I am thrilled to share here this new stage of my academic career: I am an Associate Teacher, Profesor Agregado. I am proud of the work I’ve done so far, but especially grateful to my colleagues from my research group ARGET, my colleagues at the Faculty of Education and Psychology, and my students.
I would like to share the presentation I made to the assessment commission. I will go on working with the same or greater happiness. I love my work in general and teaching in particular. I do not understand teaching as something dissociated from research, and I cannot think of research that does not produce teaching improvement. In ARGET and CLict, I will continue contributing with my vision of education: learning as representation and representation and learning. I do my professional activities at the intersection of education, technology and social semiotics, being interested in anything that can make this world a better place to learn, live and love.
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.
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 Henriksen, Linda Castañeda, Marta Marimon, Elena Barberá, Carles Monereo, César Coll, Jabari Mahiri, Punya Mishra =)
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.
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 =)
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.
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.
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.