Week 2- STAR

Hi everyone! I´m Paula Manzanares and the star of our group during this week, which has meant, above all, an innovative experience for me, as I have had to consider all the elements within the concepts and processes of TPACK and ACAD that have made it possible to recreate its mutual relationships in an information map. Of course, my workmates have willingly encouraged me to give my best when presenting the final product of this task to the rest of the class and I think that all of them have performed their roles perfectly, so I could undoubtedly say that we have learned from each other's dynamics at work. To begin with, we decided to read the attached documents and videos with the hope that it enlightened us about the two main terms (tpack and acad), and once we were ready we would answer the questions concerning both of them.

Now I'm going to sum up our responses to each question: Regarding the first one, TPACK (technological , pedagogical and content knowledge) focuses on how teachers implement the wide variations observed in the scope and quality of educational technology integration. The other term analyzed was ACAD (activity centered analysis and design) that basically consists of an approach that claims that the learning outcomes are tied to the activity that emerges, which is not open to alteration through design but we, as active learners, exercise some autonomy in deciding what to do. ACAD is also a form of networked learning.

In the second question, we described the Tpack's interactions between its three components, which develop differently in various contexts. These three knowledge bases (content, pedagogy, and technology) form the core of the technology, pedagogy, and content knowledge framework (TPACK).

In the third question, we explain the ACAD components. The teacher's job is not only designing the learning but also situating it in order to master the intended learning outcomes that are acquired between the learning activities and task designs. The dimensions explored are: set design ( physical or virtual context) epistemic design (proposing tasks) and social design (how we want students to work together)

The fourth question refers to the usefulness of TPACK in our lives and we stated that is important to take advantage of the newest information and communication technologies as well as managing yourself with plenty of resources at online classes. This also requires an understanding of the representation of concepts using technologies; pedagogical techniques that use technologies constructively to teach content; knowledge of what makes concepts difficult or easy to learn and how technology can help to correct some of the problems students face; knowledge of students' prior knowledge and theories of epistemology. In addition, social and contextual factors affect the relationships between teaching and technology and teachers must challenge that complexity in different classroom environments where the learning action tends to illustrate the transformations of diverse emergent activities within the whole learning process. This last concept is essential for the teacher's understanding of what being a productive practice-reflectioner can demonstrate

Last but not least, we talk in the last question about the relationship between TPACK and ACAD. Both of them are applied in effective ways of teaching and are aimed to facilitate student's learning. However, TPACK is an approach that must be covered by teacher's knowledge, whereas ACAD goes beyond the user and broadens the whole environment

As for graphic organizers, we have discovered plenty of information maps. We decided to use a concept one. Below you can see it!

concept maps:

tree maps:

Buzan's mind maps:

At first we mistakenly made a prezi, but it was not the right thing to do, so when the teacher warned us about this, we retouched it as fast as we could and this is the result. I hope you liked it!

#rict2021 #task2 #star #jamap