PORTFOLIO

NEW

TECHNOLOGY

2014

CRISTINA CIRAUQUI CARRIÓN

UNIVERSIDAD PÚBLICA DE

NAVARRA

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INDEX

I. INTRODUCTION……………………………………3

II. MY FIRST EXPERIENCE WITH DIGITAL

DEVICES……………………………………………4

III. HOW DO WE USE DIGITAL DEVICES?.........7

IV. DISCOVERING NEW PROGRAMMES………..9

V. MEAGNINFUL RESOURCES……………………11

VI. THE USE OF NEW TECHNOLOGIES IN MY

INTERNSHIP………………………………….....13

VII. REFERENCES…………………………………….14

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This portfolio is organized into five sections. On the one hand, the first four

ones makes reference to electronic resources used for teaching which have been shown

in the ICT subject, coursed at the Public University of Navarra. On the other hand,

the last part is dedicated to express my internship experience and, in particular, my

observation and viewpoint of the use of New Technologies inside and outside class by

my tutor.

Not only I am reflecting on how the Information Age has created a knowledge-based

society, but I also try to share different digital programmes which play a central role

in education. Therefore, the best way of making use of these educational tools is to

include them in my blog.

Regarding the development of teaching techniques through electronic tools, in my

view, these can make classes more efficient giving access to other informative

documents which help you to learn from developing new ways of teaching. This

could not be possible without the contribution of millions of advanced users who

create and share information to learn and teach.

INTRODUCTION

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According to the first theory and practice class, one can realize about the

technological changes developed in the 21th Century. Digital competence is the most

recent concept describing technology related to skills. As future teachers, we must

take into account technical skills to use digital technologies in a meaningful way

for working, studying and for everyday life in general. Furthermore, we have to be

able to select them appropriately depending on our purposes to reach our educational

goals.

Apart from that, I think that we should enable the growth of this interesting

World participating in digital culture. We could use and learn from different points

of view over a same thing to understand how others think and this contribution to

get a better education. Sincerely, I did not used to be keen on learning about new

technologies; I just worked as an intermediate user who was not worried about

overcoming that level. As a matter of fact, I was not aware of the wide range of

opportunities to research, select and create new content online. However, nowadays I

have changed my mind and I am really interested in learning further information

about this unknown world.

At the beginning of the new course, I was afraid of the quantity of content to

assimilate. However, at the moment, I am really motivated to know about Common

Framework of teaching digital competence. Therefore, I decided to search for

information about all of the knowledge which I had no idea. For example, which does

TPACK, CALL, PLE, PLN, VLE mean? I felt completely lost.

I discovered that Technological Pedagogical Content Knowledge (TPACK) is

a framework that identifies the knowledge which teachers need to teach effectively

with technology. But, what is it exactly? The following picture can show us the

complex interplay of three primary forms of knowledge: Content (CK), Pedagogy

(PK), and Technology (TK).

This approach goes beyond

seeing these three knowledge bases in

isolation. TPACK also emphasizes the

new kinds of knowledge that is

obtained from the intersections between

them, representing four more knowledge

which is applicable to teaching with

technology: Pedagogical Content

Knowledge (PCK), Technological

Content Knowledge (TCK),

MY FIRST EXPERIENCE WITH DIGITAL COMPETENCES

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Technological Pedagogical Knowledge (TPK), and the intersection of all three circles,

Technological Pedagogical Content Knowledge (TPACK). In other words, this picture

shows visually what we can obtain when we share knowledge and think of the main parts

which are necessary to make it more complex.

In addition, there were other unknown concepts to look up as PLE, PLN, VLE,

CLE and PWT. However, it was a bit complicated to find out and understand the

meaning of these confusing terms because I knew that all of them have in common

some aspects, but I did not ensure how they are connected. Therefore, I have chosen

this picture to explain them clearly.

Personal learning

environment is based on

collaborative learning and social

networks within communities of

practice. Attwell. Barnes,

Bimrose and Brown, (2008) said

that a PLE should be based on a

set of tools to allow personal

access to resources from multiple

sources, and to support

knowledge creation and

communication.

Personal learning networks (PLN) share a close association with the concept

of PLE because a person makes a connection with another person with the specific

intent that some type of learning will occur because of that connection, deriving

knowledge from a personal learning environment. In this way, you will be able to

use personal web tools that help you to be an advanced user.

Furthermore, It has relation with CLE, because is an autonomous system

owned by any educational institutions. The academics or learners are the users of

some cloud based services, who all equally share the privileges like control, choice,

sharing of content on these services. However, VLE, Virtual Learning Environment

is an online educational platform. In this case, academics and the institutions have

the most control on this learning environment.

The major impact of the uses of new technologies and social networking for

learning is to move learning out of the institutions and into the society. The

Institutions should rethink their role as part of community and offer networks

supporting learning and collaborative knowledge development.

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In this subject, we have had the opportunity to create an account in Symbaloo,

which will be a continuous process to evaluate at the end of the subject. It is an online

bookmarking tool which is useful to have access to all your habitual websites with

one click. I am really interested in developing and experimenting with this visual

tool properly. I think that its colorful structure make us spend time exploring it.

Moreover, you can separate some websites from others depends on their use. Therefore,

it gives us the possibility to organize them in our mind, too.

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The 2nd week was dedicated to learn the dimensions of digital competences,

to realize which sub-competences we are used to using, to recognize if we are a

foundation, an intermediate or an advanced user and to know the meaning of an

advanced user. To answer these questions, we had to search for information to

analyze the meaning of these concepts in groups. Each group had to prepare a

presentation to explain to the rest of our mates. It was useful to listen what they have

concluded, because sometimes we say the same, but in a different way.

To know other concepts like “digital resident” or a “visitor”, and the academic

and social use of internet in Thailand compared with Spain, we had to read a survey

and answer some questions. When we shared opinions, in class, most of us

considered that we are digital resident because we tend to use the web in many

aspects of our lives. Although some people said that they are digital and visitor

resident because sometimes they use the web as a tool for achieving specific goals as

needs, but it is not a venue for conducting her social life.

According to the use of digital devices by

Thai students is similar to Spanish students in

some aspects. Most of us usually spend between

5-6 hours online. We do not know the exact

percentage of Spanish students who owe

technological devices, but we supposed to be like

Thai students in this aspect. Due the 75% of them

said that they have smartphone, 70% have

desktop and 35% tablet or iPad.

In relation with the use of smartphones

and tablets for social purposes and not for education, we all do agree that we mainly

use smartphones for social purposes and laptops or desktops for educational purposes.

Furthermore, we usually have a smartphone on.

However, the use of English in online gaming it is more frequent in Thai

students, because 61% of them use English in section E, and 48% in section D. From

my point of view and my experience, as Spanish language is one of the most

common language in the world we have the opportunity to play in our mother

tongue. Nevertheless, if you play with foreign people you will talk in the most

important language, the English.

We can compare this example with the importance of a second language in

films and TVs programmes. It is also remarkable to conclude that those countries

HOW DO WE USE DIGITAL DEVICES?

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which did not have translation of films and TV programmes were bound to learn the

English basically because they needed to communicate in a single languge.

Nevertheless, we are used to watching them in Spanish, although nowadays we get

used to using English in digital devices, in general.

83% of Thai students consider that the use of digital devices help them to

practice English outside of class, and I think that it is the same than in Spain,

because we are improving our English due to the

access to use digital devices, outside and inside of

the class.

In the last environment, inside of the class,

the use of digital devices to learn English gives us

the chance of learning real word language. Moreover,

it provides us meaningful interactions because we

can create platforms and share opinions and

interests with students from other countries.

The fact of using English as an official language with digital devices has

caused the need of translating some words to understand the real meaning.

Therefore, it gives notable importance to choose the right translation programme.

Nowadays, teachers and students are aware of the potential of internet for accessing

to real English. However, most of us need to have more experience to learn The

English with digital devices correctly.

To sum up, we finished the week analyzing the good points and the bad

points of some webpages with educational purposes. Also, we had to realize; if those

were suitable for the age and the level of our students and If we can use them for

many topics and subjects like resources. Taking into account these ones, we had to

choose other two websites, to work and to include in an educational context.

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The third week has been dedicated to learn about creating powerful activities

using different educational programmes. I was not used to creating activities with

this kind of tools, but I am expected to use them from right now. For example, the

first programme learnt this week it was “Hot potatoes” which is easy to understand

its functions correctly, although sometimes you can have difficulties. It offers

several ways of developing our instructive aims, using interactive multiple-choice,

short-answer, jumbled-sentence, crossword, matching/ordering and gap-fill

exercises. We had time to experiment with the programme by ourselves and we were

able to do three activities in the same class including a picture in one of them. From

my point of view, it is really helpful for our role as teachers, although we have not

discovered it yet properly.

According to the inclusion of videos in our work projects, I can say that I

knew about Movie Maker, Video Cuter and aTube Catcher because I had ever used.

However, I have learnt that everyone can download a video from YouTube without

any download programme and that it is possible to cut videos from Movie Maker and

Power Point. For the English Didactic, in the 3rd degree, my group chose the topic of

“San Fermin” for the final project and each one had to create their own lessons. In

my case, I decided to introduce my first lesson which was the first one of the project

with one video created by myself. The main aim of that video was to give an example

of working as a TV presenter, because the students would have to present something

using correctly verbal and non-verbal language as a competent TV presenter.

Therefore, I tried to present the common places in San Fermin in an ordinary day

comparing with another video in the same place, but in this international festival. It

was complicated to make it by myself, because I had never done anything like this

before and it took me long time, but it was worth the effort. Nowadays, I can use it to

compare with my current English level and to share it in this blog. It was two years

ago, so I do not look like the same person.

Another programme to create videos is “Animoto” which it has a wide

variety of styles to use. You can join different videos and clicking play, you will

enjoy watching that collection. From my point of view, I think that its main aim is

to attract completely the attention, and it encourages you to create new videos.

Finally, we have had the opportunity to transcribe one video through

“Dotsub” which it is a programme to subtitle a video between the groups of the practice

class. This task is for the next group and it consists of the following steps, each

group has to transcribe 2'10''.

DISCOVERING NEW PROGRAMMES

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Firstly we have to download the video from YouTube.

Secondly we cut the video in Movie Maker.

Finally, we need to listen the video several times to transcribe it using

“Dotsub”.

This is the result of our work and effort. Click in the link: Reading &

Spelling teacher training section 5.3

The last task is really difficult for me because my worst skill in English

is the listening and it was necessary to write word by word, so you cannot invent

that the video says. In general, it has been a week really enjoyable, although

sometimes new technologies provoke us headache.

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The fourth entry is based on explaining several digital programmes which are

really effective to include in our educational resources. In the theory class, some

groups gave us an explanation about the following programmes: Subtitle horse,

subtitle workshop, camptionatube, youtube, overstream, dotsub and amara. They had

to take into account the main advantages and disadvantages of them, to summarize

the relevant points.

Regarding the presentations, I think that we got a great impression to apply

them for different subjects, because, in this moment, we are aware of their conditions

and we can use them with different purposes. After that class, I had a look at these

programmes to investigate by my own. As a result, I think that I would not be able to

use them correctly, till I will have practiced seriously.

In addition, my group has used “dotsub” to subtitle a video about “Reading

and spelling”, and we have had some problems to upload the video, to save the

transcription, etc. In other words, to be an expert of using these programmes we need

to practice and to make a lot of mistakes.

Another task to perform in the theory class, it was to experiment with

programmes related to mind maps, in groups. We had to compare “Text 2 mind map”

and “Stormboad”. The first one was very similar to Cmaptools, although I prefer to

use Text 2 mind map, because in cmaptools when you add a box to write down, it

appears two boxes and sometimes you do not need both and you cannot eliminate one

of them. Furthermore, I would use “Text 2 mind map“because the appearance is more

remarkable and you can choose different styles of writing, colors, etc.

Stormboad has too many

templates to use with different

purposes, although it is necessary

to spend time discovering all of its

tools. I am sure you will find that

you are looking for, because it has

meaningful resources. Therefore, it

will take you time to get the right

template due to its wide variety. It

is really difficult to choose one

because they are completely

different and the use of them can be orientated to different purposes.

MEAGNINFUL RESOURCES

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The practice class was very interesting because we have discussed about the

differences between memory test and practice test. Teachers have been using memory

tests to evaluate students for decades, but they did not realize that type of test is not

use checking if students have acquired the content required for that unit and if that

learning will be applied for their real lives. Because that results give us evidences that

students are learning by rote and that does not make sense.

We have to help students to be competent in different contexts and to develop

cognitive skills which will give them the opportunity to solve real problems. As my

blog’s title says, everyone needs to learn by using, because it is the only way to

acquire the knowledge properly. Mostly, if we learn something memorizing, we will

forget it quickly, but if we use that knowledge in a specific context, it does not

matter if we make mistakes, because we will remember what we do not have to do, so

we will not forget it easily.

According to the assessment, it is necessary to make the points to be

evaluated clear. When we were students, we weren't notified of what we had to know

exactly to pass the exam or to be an excellent student. If we were good at something,

any problem, but if we were bad at studying history, for example, what could we do?.

We could spend too many hours studying, but if we were not sure about what we

needed to know, we were losing our time. As a matter of fact, if we have clear how

teachers are going to evaluate us and what I need to know, we would focus on that

and we would do it successfully.

Rubrics are meaningful resources to assess. Because these are divided into

different sections

like content and

language written,

and in each one,

there are different

grades of

acquisition of that

skill. In

consequence

teachers and

students use these

grades to be

identified in any

of them, and to

take into account

what they need to achieve. It is easier if we make everything clear from the first time,

we will take advantages of every minute.

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By the end of the internship we were supposed to have an idea of the use of new

technologies in the classroom to teach foreign languages, its use outside class to prepare

digital resources and for organizational purposes.

What I have seen during my internship is that all the classrooms have an

interactive whiteboard, but teachers are not used to making the most of this powerful

tool. Actually, this happens because I know that such is a new digital challenging

resource.

My teacher usually makes use of the interactive whiteboard to start the unit

with a power point. She also explains and practices theoretical concepts using games

and activities online. Furthermore, she means to listen to songs and activities either

watching pictures or videos.

However, the interactive whiteboard is used as a projection system. She tends

to use the blackboard to rely on an outline, as well as to make the content clear

and finally write the activities'key down.

Apart from the resources have I seen my tutor uses for a teaching purpose in

the classroom, she also designs some activities in Microsoft Word and Power point.

These are targeted to students' learning.

Indeed, not only are new technologies been used for these purposes, but they

are also used for organizational ones. For instance, she uses Microsoft Excell to

create different schedules and so for, organize the course of the

units. Furthermore, she makes use of this programme to carry on with the

assessment. Regarding my tutor, I think that she could exploit new technologies

better.

To sum up, in my view, I think that the school should provide teachers with a

specific training on how bring new technologies into the classroom. I would

suggest to use Cmaptool so as to create a diagram and the use of concept maps at the

same time. Another remarkable tool to carry through the teaching process is the

useful programme VUE. Not only is possible to create concept maps in this, but it is

also beneficial because when you create a mind map, you are connecting them with

digital resources. You can have a look at the following website: http://vue.tufts.edu/

THE USE OF NEW TECHNOLOGIES IN MY INTERNSHIP

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References:

Dhabi, A., (2007). What is CALL?. United Arab Emirates. Retrieve

from: http://advanceducation.blogspot.com.es/2007/04/what-is-call-computer-

assisted-language.html

Edublend. (2013). Technology Enhanced Active learning & Team Based Learning

UK HESTEM community launch. United Kingdom. Retrieve

from: http://edublend.blogspot.com.es/

Llomäki, L., Kantosalo, A. & Lakkala, M., (2011). What is digital competence? EUN

Partnership AISBL. Retrieve from:

http://linked.eun.org/c/document_library/get_filep_l_id=16319&folderId=22089&

name=DLFE-711.pdf

Koehler, M. J., (2006). What is TPACK?. Retrieve from: http://www.tpack.org/

Jarvis, H., Digital residents: practices and perceptions of non-native

speakers. University of Salford, UK.

The following WebPages:

www.dotsub.com

www.animoto.es

Movie Maker programme

Hot potatoes programme

www.youtube.com

http://dotsub.com/

http://www.phdcomics.com/comics.php?f=1319/

https://www.stormboard.com/

https://www.text2mindmap.com/

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