TRANSLATOR TASK 2

 TRANSLATOR (ADRIANA)

We all think that comics are very useful for children since it emphasizes their motivation for reading, due to not only do they have images that they can rely on but also they have typical characters such as villains, superheroes that they already know so it just makes it easier and more attractive for them to read. 

Moreover, comics allow students to progress at their own speed since unlike films they have  a visual permanence allowing the students to read it at their own time without rushing them. Also educators like Versaci use comics to challenge students’ perceptions of the literary canon, fostering critical thinking. 

All in all, we think that comics are the perfect way to make students more motivated, helping them to enhance their reading practice by facilitating the process and making it more attractive to them. 

Jonassen, D. H. (1999). Computers as Mindtools for Schools: Engaging Critical Thinking. Prentice Hall. 

CONCEPTS

In this second task we chose the following concepts, the first one is related to the geek component, the second one is focused on the methodological-pedagogical aspect and the other two concepts are related to the theoretical framework.

GEEK CONCEPT

The concept we chose was artificial intelligence (AI) in education, relating it to the 2017 contribution about AI-powered tutoring systems and personalized learning platforms.

AI in education refers to the use of machine learning algorithms and intelligent systems to personalize learning experiences, automate administrative tasks, and provide real-time feedback to students. Examples include AI-powered tutoring systems and adaptive learning platforms that tailor content to individual student needs.

In this task we have used the platform “storyboardthat” which helped us to create the comic, the scenery, the characters, the dialogues,...

REFERENCES:

·Luckin, R., Holmes, W., Griffiths, M., & Forcier, L. B. (2016). Intelligence Unleashed: An argument for AI in Education. Pearson Education. 

We have chosen this book because it explores the potential of AI to transform education, providing a comprehensive overview of AI applications in personalized learning and assessment. 

·Holmes, W., Bialik, M., & Fadel, C. (2019). Artificial Intelligence in Education: Promises and Implications for Teaching and Learning. Center for Curriculum Redesign. 

This work discusses the ethical and practical implications of AI in education, aligning with the 2017 rise of AI in EdTech.

-The references highlight how AI can personalize learning and automate tasks, which aligns with the 2017 contribution in your list. This concept underscores the importance of digital fluency in navigating AI tools.

METHODOLOGICAL-PEDAGOGICAL ASPECT

The concept we chose was blended learning, relating it to the 2004 contribution about integrating face-to-face and online learning experiences.

Blended learning is an educational approach that combines traditional face-to-face instruction with online learning activities. This method allows for flexibility, personalized learning paths, and the integration of digital tools to enhance student engagement and outcomes.

REFERENCES

·Garrison, D. R., & Vaughan, N. D. (2008). Blended Learning in Higher Education: Framework, Principles, and Guidelines. Jossey-Bass. 

This book provides a theoretical framework for blended learning, supporting the 2004 definition by Garrison and Hanuka. 

·Means, B., Toyama, Y., Murphy, R., & Baki, M. (2013). The Effectiveness of Online and Blended Learning: A Meta-Analysis of the Empirical Literature. Teachers College Record. 

This meta-analysis examines the effectiveness of blended learning, offering evidence-based insights into its pedagogical benefits.

-The references provide a theoretical and practical foundation for blended learning, connecting to the 2004 contribution. This concept emphasizes the integration of technology to enhance traditional teaching methods.

THEORETICAL FRAMEWORK

 We chose the concepts: constructivism in technology-enhanced learning, relating it to how students actively construct knowledge through interaction with tools like mobile devices, VR, and online platforms.

 Constructivism is a learning theory that posits students actively construct knowledge through experiences and interactions. In technology-enhanced learning, tools like mobile devices, VR, and online platforms enable students to explore, collaborate, and create knowledge in dynamic and interactive ways.

REFERENCES:

This book explores how technology can serve as a cognitive tool to support constructivist learning, aligning with the use of mobile devices and VR in education. 

Papert, S. (1993). The Children’s Machine: Rethinking School in the Age of the Computer. Basic Books. 

Papert’s work on constructionist learning highlights the role of technology in enabling students to build knowledge through hands-on experiences.

-The references illustrate how technology supports active, student-centered learning, connecting to the use of mobile devices and VR in the 2000s and 2010s. This concept highlights the role of technology in fostering critical thinking and creativity.

And the other concept we chose is: connectivism in digital education, relating it to learning through networks and connections, as seen in social media, MOOCs, and Google Classroom.

Connectivism is a learning theory for the digital age, emphasizing that learning occurs through networks and connections between people, ideas, and resources. Digital tools like social media, MOOCs, and online collaboration platforms facilitate this networked learning process.

REFERENCES

- Siemens, G. (2005). Connectivism: A Learning Theory for the Digital Age. International Journal of Instructional Technology and Distance Learning. 

This seminal paper introduces connectivism as a learning theory, explaining how digital networks facilitate learning in the 21st century. 

- Downes, S. (2012). Connectivism and Connective Knowledge: Essays on Meaning and Learning Networks. National Research Council Canada. 

This collection of essays expands on the principles of connectivism, providing a theoretical foundation for understanding networked learning in digital education.

-The references explain how digital networks facilitate learning, connecting to the rise of social media, MOOCs, and online platforms. This concept emphasizes the importance of collaboration and networked learning in the digital age.