ANALYSIS OF DIGITAL ACTIVITIES

ACTIVITY CARRIED OUT WITH MIREIA MANASANCH

TASK 1:

To carry out this first task, we chose four digital activities carried out by primary students and we compared them. The green color represents the similarities between both activities, while the red color represents its differences.

These two first compared activities are "Viaje de Darwin" and "Haiku". Clicking in these links you will be able to check out the websites to understand better our comparisons.

creactivos.net/mapadarwin/mapindex.html

linoit.com/users/Contomundi/canvases/Haiku

These are the third and the fourth activities that Mireia and I have compared. To check them out, just click in these links.

sites.google.com/site/piquenlesmeduses/home

sites.google.com/a/xtec.cat/investiguem-l-hort/

TASK 2

The second part of this task is a deeper analysis of a digital activity carried out by primary school students. The information was found in "LaceNet". Mireia and I chose a project called "de 3 en 3/contes", which is aimed for 2nd grade students and for children with special needs.

The project is divided in three parts: the first one where the school presents their group, the second one where each school elaborates the introduction and main body of a story and the third one, where each school finishes another school's story.

www.lacenet.org/callus/contes/index2.htm

1. CURRICULUM

The competences that are worked in this project are the following:

Linguistic and audiovisual competence:

Knowing and differentiating the different parts of a story: introduction, body and ending,
Comprehending a text with correct and understandable vocabulary.
Orally expressing, in a structured and coherent way, ideas related to the story's plot.

Artistic and cultural:

Fostering imagination and creativity.
Knowing, appreciating and valuing a cultural manifestation: a short story.
Illustrating using different image techniques corresponding to the story.

Information processing and digital competence:

Fostering the use of learning and knowledge technologies.
Organising and using a personal work and learning environment with digital tools to perform in the knowledge society.
Engaging in group activities using virtual collaborative work tools and environments.

Learning to learn:

Developing and fostering the capacity to cooperate through teamwork.

Autonomy and personal iniciative:

Developing curiosity towards other groups' productions.
Working autonomously in the website atmosphere.

Social competence and citizenship:

Fostering respectful attitudes towards others' comments.
Respecting the group's opinions.

2. SAMR MODEL

Modification - the task is redesigned by the technology used. We think that technology helps the communication and interaction between schools and it also helps having visual support, such as images. Therefore, it would not be developed in the the same way if it was not for the technology.

3. BLOOM'S TAXONOMY

Creating - the project is in this phase of Bloom's Taxonomy because students have to make and invent a short story, as well as finishing others' stories.

4. TPACK MODEL

This project follows the TPACK model of digital technologies at school, as it includes technological knowledge by using digital tools to carry out the activity. It also involves the content knowledge learning about the parts that a short story has and how to write one. Finally, the project contains a pedagogical knowledge because it is a collaborative task with other schools.

CONCLUSIONS

While carrying out this activity with Mireia, we have discovered the importance of developing digital activities with students, as it fosters their digital competences, as well as their motivation. Furthermore, with those activities curriculum areas are also worked.