TIC, TAC, TEP

From IT to ICT

Late 1970s: computers made their entry into schools, and with computers came printers,
floppy disk drives, scanners and the first digital cameras. We began to use the term IT
(Information Technology), to describe computers and these various peripheral devices.

When the Internet arrived, together with computer networks, the World Wide Web, email and
search engines, a new term entered the language → ICT (Information and
Communication Technologies). This term embraces the many technologies that enable us
to receive information and communicate or exchange information with others.

TIC (ICT): TAC: TEP:

Tecnologías de la Tecnologías para el Tecnologías para el
Información y Aprendizaje y el Empoderamiento y la
Comunicación Conocimiento Participación

It refers to communicating It refers to using technology It refers to using technology

with others as well as to enhance the learning to collaborate and create
accessing, gathering and process by fully integrating with others and to share this
sharing information. technology beyond its content (WEB 2.0), which
Technological resources are instrumental use. This will impact on and transform
used as instruments. involves not only accessing the user’s
and sharing information but context/environment.
also creating or producing
content.

SAMR Model

It is a framework (created by Dr. Ruben Puentedura) that categorizes 4 different degrees of

classroom technology integration.
It is better to think of the SAMR Model more as a spectrum: on one end, technology is used
as a one-to-one replacement for traditional tools and, on the other end, technology enables
experiences that were previously impossible without it.

Substitution: this stage consists of a direct replacement where traditional tools are directly
substituted by technology. There is NO functional change.
Key question → what we stand to gain by replacing traditional tools with technology?
● Example: students answer questions using a Microsoft Word instead of filling out a
worksheet.

Augmentation: again, traditional tools are directly substituted by technology BUT with
significant enhancements to the student experience.
Key question → does the technology increase or augment a student’s productivity and
potential in some way?
● Example: a student might augment a presentation with a video clip or including
interactive links.

Modification: in this stage, we are beginning to move from enhancement to transformation

on the model. Instead of replacement or enhancement, there is an actual change to the
design of the lesson and its learning outcome.
Key question → does the technology significantly alter the task?
● Example: a student might create a unique graphic organizer for the class that not
only includes the usual multimedia resources but represents a new product or
synthesis of existing material. OR a group of students might collaborate in a
cloud-based workspace and solicit feedback from classmates.

Redefinition: this last stage represents the pinnacle of how technology can transform a
student’s experience.
Key question → does the technology tools allow educators to redefine a traditional task in a
way that would not be possible without the technology, creating a novel experience?
● Example: students could interact in real time with citizens in another country and
examine key differences between them and their cultures.

SAMR and Bloom’s Taxonomy

Bloom’s Taxonomy is a hierarchical ordering of cognitive skills that can help teachers teach
and students learn. The goal of an educator using Bloom's taxonomy is to encourage
higher-order thought in their students by building up from lower-level cognitive skills.
It is a common mistake to think that deeper technology integration (the M and R in SAMR)
lead to higher order thinking skills defined by Bloom → this is NOT the case, they were
designed for very different purposes.

Modeling SAMR outside the classroom

SAMR is a useful framework for integrating technology beyond the classroom as well.
Thoughtfully using the framework in faculty meetings, observations, and other everyday
activities can increase their effectiveness.

Putting the SAMR Model into context

It is important to be purposeful in how you integrate technology into your instruction and not
do it simply for technology’s sake → incorporating technology in a meaningful way.
Because SAMR is a spectrum, we don’t have to fall into the trap of thinking that Redefinition
is the goal or the best approach in all cases, Substitution can be your best option for a
particular setting.

Layering technology into antiquated tasks isn’t going to improve the learning experience →
what WILL improve learning is purposeful altering the substance of these tasks to address
the skills students need today (and those they’ll need tomorrow).

Technological Pedagogical Content Knowledge (TPACK)

Según el marco teórico del TPACK, un uso adecuado de la tecnología en la enseñanza

requiere el desarrollo de un conocimiento complejo y contextualizado. Autores Mishra y
Koehler (2006) denominan TPACK al conocimiento tecnológico pedagógico disciplinar.
El TPACK no solo considera las tres fuentes de conocimiento (la disciplinar, la pedagógica y
la tecnológica), sino que enfatiza las nuevas formas de conocimiento que se generan en la
intersección de unos saberes con otros.

Componentes del TPACK

1. Conocimiento disciplinar: conocimiento del contenido o tema disciplinar que se va a

enseñar. Este conocimiento implica:
- conocer los hechos, conceptos, teorías y procedimientos fundamentales de la
disciplina;
- conocer las redes conceptuales que permiten explicar, organizar y conectar los
conceptos;
- conocer las reglas para probar y verificar el conocimiento en la disciplina.

2. Conocimiento pedagógico: conocimiento profundo de los procesos, métodos o

prácticas de enseñanza y aprendizaje. Considera también los propósitos, valores y metas
generales de la enseñanza. Se trata de una forma genérica de conocimiento presente en
todo proceso de aprendizaje. Incluye, además, el manejo u organización de la dinámica del
aula, el desarrollo e implementación de propuestas pedagógicas y la evaluación de los
estudiantes.

3. Conocimiento tecnológico: conocimiento de tecnologías tradicionales (libros, tiza y

pizarrón, etc.) y de tecnologías más recientes (internet, aplicaciones, dispositivos digitales,
etc.). Este conocimiento incluye las habilidades que le permiten al docente operar con esas
tecnologías. Dado que las tecnologías se modifican continuamente, el conocimiento
tecnológico debe acompañar este cambio.

Intersecciones de estos tres componentes

a. Conocimiento pedagógico disciplinar: permite comprender cómo se debe organizar y

adaptar un contenido para ser enseñado. Esta intersección hace hincapié en la articulación
entre los conceptos propios de la disciplina y las técnicas pedagógicas. También incluye el
conocimiento acerca de los saberes que los alumnos traen consigo al proceso de
enseñanza aprendizaje.

b. Conocimiento tecnológico disciplinar: implica saber elegir qué tecnologías son las
mejores para enseñar un tema disciplinar determinado y cómo utilizarlas de forma efectiva
para abordarlo. Los docentes tienen que conocer de qué modo el contenido disciplinar es
transformado por la aplicación de una tecnología y cómo el contenido a veces determina o
cambia la tecnología que se utilizará.

c. Conocimiento tecnológico pedagógico: conocimiento de las tecnologías disponibles,

de sus componentes y su potencial, para ser utilizadas en contextos de
enseñanza-aprendizaje. También se refiere al conocimiento acerca de cómo la enseñanza y
el aprendizaje se modifican al utilizar una tecnología en particular. Esta interacción implica
un conocimiento acerca de la existencia de herramientas para realizar determinadas tareas
y la habilidad para elegirlas en función de sus posibilidades de adaptación a contextos
educativos. Se trata de adaptar las herramientas que existen, que no siempre fueron
creadas para fines educativos, y reconfigurarlas.

Integración de TIC

Desde el enfoque TPACK, se enfatiza la necesidad de no pensar la tecnología como un

“agregado” colorido (separado y adicional) al conocimiento pedagógico disciplinar.
Integrar las TIC en nuestras clases implica no solamente conocer las herramientas, sino
también “reacomodar” nuestras prácticas, revisar y resignificar los conocimientos
pedagógicos y disciplinares cuando incluimos tecnologías.

Task-Based Learning (TBL)

The lesson moves around the completion of a task for which students need some language.
The task can focus on:
a. Content → topic, theme.
b. Form → language.
Tasks require learners to give primary attention to meaning and to make use of their own
linguistic resources, although the design of the task may predispose them to choose
particular forms. A task is intended to result in language use that bears a resemblance,
direct or indirect, to the way language is used in the real world.
● Focus on meaning;
● Clear result;
● Involve one or all linguistic skills;
● Promote language use that reflects real-life use;
● Learn the language by communicating.

Features of a Task:
● It is a workplan.
● Primary focus on meaning.
● It entails real-world processes of language use.
● It can involve any of the four language skills (reading, listening, writing, speaking).
● It engages cognitive processes.
● It has a clear communicative outcome.

Real-world tasks: uses of the language in the world beyond the classroom.

Pedagogical tasks: those that occur in the classroom.

A piece of classroom work that involves learners in comprehending, manipulating, producing
or interacting in the target language while their attention is focused on mobilizing their
grammatical knowledge in order to express meaning, and in which the intention is to convey
meaning rather than to manipulate form. The task should also have a sense of
completeness, being able to stand alone as a communicative act in its own right with a
beginning, a middle and an end.

Teaching Sequence

Stages:

1. Preparatory tasks: prepare learners for the main task. Students can work with language
or/and content.

2. Core task: main task(s), in which students use the content and language they worked
with in the previous phase to DO something → they don’t practise a certain linguistic
exponent for the sake of it, in isolation, but rather they do something with that language in
the thematic context of the sequence.

3. Follow-up: consolidation of language and content (it kind of “rounds off” the previous
tasks). Students don’t work with new content or language here.

4. Final outcome: non-linguistic purpose, it shows the communicative, social nature of

language. Students communicate something related to the content they’ve seen and using
the language they’ve learnt.

Content and Language Integrated Learning (CLIL)

It is an approach where students learn a subject and a second language at the same time.

4Cs Framework
A successful CLIL class should include the following four elements:

Content – Progression in knowledge, skills and understanding related to specific elements

of a defined curriculum

Communication – Using language to learn whilst learning to use language

Cognition – Developing thinking skills which link concept formation (abstract and concrete),
understanding and language

Culture – Exposure to alternative perspectives and shared understandings, which deepen

awareness of otherness and self.

Comprehensive Sexuality Education (CSE)

It is a curriculum-based process of teaching and learning about the cognitive, emotional,

physical and social aspects of sexuality. It aims to equip children and young people with
knowledge, skills, attitudes and values that will empower them to realize their health,
well-being and dignity.

CSE is:
● Age-appropriate
● Rights-based
● Facts-based
● Gender-focused
● Non-judgemental

AXES

1. Acknowledge gender perspective:

El género está vinculado con la construcción social de la masculinidad y la femineidad, esto

significa que, a partir de la diferencia sexual, vamos aprendiendo a ser varones y mujeres.
Por ejemplo: encontramos que si sos nena usas ropa de un color distinto de la ropa de los
varones; o, que si sos varón podés jugar con la pelota pero, si querés jugar con una
muñeca, probablemente recibas un llamado de atención.

Este llamado de atención aparece porque se ponen en juego los estereotipos de género
(gender stereotypes) = representaciones simplificadas y generalizadas que se realizan
teniendo como base al sexo biológico. Estos estereotipos funcionan a partir de asociar una
pauta cultural (un rol esperado, una norma, un mandato, etc.) con un hecho biológico.

La perspectiva de género (gender perspective) constituye un modo de mirar la realidad y

las relaciones entre varones y mujeres. Como toda relación social, estas relaciones están
mediadas por cuestiones de poder → muchas veces la distribución de ese poder deja en
desventaja a las mujeres, y cuando esto sucede suelen aparecer situaciones de vulneración
de derecho y desigualdades sociales.

El concepto de igualdad de género (gender equality) invita a mirar nuestras relaciones y

acciones, reconociendo que históricamente las mujeres fueron discriminadas y/o no
reconocidas en relación a los varones.

Escuela: el trabajo con la perspectiva de género en la escuela implica revisar, reflexionar y

cuestionar muchas de las ideas y concepciones que tenemos sobre cómo nos relacionamos
varones y mujeres, lo que esperamos de unos y de otras. Nuestras acciones en la escuela
deben apuntar a tratar de disminuir desigualdades.

2. Respect Diversity:

La concepción con la que se trabaja en este eje asume que las personas somos todas
distintas y esa particularidad se expresa también en el modo en que cada ser humano
piensa, siente, cree, actúa y vive su sexualidad.
El abordaje de este eje implica reconocer y valorar positivamente las múltiples diferencias
que tenemos los seres humanos:
○ origen étnico;
○ nacionalidad;
○ creencias religiosas;
○ creencias políticas;
○ edad;
○ condición social;
○ orientación sexual;
○ identidad de género; etc.

SUPERAR la idea de “tolerancia” (soportar al otro/a y sus elecciones porque no me queda

otra) → en su lugar, asumir que todas las personas somos distintas e iguales en derechos.

Nuestra identidad de género (gender identity) y nuestra orentación sexual (sexual

orientation) forman parte de la diversidad sexual (sexual diversity) de nuestras
sociedades, sin desconocer que hay determinadas identidades, relaciones y orientaciones
que se han construido como “normales” (por ejemplo, la orientación heterosexual), mientras
otras han sido consideradas erróneamente como “patológicas” (por ejemplo, la orientación
homosexual).

Escuela: el respeto de la diversidad en la escuela implica estar atentos/as a cuestiones

como, por ejemplo, respetar el nombre con que se presentan las personas (más allá del
sexo asignado al nacer) y no presuponer que todas las personas son o deberían ser
heterosexuales.
Llevar adelante la educación sexual desde una mirada integral, supone hacer de las
escuelas espacios inclusivos y respetuosos en los cuales todas las personas tengan la
libertad de poder expresar su orientación sexual y su identidad de género sin temor a ser
discriminadas o estigmatizadas (teniendo en cuenta que pueden aparecer manifestaciones
de homofobia, lesbofobia o transfobia).
3. Value Affectivity:

Este eje tiene que ver con aspectos relacionados con los sentimientos, los valores, y las
emociones en el marco de los vínculos y las relaciones sociales. Incorporar esta dimensión
nos permite tener una visión integral de los seres humanos, y también significa valorar el
lugar que ocupan las emociones y sentimientos en el aprendizaje y contribuir al desarrollo
de capacidades afectivas como la empatía, la solidaridad y el respeto.

Tener presente el aspecto afectivo no implica anular o invisibilizar las tensiones o los
conflictos que están presentes en todos los vínculos, por el contrario, nos permite dar
cuenta de esas tensiones y abordarlas de la mejor manera posible para que, por ejemplo,
no se resuelvan desde la violencia. Desde esta perspectiva se busca reflexionar sobre las
maneras que tenemos de manifestar el afecto haciendo hincapié en que esas formas no
vulneren los derechos de nadie.

Escuela: la escuela puede contribuir brindando herramientas para que cada uno y cada una
pueda identificar y decir lo que le sucede y lo que siente. Para ello, es importante generar
espacios de confianza y diálogo donde los chicos y chicas puedan compartir emociones y
sentimientos y reflexionar, construyendo relaciones y vínculos más igualitarios.

4. Exercise our rights:

Este eje evidencia que los niños, niñas y adolescentes son sujetos de derecho con plena
capacidad para participar, ser escuchados/as y no discriminados/as por ningún motivo y
considera a los/as adultos/as y al Estado como garante de sus derechos.

La perspectiva de derecho (human rights perspective) sostiene que los/as adultos/as,

por el hecho de serlo, tienen la responsabilidad y el deber de proteger y garantizar los
derechos de los más chicos. Esta perspectiva supone que los/as adultos/as construyan
nuevos modos de ejercer su autoridad: favorecer el diálogo y la escucha, establecer
sanciones que no vulneren sus derechos.

Como la ESI reconoce a los niños, niñas y adolescentes como sujetos de derecho, estos/as
tienen derecho a:
- recibir información científicamente validada;
- vivir sin violencia;
- vivir sin discriminación de género ni por su orientación sexual;
- decir “no” frente a situaciones de presión, ya sea de pares o adultos.

Escuela: obligada a crear espacios participativos y respetuosos de la integridad de cada

uno/a y de la diversidad de creencias y situaciones, promoviendo distintas formas de
participación ciudadana de los niños, niñas y adolescentes.
→ En 2013 fue aprobada una Ley que promueve la participación de centros de
estudiantes y la garantía de que las autoridades de las escuelas reconozcan a dichos
centros como espacios democráticos de representación estudiantil.
Se procura propiciar el enfoque de los derechos humanos como orientación para la
convivencia social.
5. Take care of the body:

El cuerpo no está vinculado sólo con la dimensión biológica sino que también está
constituido por los significados y valoraciones que se le otorgan en cada sociedad y en cada
momento histórico.
Si entendemos al cuerpo como una dimensión importante de nuestra identidad (personal y
colectiva), debemos considerar la influencia de:
- el contexto histórico;
- la cultura;
- la condición social;
- la forma de cuidarlo y de valorarlo;
- las concepciones sobre el sexo y el género que prevalecen en la sociedad.

Muchas veces se entiende a la salud como la ausencia de enfermedad, priorizando

solamente aspectos físicos. Pero la salud también incluye aspectos psicológicos, sociales y
culturales.

Desde la ESI, trabajar sobre esta concepción de salud se trata de que, al crecer, los chicos
y las chicas aprendan nuevas actividades para cuidarse (alimentos nutritivos; higiene
personal; conocer el funcionamiento de las partes íntimas del cuerpo; actividad física) y para
cuidar a otros/as.
Este eje, desde la ESI, da importancia también a la salud sexual y reproductiva, para
poder vivir una sexualidad sin ningún tipo de coacción, violencia, discriminación,
enfermedad o dolencia.

Escuela: es necesario que cuando la escuela trabaje el eje “cuidado del cuerpo y la salud”,
se incorporen otras dimensiones además de la biológica (historia personal; discursos
científicos; derechos humanos; ofertas de la sociedad de consumo; la representación de los
cuerpos a través de manifestaciones artísticas). También es importante propiciar la reflexión
crítica sobre los modelos y mensajes de la belleza que pueden influir negativamente.
De esta forma, se valora positivamente el cuerpo reconociendo que la sexualidad y el
cuerpo también se vinculan con el disfrute y el placer.

En la realidad, los cinco ejes de la ESI se presentan interrelacionados.

LINEAMIENTOS CURRICULARES

Responsabilidad del Estado de hacer válido el derecho de niños, niñas y adolescentes a

recibir Educación Sexual Integral en todos los establecimientos educativos públicos de
gestión estatal y privada.
La ESI constituye una oportunidad para que la escuela, en articulación con otros actores,
fortalezca la búsqueda de respuestas eficaces a situaciones de vulneración de derechos
como lo son la violencia, el abuso y el maltrato, e implemente medidas de protección y
reparación para atender a estos problemas.

Los Lineamientos Curriculares de la ESI enuncian propósitos formativos y contenidos

básicos para todos los niveles y modalidades del sistema educativo. A partir de ellos, las
autoridades educativas jurisdiccionales tienen las atribuciones para realizar las
adecuaciones necesarias que atiendan a las diversas realidades y necesidades de sus
alumnos y alumnas, y de la comunidad educativa en general.

Propósitos formativos:
● Ofrecer oportunidades de ampliar el horizonte cultural, reconociendo derechos y
responsabilidades de cada niño, niña o adolescente, y respetando los de otras
personas.
● Expresar, reflexionar y valorar las emociones y sentimientos presentes en las
relaciones humanas en relación con la sexualidad, respetando y haciendo respetar
los derechos humanos.
● Estimular el enfoque de los derechos humanos como orientación para la convivencia
social y la integración a la vida institucional y comunitaria.
● Propiciar el conocimiento del cuerpo humano, brindando información básica sobre la
dimensión anatómica y fisiológica de la sexualidad pertinente para cada edad y
grupo escolar.
● Promover hábitos de cuidado del cuerpo y promoción de la salud en general y la
salud sexual y reproductiva en particular.
● Promover una educación relacionada con la solidaridad, el amor, el respeto a la
intimidad propia y ajena, el respeto por la vida y la integridad de las personas y con
el desarrollo de actitudes responsables ante la sexualidad.
● Presentar oportunidades para el conocimiento y el respeto de sí mismo/a y de su
propio cuerpo.
● Promover aprendizajes relacionados con la prevención de vulneración de derechos,
como el maltrato infantil, el abuso sexual, la trata de niños, etc.
● Propiciar aprendizajes basados en el respeto por la diversidad y el rechazo por todas
las formas de discriminación.
● Desarrollar competencias para la verbalización de sentimientos, necesidades,
emociones, problemas y la resolución de conflictos a través del diálogo.

Posibles temáticas: (sugeridas para diferentes áreas, pero que pueden ser abordadas en
inglés a través de CLIL)

Sugeridas para Educación Primaria

1. (Ciencias Sociales)
a. Comparación de diversos modos de crianza, alimentación, festejos, usos del
tiempo libre, vestimenta, roles de hombres, mujeres, niños y niñas y jóvenes
en distintas épocas y en diversas culturas.
b. Conocimiento de las distintas formas de organización familiar y sus
dinámicas en diversas épocas y culturas.
2. (Formación Ética y Ciudadana)
a. Conocimiento de sí mismo/a y de los otros/as a partir de la expresión y
comunicación de sus sentimientos, ideas, valoraciones y la escucha
respetuosa de los otros/as.
b. Cuidado y respeto del propio cuerpo y del cuerpo de otros y otras.
c. Ejercicio del diálogo y su progresiva valoración como herramienta para la
construcción de acuerdos y resolución de conflictos.
 d. Reconocimiento e identificación de diversas formas de prejuicios y actitudes
discriminatorias hacia personas o grupos.
3. (Ciencias Naturales)
a. Reconocimiento de las diferencias biológicas entre mujeres y varones. La
identificación de prejuicios y prácticas referidas a las capacidades y aptitudes
de niños y niñas.
4. (Lengua)
a. Identificación de los roles adjudicados a niños y niñas en publicidades, libros
de cuentos y programas televisivos según su edad. El trabajo en el aula
sobre cualquier forma de discriminación.
b. Producción y valoración de diversos textos que expresen sentimientos de
soledad, angustias, alegrías y disfrute, respecto de los vínculos con otras
personas en la propia cultura y en otras.
5. (Educación Física)
a. Reflexión acerca de los modelos corporales presentes en los medios de
comunicación, en la publicidad y en el deporte espectáculo.
6. (Educación Artística)
Reflexión acerca del lugar de la mujer en el mundo del arte, ¿que podemos observar
respecto a las obras en museos?¿Es igual la cantidad de obras procedentes de autores de
ambos géneros?

WEBINARS

Group 1:
Digital Citizenship. Responsible use of technology: Mobbing, cyberbullying, grooming,
sexting and web reputation.

Why should schools teach Digital Citizenship?

With the growing amount of online activity that students are involved in, we need to provide
them with clear guidance on 'best practice' in order to be aware of the issues and dangers of
the internet.

Digital citizenship approach:

Preparation to live in a world in which reality and the virtual world are confused. Education to
be critical, free and integrated citizens, but also to know how to behave in the digital world. In
those places that are no longer tools or resources, but places. That they know and assert
their rights as digital citizens.

Empower Proactive Digital learners:

● Online social skills
● Ethical and respectful behavior
● Responsible participation in a digital world
● Behaving lawfully
● Recognising your rights
● Protecting everyone’s privacy
● Awareness about our online activities.
 ● Thinking about how your online activities affect yourself, other people you know, and
the wider online community
People should be as good citizens in society, as they should be online.

DIGITAL AND INTERNET: A FOUR LAYERED TEACHING APPROACH

1. INTEGRATION: Digital citizenship embedded into the curriculum in an ongoing and
authentic way.
2. STORYTELLING: Students are presented with "real-life" scenarios to consider,
discuss, and learn from.
3. STRATEGIES: Practical strategies are taught so students build a toolkit of actionable
ideas and skills.
4. COMMUNITY: Messages from parents and educators overlap and there is ongoing
communication.

Web Reputation
Your Digital Footprint is the mark that you leave behind when using the internet and it can
shape your Online Reputation. It can be whether a positive or a negative experience and it
can influence how people see you now or in the future.

Students should learn how to manage their online reputation with this simple checklist:
● Make a positive footprint.
● Search yourself online.
● Think before you post.
● If you stop using a social media account it is a good idea to deactivate or delete your
account.
● Check your privacy settings.

What is Cyberbullying?
When someone uses online technology to hurt someone else. Use the internet to harass and
embarrass people.

Prevention of Cyberbullying:
● Do not respond or retaliate
● Block the bully
● Save and print bullying messages
● Talk to a friend
● Tell a trusted adult

Mobbing
Mobbing, as a sociological term, means bullying of an individual by a group, in any context.
When it occurs as physical and emotional abuse in the workplace, such as "ganging up" by
co-workers, subordinates or superiors, to force someone out of the workplace through rumor,
innuendo, intimidation, humiliation, discrediting, and isolation, it is also referred to as
malicious, nonsexual, non-racial/racial, general harassment.

Sexting
Sexting is the act of sending and receiving sexually explicit content through a mobile device
and in different apps.
Sexting initiates when people use technology for social activities and social networking.
However, in some cases, sexting is used to bully, blackmail and exploit.
Sexting is a way to explore sexuality, trust, boundaries and intimacy. Not all teens sext, but
for those who do, their experiences are very different. Even when there is consent, trust and
respect between people who decide to sext, it’s hard to be completely sure a sexual
message will be private.

Sexting Preventions:
Adults need to open a debate about public and private content, and the importance of
protecting private information. It's also important to teach them the practices of respect and
consent of others on the web as much as in real life.

Grooming
Children and young people who are groomed can be sexually abused, exploited or
trafficked. The perpetrator creates a fake account on a social platform and pretends to be a
child or teenager and establish a relationship of friendship and trust with the underage they
want to harass.
Once that trust is established and the abuser gets the material he was after, the underage is
blackmailed by the adult. The last one, threatens the underage to expose them publicly if
they don't obey to what the abuser tells them to do.

How to prevent Grooming:

Parents and Teachers need to be aware of the Digital world the Children/Teenagers are part
of, familiarize themselves with the different apps to be able to intervene if needed.

Webinar 2:
Online information and content

Technology and the “new” literacy

Technology integration: use of digital devices in the classroom and the management of a
school. There are four levels:
1. Sparse.
2. 2. Basic.
3. 3. Comfortable.
4. 4. Seamless.

Searching for, assessing and using information

● Being able to research effectively is an essential skill for everyone.

Searching for, assessing and using information: how to teach

a. Clarify: one must explain students the task given so they consider what information
is relevant for their research.
b. Search: students need to know that the quality of the search terms will determine the
quality of their results.
c. Delve: entering quality search terms is one thing, but knowing what to click on is
another.
 d. Evaluate: once you click on a link and land on a site, how do you know if it offers the
information you need?
e. Cite: many students will instinctively want to copy and paste the information they find
for their own work. Students also need a lot of practice using quotation marks and
citing sources.

Internet plagiarism
Generally referred to as “content scraping”, it is simply copying and pasting content (text
and/or images) from a source without proper citation.
For teachers, plagiarism has been especially problematic because it is difficult to locate the
origin of the material.
Most students don’t know the exact definition of plagiarism or its consequences.

5 Exercises for reducing student internet plagiarism:

- Recognizing plagiarism
- Summarizing
- Paraphrasing
- Using direct quotes
- Using a formal citation style

Students need to:

○ Know that plagiarism is taking someone’s work and presenting it as their own.
○ Be assured that they can use information from other sources, and that they should.

Creative Commons
Creative Commons (CC) is an American non-profit organization and international network
devoted to educational access and expanding the range of creative works available for
others to build upon legally and to share. The organization has released several copyright
licenses, known as Creative Commons licenses, free of charge to the public.

Different types of licenses:

● Public Domain or creative commons zero (CC0): No restriccion, nobody owns the right of
the image.
● Royalty Free: Buy the image and then use it whenever you want.
● Non-Commercial (by-NC): Illegal use of images for commercial Purposes.
● No Derivative Works (by-NC-ND): Avoid producing derivative works of the images.
● Share-alike (SA): Use of any image or work but it must have the original licenses.
● Creative Commons or CC by Attribution (by): Use of the image giving credit to the creator
Copyright and how to avoid it
What is copyright?: violation of IP or intellectual property.

How can we avoid it?

● Buying the rights of the images.
● Creating your own graphics.
● Taking your own photos.
● Downloading images legally from trusted resources

Group 3:
 Social media media and mobile phones in the field of education

Digital Education
Is an emerging field of knowledge based on the changes introduced by 21st century society,
which becomes essential to promote educational quality and guarantee social inclusion.
Today technologies have expanded and become increasingly more complex. This makes the
concept of literacy expand, and requires the incorporation, in schools, of Information and
Communication Technologies (ICT).
The concept of multi-literacy seeks to contribute a broader and more diverse conception
than the traditional approach to literacy, stressing the importance of contextualized learning
in sociocultural reality. Attention is focused on the acquisition of skills for the personal, social
and cultural use of multiple tools.

School must promote and guarantee:

1. Innovative strategies with a participatory and collaborative perspective combined
with project-based learning, which seeks both to use everyday problems and
situations to learn, and also to promote the diversity of learning styles for students.
2. Introduction of new work dynamics; with the student as the protagonist and
builder of knowledge and the teacher as a guide, mediator and fundamental agent of
change.

Speak the language of the new media involves taking Into account:
● Images and sounds, and therefore the inclusion of perception in the world of
knowledge.
● The transition from writing to multimedia diversity.
● The emerging ways of understanding and producing knowledge.

Schools:
Build a critical, responsible and caring outlook, since school must prepare students to
develop as full citizens. Guarantee access to equal opportunities and possibilities since
school must be a promoter of digital Inclusion and guarantee access to ICT environments.
Inclusion must be articulated through pedagogical policies and strategies and resource
allocation thal personalize the most unprotected sectors of the educational community.

The teacher 2.0:

- assume a proactive and collaborative attitude;
- opportunities producer:
- generate innovative ideas;
- be the referent, tutor for the students;
- be ready to learn and train constantly;
- intertwining with their co-workers and students a net of shared knowledge.

Didactic guidelines related to:

Information search: Plan teaching interventions so that students can plan efficiently
through rational methods the search of information.
Evaluation and selection of information: Means the implementation of a series of analysis
strategies.

Collaborative work: Social networks can play a complementary role in teacher-student

communication through announcements about dates, tasks and reminders, this channel can
become a two-way channel.
From a more formative role, networks can be places of publication of learning materials in
different formats proposed by the teacher, of exchanges, doubts and help-related to the
process of construction of learning.
Some apps offer the possibility for simultaneous editing, creating situations for collaborative
activities. Through planned teaching interventions, students can gradually transform
practices, which usually begin by deleting or modifying the work of the other in spaces of
negotiation and agreements.

The analysis, transformation and publication of information: Work based on problems

or projects can be an excellent opportunity to place students in the role of producers,
producing and publishing information through the use of comprehension skills and
constriction of knowledge.

Digital graphic organizers: The use of graphic representation usually enhances the
processes of understanding.

Digital presentations: The processes of creating digital presentations are excellent

opportunities for students to address capacities to synthesize, select, organize information in
different formats.

The 4 C's of 21st Century Skills

These four skills are essential for modern students to succeed in school and the
workplace.They often make the biggest impact in terms of setting your students apart when
applying for and starting their careers.

The four C’s of 21st Century skills are:

● Critical thinking teaches students to question claims and seek truth.

● Creativity teaches students to think in a way that’s unique to them.
● Collaboration teaches students that groups can create something bigger and better
than you can on your own.
● Communication teaches students how to efficiently convey ideas.

1. Critical Thinking
Critical thinking is the practice of solving problems, among other qualities.
In addition to working through problems, solving puzzles, and similar activities, critical
thinking also includes an element of skepticism.
This is important in the 21st Century because it’s harder than ever to verify accurate
information.
Critical thinking empowers students to discover the truth in assertions, especially when it
comes to separating fact from opinion.
They learn how to discover the facts and figures for themselves.
They ask questions. They become engaged in the world around them. They help others
think critically, too.

2. Creativity
Creativity is the practice of thinking outside the box.
While creativity is often treated like a you-have-it-or-you-don’t quality, students can learn
how to be creative by solving problems, creating systems, or just trying something they
haven’t tried before.
To be able to look at a problem from multiple perspectives.
Students become motivated to share their creativity with others. The point of creativity is to
encourage students to think differently than convention demands.

3. Collaboration
Collaboration is the practice of working together to achieve a common goal.
Collaboration is important because whether students realize it or not, they’ll probably work
with other people for the rest of their lives.
Practicing collaboration and teamwork helps students understand how to address a problem,
pitch solutions, and decide the best course of action.
It’s also helpful for them to learn that other people don’t always have the same ideas that
they do, they rarely do.
This can affect students in one of two ways. First, it could discourage them since nobody
seems to agree with them that often. Second, it could embolden them because they realize
they’re bringing something unique to every conversation.
As a teacher, it’s crucial that you encourage students to look at themselves through that
second lens.

4. Communication
Communication is the practice of conveying ideas quickly and clearly.
In the age of text-based communications it’s never been more important for students to learn
how to convey their thoughts in a way that others can understand them.That’s because
text-based communications lack tone, which is critical to understanding the context of
someone’s words.
Still, even in situations where vocal tone is available, students need to learn how to
communicate effectively.
That includes minimizing tangents, speaking directly to an idea, and checking other
participants to make sure they’re engaged. Reading an audience lets students determine
whether they should keep expanding on an idea or wrap up their point..

How Do the Four C’s Work Together?

The four C’s of 21st Century skills let students create a whole that’s greater than the sum of
its parts. The skills themselves are so general that it’s difficult to pin down what, why, or how
students should learn the four C’s.
It’s most accurate to say that students need the four C’s for any and every reason.

Elements in digital comprehension:

Literacy Skills
 ● Information Literacy: Understanding facts, figures, statistics and data encountered
online
● Media Literacy: Distinguishing if the sources are credible or not.
● Technology Literacy: Learning about the machines involved in the Information Age.

Personal and professional qualities:

Life Skills (social skills):

● Flexibility: Adapting to changing circumstances.
● Leadership: Setting goals; walking a team.
● Initiative: to be self-starters.
● Productivity: Completing work in an appropriate amount of time.

Mobile Phones
The sentiment is widely shared among educators that mobile devices in the classroom are
counterproductive for teaching.

Disadvantages:
- Distraction in the classroom (screen=addictive)
- Losing touch with older skills that do not rely on technology.

BUT banning phones in the classroom has several results that are not beneficial:
● Some students will still use their phone secretly, possibly resulting in classroom
conflict.
● Leads students to view what happens in their language classroom as separate from
their ‘real’ lives.
● Students don’t see their devices as potential learning tools.
However, now, these various devices are being used as pedagogical resources for
improving teaching/learning practices.

Some advantages regarding mobile phones are:

1. Enabling students to log into classrooms at their convenience to go through course
materials or take a test. (Anytime And Anywhere Learning)
2. Integrating into instruction multimodal language learning tasks involving use of
images, audio and video.
3. Leveraging individual preferences on mobile devices to personalize learning and
develop learner autonomy. (Personalisation Of Learning)
4. Enhancing students’ digital literacy and other 21st-century skills needed for the
workplace. (Digital-First Thinking)

Functions and apps: Ready-made for language learning

Specifically in English class, the language that is being learned is the most common in social
media and in the large amounts of digital information. Also they are able to socialize with
several people and to learn from different cultures and their realities.

Using mobile devices for language learning

Discussion starters
Mobile devices can be used to provide a brief interactive introduction to a lesson, functioning
as a kind of advanced organizer.

Vocabulary and grammar

Students can engage in a constructivist activity with vocabulary by collaborating to create
their own multimedia glosses.

Reading and writing

Social media, widely used by students, provides an ideal vehicle for reading and writing in
the target language. Social media engages students in real language use and contributes to
their ability to use the language not only grammatically but in ways that are socially and
pragmatically appropriate.

Listening and speaking

One of the ways in which language teachers can bring the outside world into the classroom
– and in the process authentic linguistic and cultural learning materials – is through the use
of online audio and video.

Social Media and Social Networks

The first one is more widespread in the sense that people associate them with, blogs,
google, geolocation, live stream, YouTube,media as an informative tool.
People associate social networks with Facebook, Twitter, Instagram. In this case that is
related to social relationships. Even though Social Network is a synonym of Social media,
people see both as a separated thing.

Social media in the field of education

Experts in pedagogy say that the use of Social Media inside the classroom fosters dialogue
and participation.
Social media allows users to build and share their content and make different types of
relationships such as friendship, cultural, economy, work relationship.

Some of the benefits of implementing social media in the class :

● Allow students to learn by themselves using social media.
● To communicate with the teacher, classmate and Directorial team.
● Foster the development of digital and technological literacies that they might need as
an adult.
● To improve their social abilities through sharing, collaborating and free expression.
● ICT allows students to learn by doing.
● To promote critical thinking.

Social media classifications

Vertical: it involves free participation, promotes interaction, debates and conversations,
which enhance students’ participation and collaborative knowledge.
Horizontal: it is directed to a specific type of public because people flock to it by a common
interest.
● Entertainment: allows people to share activities of spreading such as sport, music,
video games, among others.
 ● Professionals: It is centred in improving networking between different professionals
and there is possible to share specific information. originating working relationship
● Mixed: It is a mix between the previous two, it provides a concrete space where
people can improve their professionals and personal activities.

Digital literacy

• NECESSARY COMPONENT of LIFE-LONG LEARNING, or, in other words, life skills/

21st century skills. PURPOSE OF SCHOOLING.
• LEARNING BY DOING, not by reading manuals.

With continual rapid advances in digital technologies, the importance of digital literacy has
never been more apparent. Evolution of Literacy, Communications and Technologies, The
development of information and communication technologies (ICTs) and their integration in
all spheres of people’s life and work gave for the first time a possibility for a fast and
unlimited access to vast information which is constantly enriched, transformed and
actualized. This new model of society needs citizens who possess the necessary skills and
competences to take advantage of the potential of new technologies and take active part in
the economic, social and cultural life (Shopova, 2014).

The term ‘digital literacy’ defined as;

“The ability to both understand and use digitized information” (Gilster 1997)
The American Library Association's digital-literacy task force offers this definition: "Digital
literacy is the ability to use information and communication technologies to find, evaluate,
create, and communicate information, requiring both cognitive and technical skills."
(Heitin,1996).

Most important digital literacy components

Some of these are strongly overlapping among themselves; some only partly related to
digital literacy but are being related.
● Generic literacy: General , cognitive competence regarding working with all the
information available and producing content. How to be selective and critical. How to
turn that information into knowledge, relate it to what we already knew and generate
new knowledge.
● Computer literacy:Being able to use hardware and software. It goes beyond
handling computers. It includes other devices as well.
● Network literacy: Be able to use computer networks.It is linked to computer literacy
and information literacy.
● Informatics literacy: Be able to write computer programs and understand principles
behind computation
● On-line reading literacy, also called online research comprehension: Be able to
solve an inquiry problem
● Media literacy: repertoire of competencies that enable people to analyze, evaluate,
and create messages in a wide variety of media modes, genres, and formats
● Web literacy: “comprises the skills and competencies needed for reading, writing
and participating on the web.
○ [1] It has been described as "both content and activity" - web users should not
just learn about the web but also how to make their own website.
 ○ [2] Web Literacy is closely related to Digital Literacy, Information Literacy, and
Network literacy but differs in taking a more holistic approach.
● Communication and collaboration literacy, very closely related to some
"networking" components of digital illiteracies and social literacy.
● Social literacy: a range of social skills, in particular: social perception, social
cognition and social performance.
● Information literacy: Being able to look for, gather, collate/curate and produce/share
information
● Multiple literacies: we live in an audiovisual society. This society should be the
object of training.The language of comics, photography, video, sound, must be part of
the curriculum (not only as spectators but also as authors, creators)

Digital natives and immigrants

Our students have changed radically. Today’s students are no longer the people our
educational system was designed to teach. (Marc Prensky)
He feels a huge discontinuous between students and teachers generations.

Natives
● Native speakers of the language of computers, games and the internet.
● Fast information reception
● parallel processing
● multitasking
● Prefer graphics over text
● Instant and frequent gratification
● Fun learning

Immigrants
● They are those not born into the digital generation and are struggling or slightly
fascinated by the technology era.
● Turn to the internet as a secondary reference
● Speak an outdated language
● Have little appreciation for natives and their skills

SINGULARITY: the arrival and rapid dissemination of digital technology in the last decades
of the 20th century.
DISCONTINUITY: Thinking patterns have changed: “today’s students think and process
information fundamentally differently from their predecessors.

Big problem facing education

Digital immigrants are struggling to teach a population that speaks an entirely new language
whereas natives are being brought up in a population of heavily accented unintelligible
foreigners to teach them.
Considering the characteristics problems arise when the digital immigrants teachers assume
that the learners are the same that they always have been and the same methods that
worked for their teachers will work for their students too.
Should the Digital Native students learn the old ways, or should their Digital
Immigrant educators learn the new?
Unfortunately, no matter how much the Immigrants may wish it, it is highly unlikely the Digital
Natives will go backwards. In the first place, it may be impossible – their brains may already
be different. It also flies in the face of everything we know about cultural migration. Kids born
into any new culture learn the new language easily, and forcefully resist using the old. Smart
adult immigrants accept that they don’t know about their new world and take advantage of
their kids to help them learn and integrate. Not-so-smart (or not-so-flexible) immigrants
spend most of their time grousing about how good things were in the “old country.”

Need to reconsider methodology and content

Legacy and future content
As educators, we need to be thinking about how to teach both “Legacy” and “Future” content
in the language of digital natives. The first involves a major translation and change of
methodology, the second involves all that plus new content and thinking.
● Legacy content: Reading, writing, arithmetic, logical thinking, understanding the
writing and the ideas of the past. (traditional curriculum)
● Future content: software, technology, nanorobotics, hardware, genomics, etc.
We need to invent Digital Native methodologies for all subjects, at all levels, using our
students to guide us.Two possibilities, to change or to ignore.

Criticism to native-immigrant dichotomy

• Not an academic paper
• Lacks data from research
• Presents all immigrants as forced to change, against their will.
• It’s not something that’s in their DNA (or not)

Methodology, Mythology and the Language of EdTech

Lindsay Clanfield
The way people often talk about the idea of digital education can have an impact on the way
we do it and on how we feel about it.

Discourse:

Fascination with the new

● Discourse of optimism: Something better, something new, something different is
around the corner
● Technology as something natural and inevitable.
● Disruptive innovation: The new sweeps away the old ( Books, etc)

How-to-fashion:
● How to use twitter in the classroom
● 10 amazing ways to use word clouds for learning
● Have you thought of using drones in your classroom?
● Edtech collocates:
○ Unleash power
○ Unlock the potential
 ○ Transform lives
○ Technology-enhanced classrooms

Stories we are told and stories we tell about technology:

● Digital natives vs digital immigrants ( Prensky-2001)
● Powerful staying power, reinforced by images of toddlers with Ipads and teens glued
to their mobile phones
● PROBLEMATIC:
○ Stereotyping
○ Fallacy