Hi I’m Paloma Mª, and this week I’m journalist.
PRACTICE 1
In the first place I am going to introduce you to our first practice made in our classroom on the 9rd February, which was called `` Illustrating Words´´, based on “Picturing Words” by Punya Mishra, who is a professor of Educational Psychology & Educational Technology at the College of Education at Michigan State University and also directs the Master of Arts in Educational Technology program.
These were the 5 words that we had to explain using visual non-verbal ways of communications (for instance illustrations, pictures, photos etc.):
- Belligerent
- Fixantly
- Teaching
- Concrete
- Stangnant
From my point of view I think that the most difficult words to represent were: Teaching (because it’s is associated to learning and for that reason it could be ambiguous) and Concrete (because is a very general concept that could be shown with many different pictures).
When we had to interchange our selection of pictures to group. They failed two pictures and I think that the other group had problem to guess the meaning of teaching picture and concrete picture. Meanwhile we received the pictures of ``Two women and a half’’ group’s selection of drawings and all our group guess in a proper way the other picture’s meanings: wide, admission, Indignantly, Blatant, Wide, Dismissively.
Later we interchanged our selection of words we made a debate about our thoughts related to the practice and many ideas where express like for example the importance of culture in children’s perceptions of the drawings.
Finally I would like to express my thoughts about this practice. I found interesting that when we saw a text in an illustration, it helped us to understand concepts more rapidly than when we saw a illustration without any text and I consider that educational resources’ knowledge is a very important factor for a accurate transmission of the educational information specially in infancy and childhood when kids are not ready yet to abstract ideas.
PRACTICE 2
In the second place I’m going to talk you about the second practice that we have done in this subject and it’s called `` Exploring TPCK’’.
TPCK is (TPACK), builds on Shulman’s idea of PCK, is an. A teacher capable of negotiating these relationships represents a form of expertise different from and greater than, the knowledge of a disciplinary expert (say a mathematician or a historian), a technology expert (a computer scientist) and a pedagogical expert (an experienced educator).
We started our second practice on the 13th of February in our classroom when Linda gave us information (can be consulted at Mishra, P., & Koehler, M. J. (2006). knowledge. TeachersCollege Record. 108(6), 1017-1054) about TPCK (Technological Pedagogical Content Knowledge) and explain us its main characteristic: effective technology integration for pedagogy around specific educational subject requires developing sensitivity to the dynamic, transactional relationship between all three components and because of that teachers become to be a disciplinary, technological and pedagogical expert.
All members study and resume the text in those 2 hours of lesson and we decided to meet us on Wednesday 15th to compare each member’s point of view and we made a synthesis of what we learned about TPCK Theory.
Today Juan, our week star, have shown our work of TPCK Theory using a poster (mental mapping) to explain it in a 5 minutes- speed dating dynamic.
See you soon!!
he he one important thing: THESE are not "practices", we are doing activities to learn, to learn THEORY :-) he he but it is OK :-)
ResponderEliminarGo ahead! ah! and don't forget to put a name for each blogpost.