since the first moment all members of the group have participated in thinking, adding ideas, providing materials we need, etc. This means we didn´t need to divide the work between us, so we have participated in all parts.
Every participant of the group has done what they have to do, obeyed the role of the week, invested new and original ideas (obviously each new idea can´t be performed, but the respect has been always present) In addition, in spite of everyone have participated in all parts, each one have done something essential for the final result of the work.
 Due to this factors, my opinion is that the less mark I can give to EVERYONE is a 5, as consequence  of the good functioning of my group we have obtained this wonderful result in this first task. I´m really happy and I hope this is only the beginning.

TRANSLATOR:

Hi, my name is Rocio Muñoz and this week I am the translator. Here are the key words I considered important:

1. EXPLORE: The desire of discovering new things, new places or something like that. 
2. LONLINESS: A feeling that people have if they are not surrended by others. 
3. OPPRESSION: Is a negative emotion when someone pressess you. 
4. CITIZIENSHIP: I think is when a member of society feels integrated in a group. 

5. CURIOSITY: Is a desire of learning and knowing something new.