SEE U ON TUESDAY

 INTRO https://www.instagram.com/tv/CaUs_0To00-/?utm_medium=copy_link    FACILITATOR:  Rileigh Firstly, as facilitator, I divided all of the roles amongst the group, so that we could complete this task smoothly during the week. Next, I created a Google Document and shared it with the group so that we could all write ideas about possible topics. When we eventually came to the conclusion that our topic was the earth/protect the planet, I had each of us come up with a few ideas of which activities we should create. We were able to accomplish most of this in class, however we did have to chat through our group chat on WhatsApp to complete anything that we didn’t have time to finish at the University.  STARS :  Rosalía and Marta Hello, t his week we have done the task in the opposite way to last week . We had to act as teachers and the other classmates acted as children. To start we had to choose 4 activities and relate them to each other with a general theme. Our theme was climate change a

INTRO This week the task has been to explain an activity that we have chosen to the rest of the class. The activity was TODAY´S REPORTER. The activity can be carried out throughout all of primary school, but we believe that it is more appropriate to develop it from second to fourth grade, where they are old enough to start using a camera correctly and with responsibility. They are curious and want to learn and some of them can discover something that they are keen on by doing this activity. Moreover, in the curriculum, as we can see in here, 2.2. Takes photographs using technological methods , the standards that encompass this task are only present in these courses. (In the first, fifth and sixth grades there is also a use of technology but the content does not include taking pictures by themselves, but other types of activities). According to the levels of the Bloom Taxonomy, by doing this activity, children should achieve the following:  Firstly, Create, since they are going to desi

INTRO This week's activity was about creating a cave art related to the ICTs in the classroom. In our cardboard we will represent the four potentialities of ICTs in the classroom, making a comparison between the power they have now in education and the important role they have been playing throughout history when it comes to teaching. Currently, students can always resort to new technologies when they have difficulties doing something, because they can find tutorials and information provided by other users that will help them find what they need. However, this began many years ago, when the internet didn’t yet exist, and human beings were barely developed. By this I mean Prehistory. In the same way people use the Internet now, in Prehistory, people learned by observing drawings and instructions that other Cro-Magnons had previously drawn on the walls of the caves. This is called cave art. These people would draw how to make fire, hunt, etc. So, through our cardboard, we are explain

PRESENTATION  Hello everyone, We are see you on Tuesday, a group of five students of Primary Education at Murcia´ University, and in this blog we are going to upload the work of each week, I hope that this year you will join us and you like our activities, I am sure you will love them!!

INTRO In the first week we began to inform ourselves of the new roles that we had not played before. Our task was to create a presentation on two educational frameworks: TPACK and ACAD. After that, the entire group got together and participated in a version of "speed dating" that was adapted to the classroom format, called "speed learning." The stars had 7 minutes to present our work to all the groups. Meanwhile, the other members of the group were completing the tasks of their roles and paying attention to the other presentations, taking notes. Our stars this week were Carmen and Rosalía and they presented the project in class to the rest of the groups, using the ``Information Map´´. 1. What is TPACK, and What is ACAD exactly?         TPACK , a technological pedagogical content knowledge, is an understanding that emerges from interactions among content, pedagogy, and technology knowledge.  TPACK is the basis of effective teaching with technology, requiring an under