TASK 9. "INFOGRAPHIC: TEACHING COMPETENCE FOR A DIGITAL WORLD" - Theoretical Part
In doing this task we have accumulated much information. This information has been used for three main tasks.
The first use of the information was for making a summary of the text of Castañeda, L., Esteve, F., & Adell, J. (2018) named "Holistic Teaching Competence for a Digital World" (if you click here you can access it).
Also, if you click here, you can access the summary we made about the text. It is necessary to clarify that it is a personal summary with no more objective than facilitating our understanding of the original text and helping us to answer the questions and doing the infographic. We hardly recommend you to learn the full text.
The second use of the information was for doing an infographic (if you want to see the one that we made, click here). We had to abord three topics in the infographic: explain clearly the main elements that would constitute the teaching competence for a digital world, the main feature of everyone, as well as the relationships with other elements of education/society and participants in the educational process. In the following paragraphs, we answered these requests theoretically so that it serve us for doing the infographic:
1. Main elements that constitute the teaching competence for a digital world:
- Generator and manager of emerging educational practices
- Expert in digital educational content
- Expanded reflective practical
- Expert enhanced organizational or personal learning contexts
- Sensitive to the use of technology from the social commitment perspective
- Able to use technology to expand his/her relationship with student’s family and environment.
- Generator and manager of emerging educational practices: Use ICT to enrich methodological models; new teaching models that respond to the learning needs of students using ICT; exploit the potential of ICT in the classroom.
- Expert in digital educational content: TPACK. Technological Content Knowledge: (relationship between the knowledge of the content being taught and technology). How to use available technology effectively to help learners develop a particular competence that is primarily content-related.
- Expanded reflective practical: Reflect, reflection-in-action and, later, reflection-on-action. Development of practical knowledge based on his/her own teaching experiences. Principal aim: to generate systematic processes for the design, development and evaluation of a specific educational intervention as a solution to complex problems. How to take advantage of digital networks and their interconnection possibilities to enrich that research
- Expert enhanced organizational or personal learning context: teachers' ability to learn. Capacity to create, manage, enrich, expand, and adapt their own personal learning environment (PLE) through the use of ICTs. Includes: resources, information sources, connections, and activities + attitudes, and conditioning
- Sensitive to the use of technology from the social commitment perspective: sensitive to the social and ethical imperatives of his or her time. Understand the role of technology as a tool for social commitment. Schools should form critical, reflective, and committed digital citizens. Critical literacy, understand and problematize the assumptions behind the tools and dynamics.
- Able to use technology to expand his/her relationship with the student's family and environment; role closest to the pupil as a social being. An agent committed to the pupil (improve their conditions, offer positive experiences). Use of ICT tools to offer possibilities of communication between teachers, families, and the community (digital media to communicate, facilitating access to school ICT resources)
3. Relationships with other elements of education/society and participants
The DTC is related to some elements:
- In education: TPACK; SAMR model; PLE.
- In society: how the content affects and is affected in the real world; communication skills; social networks; ethics and social imperatives; critical, reflecgive and commited citizens; human and social relations
- Participants: students, teachers, families, community
Finally, the third theoretical part was the information required for creating an infographic, as it is usually confused with a poster by many people. In other to create a good infographic, we watch some videos and read some articles about infographics (see the post of the curator for the links to the information sources). While watching the videos, we made a summary of the main concepts that we had to take into account when doing the infographic. Here is the summary that we made:
- Tells a story
- Takes your a eyes on a predefined journey (is connected)
- Provides a new angle (innovative)
- Practical value
- Well structures (no caos)
- Send one key message
- Visually appealing
- Accurate and well-researched
- Short and sweet
The information can be classified in:
- Chronologically
- Alphabetically
- Geographically
- Categorically
- Hierarchically
Types of infographics:
- Mixed chart
- Informational/ list
- Timeline
- How to
- Process
- Comparison
- Photo-graphic
- Hierarchical (as a pyram)
- Single chart
- Visualized numbers
- Anatomical
- Visual number
- Create a Wireframe (esquema de la plantilla visual theme).
- Color scheme rule 60-30-10 (60% primary color, 30% secondary color, 10% tertiary color); Red: passion, romance, anger. Purple: luxury, royalty, creativity. Orange: optimism, happiness, energy. Black: elegance, mystery, darkness. Yellow: happiness, hope. White: purity, cleanliness. Green: fertility, nature, abundance. Brown: enduring, dependability, nature. Blue: professionalism, calm, transparency. Beige: conservatism, piety, dullness
- Font combinations.
- Replace names and titles with icons. Use icons in graphs and charts. Use icons to communicate a theme. Use icons in headers. Stick to one icon style. Pair icons with fonts and with the color palette
- Beautiful and functional design. Choose images that evoke the right emotions. Use fonts that reinforce your message. Make text readable. Integrate photo elements
- Use section dividers (types: arrows, arrows, lines, ribbons, numbers
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