The latest issue of the EDUCATION 3.0 magazine, corresponding to February-April 2022, is now available in our store. A magazine that is loaded with interesting and practical content, ideal for both teachers and families. Thus, in addition to our usual sections (news, current affairs, analysis, reference books, opinion forum…), in number 45 you will find the following content:
¡My teacher is a streamer!
More and more teachers are present on platforms such as Twitch: a streaming service created to broadcast video game games, but which in recent months has opened up to other types of informative content, including education. Its success is such that, according to data from the platform itself, Twitch currently receives 30 million visitors per day and has an average audience of more than 2.5 million viewers. In addition, more than 8 million accounts direct each month. But although it is the latest and most popular today, Twitch is not the only option. Teachers are also taking advantage of the potential of Instagram, TikTok, Stream or YouTube to broadcast live. And they do it with different objectives: carry out class projects, provide support to students in different subjects outside school hours, or talk and debate with other teachers about all kinds of topics related to education.
In this extensive report, which addresses what this trend consists of and what its possibilities are, we have had the collaboration of many of the teachers who already broadcast live on this platform: Miguel Chumillas and Pedro Miguel Garcia del Rincon, from @ParaProfesses; Carlos Gil, from @TwitchClassEdu; Ingrid Mosquera, hired doctor professor at the International University of La Rioja; and Oriol Borras, professor and coordinator in Educational Technologies at the Rey Juan Carlos University, among others. In addition, we collect the practical projects of teachers such as Àngels Soriano (@TicTe@ando), Jhoan M. López (@losprofesdeciencias) or the one carried out in the SAFA Saint Louis, The Port of Santa Maria (Cadiz).
“Education is the best medicine against gender violence”
Advisor to the Cabinet of the Secretary of State for Education and head of the Equality Unit of the Ministry of Education and Vocational Training, Montserrat Grañeras is a strong advocate of equality and the promotion of STEAM education among girls. For this reason, she considers that one of the keys to improving society is educating the younger generations in the eradication of sexist violence. For Grañeras, classrooms are spaces defined from equality, “But they are still a microworld that reflects the stereotypes and possible inequalities of our society, which modulate many of the attitudes, relationships and decisions of boys and girls.” Therefore, he believes that the role of the school is to counteract this fact: “This is what the educational system is about, guaranteeing that classrooms are spaces of equality in which we provide tools and elements to modulate our society.”
Everything you need to know about equality in the classroom
Is there gender equality in Spanish classrooms? Are boys and girls treated differently? Are there stereotypes that lead to choosing a career? These are some of the questions answered by the selection of articles that we include in this report, in which experts and teachers analyze, from different perspectives, all kinds of issues related to equality and education; They also include data from studies to discover the reality of Spanish classrooms; as well as ideas and resources to foster equitable learning in classrooms at all levels.
Educational platforms: allies of centers, students and families (special)
Accessible from any Internet-enabled device, educational platforms respond to a wide variety of needs. They have become an essential tool both in the teaching and learning process and in the daily management of educational centers. And it is that they respond to the needs of teachers and students as well as to that of the schools themselves or families. We offer a wide sample of the most popular platforms among the educational community. · VI Meeting EDUCATION 3.0. The benefits of the platforms and their multiple uses for the management of the educational center or the teaching and learning process were, among others, some of the topics of debate at the VI Meeting EDUCATION 3.0: ‘Educational platforms, present and future’, held live and in online format at the beginning of last February.
Participated in the discussion Angela Hernandez, project manager of Ta-tum, of Edelvives; Daniel Gonzalez deVega co-founder of Smartick; Robert Benedict, director of SM Educamos; Maria Jose Solomon, director of the El Pinar School (Alhaurín de la Torre, Málaga); and Jose Hernandez, Doctor in Education and ICT and Teacher Training coordinator at Colegios El Valle. The meeting was moderated by Francisco Javier Palazon, Director of EDUCATION 3.0.
Mixed reality: a mix for the classroom
George Bald, EdTech educator and ICT Head of the European School of Madrid, delves into the numerous advantages that the combination of virtual and augmented realities brings, among them, exploration, motivation and a certain autonomy of students. Thus, in a mixed reality environment, the physical world and the digital world merge: what used to be possible only in our imagination regarding the interaction between imaginary (or digitally created) objects and reality, is now possible thanks to the advances in graphics processing power, computer vision, and other technologies.
In class… move!
Neuroscience is clear: physical activity improves the learning process in subjects that are taught in a sedentary way. So, why not introduce exercise in the classroom? It is directly related to the correct development of the brain and, therefore, to academic performance and the improvement of the learning process. This is shown by several scientific studies carried out in recent years: the one published in the journal ‘Frontiers of Human Neuroscience’ highlights that students who move during Mathematics class improve results in this subject; or the one carried out by researchers from the University of Newcastle (Australia) has shown the good relationship between physical exercises and Mathematics, with a greater involvement and motivation of students towards this last subject, since they did not feel ‘so ‘ pressured to solve problems and exercises.
Aurora Rodriguez, Secondary coordinator; Patricia Trujillo and John Sosa, teachers of the Heidelberg School (Las Palmas de Gran Canaria) have launched an initiative that has been carried out in the subject of Language and Literature of 1st and 2nd of ESO, using Project-Based Learning (PBL) and with the television series ‘La paper house’ as a reference. The objective?: to achieve playful learning.
A school garden in the courtyard!
They are useful as a pedagogical resource for students of any level to learn about nature and environmental education. They are also an excellent tool for developing transversal projects in the classroom. The fact of working the land, planting the seeds, fertilizing them… are activities that are essential to understand the cycle of the earth, promote local production and enter into a healthy diet. Hence, more and more schools have signed up to this trend, both because of its importance from an educational point of view and because of the values that children learn. With the garden, the students understand that to obtain something they have to invest and wait: “Everything takes time, food must be seasonal because natural cycles follow one another and at each time of the year we have different foods,” says Miriam Campos, Primary teacher and coordinator of Teachers For Future Spain. She also helps them understand how local agriculture works by reducing the ‘environmental footprint’: the measure of ‘impact’ that a product or service generates throughout its life cycle. In the same way, it allows the development of transversal projects between the different subjects of the curriculum.
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