Knowledge production dynamics and communicative practices

The temptation to see the educational landscape of the digital age as presenting us with communication practices that redefine social relations is powerful. In classrooms and at home, in institutions and in private, in the professional and personal spheres, in static/designed learning spaces or on the go, or locally and globally, people can now interact more often, faster, with more people at once. They can interact through different media and making use of more modes of communication. In such an all-encompassing context, educators are challenged to make sense of the participation, interaction and collaboration practices that are pushing us forward. Thanks to digital technology, there are emerging models of knowledge construction taking place. Teaching and learning practices and knowledge production are interdependent processes, though we do not always acknowledge that in our everyday educational experiences.

Captura de pantalla 2014-11-27 a les 12.40.15

This is the word cloud of the paper we have just presented for the call for papers:  New learning scenarios from a transformative perspective. From global approaches to local proposals

Fingers crossed for this one! It is an honor to co-author a paper with these guys: Danah HenriksenLinda CastañedaMarta MarimonElena BarberáCarles MonereoCésar CollJabari MahiriPunya Mishra =)

December 2, 2014 at 9:38 am Leave a comment

Third best poster award to our paper at CIDUI

10446470_10152188073858144_3555719147561733664_n This paper presents an investigation developed under the framework of an initiative of teaching innovation in which pedagogical practices are restructured targetting a challenge: to provide future kindergarten teachers conditions for their own creativity to flourish. Our reasearch questions are: Can we make teacher education at the university following the creative spiral proposed by Resnik ( 2007)? and What difficulties will we face? The main difficulty identified so far is the tension created by the existence a previously detailed teaching planning and the changes of activity order or adition of new activities to adpt the sessions to the creative spiral. The data obtained so far, however, indicates that implementing the creative spiral or just keeping it in mind for the renewal of a previously prepared program is possible and it improves the motivation of both the teacher and the students.

Gallardo Echenique, E. E., de Oliveira, J. M., Lockhart, E., Francesc, E., Camacho, M., Jacas Osborn, A. E., & Del Prete, A. C. (2014). La espiral creativa en la formación de maestros: Dificultades y potencialidades. Comunicación/Poster presentado en el VIII Congreso Internacional de Docencia Universitaria e Innovación (CIDUI). Tarragona.10474864_10152187104733144_1523131626315352107_n


November 12, 2014 at 3:57 pm Leave a comment

Creativity, Technology & Teaching in Contexts of High Complexity

Creativity has been giving us the best of the times rethinking our teaching practices and trying new things. Education in times of instability requires us to welcome creativity in the learning process, taking advantage of the opportunities that new technologies offer for expanding the horizons of learners. Pre-service student teachers deserve and need to be taught through exciting, innovative, engaging and memorable pedagogical models. The learner generation of the digital age needs their teachers to provide them with creative thinking processes in the undergraduate context. They need to explore the up-to-date technological possibilities. Only then will teachers be able to provide alternative answers to resolve conflicts and dilemmas of every day teaching without having to turn to the control and the authority of traditional practices.

This is what will take me tomorrow to the Berkeley University, in Claifornia. I will be presenting the conference

Creativity, Technology Teaching in Contexts of High Complexity

The widespread use of Information and Communication Technologies (ICT) in all areas has a direct effect on how the world is perceived. This scenario has profound consequences for communication and education, forcing researchers and educators to rethink social relations and processes of knowledge production and distribution in the new conditions of the digital age. My teaching and research motivation is structured around the understanding of communicative processes and techniques in a context of high complexity. It does not mean that communication and learning processes that occur without technologies are “simple”, but it is important to acknowledge and understand the added complexity characteristic of technological mediated processes nowadays. Future educators should be guided by their trainers in the understandings and practices that will enable them to create leaning environments in which natural talent is nurtured and new talents can be developed.

I will let you know how it goes =)


October 14, 2014 at 11:42 am Leave a comment

Exploring Student and Teacher’s Perception of E-textbooks in a Primary School

Hello world,


Some time ago I told you my colleague Mar Camacho and I developed a case study in a primary school in Reus.

I’m proud to announce our study has been accepted for publication in the cientific journal Comunicar and is now available as a In Press article. Hope you enjoy it =)


The potential of technology in digital society offers multiple possibilities for learning. E-books constitute one of the technologies to which great attention has to be paid. This article presents a case study on the perceptions held by a teacher and his students on the use of E-textbooks in a primary education classroom. It examines students’ meaningmaking practices and the perceptions that teachers and students have towards their engagement in learning activities in this context. In the analysis of the data generated, the classroom is considered a multimodal learning space, where virtual, physical and cognitive environments overlap, allowing students to negotiate meaning across multiple contexts and reflect upon it. Results show that e-textbook users’ perceptions greatly depend on the institutional culture in which they are embedded. While the adoption of E-textbooks does not necessarily mean a transition from traditional textbooks to E-textbooks, students and teachers may develop a more demanding range of criteria which must be met by e-textbook providers. By doing this, e-books become a real alternative to free internet resources. Although E-textbooks favor a communicatively active style of learning, there are still real challenges to be overcome by publishers so that E-textbooks do not become the next forgotten fad.


November 20, 2013 at 9:33 am 2 comments

Future Educators’ Explaning Voices

So that future educators are able to elaborate a professional identity which encompasses the pedagogical uses of technology among their range of ordinary duties, their educators should provide them with an environment that favors enough flexibility to self expression and serve as a meta-exercise, through which future educators can elaborate new appreciations of the role of teachers and the purposes of education in the digital age. Guiding students in the understanding of their own voices can be an exercise that leads to the development of a more critical and reflexive professional identity.

Higher education professionals and researchers should not take for granted that as students live surrounded by technology, using them on a daily basis, they should have favorable perceptions on their educational use. Whatever level of familiarity future educators have with technology when they come to the university, they also bring some preconceptions and misconceptions on what literacy means and on what are the means of literacy. It is important to bridge students’ previous knowledge, which is both technical but also philosophical, regarding technologies to richer levels of understanding of the role of twentieth first century educators. Podcasts seem to offer a tool just as good to build such a bridge.

de Oliveira, J., Buenestado, P. & Camacho, M. (2013). Future Educators’ Explaning Voices. In Proceedings of IADS Mobiles Learning. (pp. 143-147). Lisboa: IADIS.

March 25, 2013 at 7:21 pm Leave a comment

Challenges of educational use of 3D virtual environments


The incorporation of simulation environments to the teaching-learning process redefines relationships and forms of interaction between teacher and students and also between students themselves. In this new article we present a reflection on the interaction in these environments, the reasons for its use with pedagogical purposes and the obstacles that educators might encounter making use of them. To preserve their educational potential, taking in account that 3D environments introduce a reality not comparable to everyday life, it is important to avoid transporting pre-existing educative models. Information and communication technologies, while expanding the potential of the classroom, require the design of a new pedagogical model that reconsiders every day thinking practices.

November 21, 2012 at 1:08 pm 3 comments

Wisdom Society

This is something I have been thinking about lately, I just can’t give up on the idea.

The thing is that it seems to me we have made a good job implementing information society in just a few decades. In comparison to the thousands of years necessary to implement the agricultural society, or the hundreds of years it took us to promote industrial society, information society just seems to go on wheels. The next step to knowledge society seems to be just around the corner or here already, can anybody be absolutely sure? But my problem is that I do not see the same progress in the direction of a wisdom society. And today, while I was listening to Matthew Taylor, twitted by Gavin Heaton I thought to myself, “that’s it”. There might be more people around who just think all this information and knowledge is of no use if we can’t teach people and ourselves to be peaceful, respectful, solidary, open-hearted… And maybe I’m a dreamer, but I’m sure I’m not the only one.

Mathew mentions the social aspiration gap, that is, the gap between the kind of aspirations we have (the kind of society we want to live in) and the trajectory on which our current behavior places us. I have high aspirations for our society but I don’t feel intellectually committed to them. I’ve been emotionally and spiritually committed to a more peaceful world, but not intellectually. Today I want to make a point for wisdom society, where knowledge reminds us of our humanity and enables us to live it fully. In wisdom society, knowledge enables us to combine responsible and trusted authority, share commitment to mutual support and capture the firepower of individual ambition – like Mathew says. The things you learn when you host the Olimpic games… Just hope brazil can learn as much…

Today I’ve realized how big the social aspiration gap is in my case. I will work to reduce this gap from now on. Yes I will.

September 26, 2012 at 2:54 pm Leave a comment

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