martes, 16 de mayo de 2017


Hi Mr Smith! We are Spiky Teachers, a group of Primary Education students of the University of Murcia and we are interested on ask you some questions about the digital-competence of your school.
Have you got some minutes?

  1. Do you consider a need to include the technologies in the educational process of students? Why?
  2. Do you usually stimulate the online academic contact between the pupils, the teachers or between both?
  3. Do you think that it is necessary to favor the employees with courses of technologies?
  4. Do you prepare campaigns to warn the possible bad use of ICT and also teach students how to use them correctly?
  5. Does your institution promote the exchange of knowledge between the students; and also between the teachers?
  6. Do you think that virtual learning spaces are a good idea for the learning development of the child?
  7. Do you permit that teachers and students use their personal devices for an academic purpose in class?
  8. Do you ask teachers for a specific mastery level in ICT ?  If it is yes, which one? How do you check it?
  9. After using the digital learning technologies, are you able to give feedback to your students?
  10. Have your students got enough knowledge about technologies to develop the tasks?
  11. Do you provide the necessary resources to develop the tasks that include technological devices?
  12. Does the management team know the opinion of the students and the parents about the use of ICT in the center?
  13. Do you promote collaborative learning in your class by using the ICT?
  14. Do you include specific goals or objectives in your strategic plan to insert digital-age learning? Which ones?

Thanks for your time Mr. Smith. It has been a pleasure to have this interview with you.

viernes, 12 de mayo de 2017


Andrea García: Facilitator
Sara Gómez: Analyst
Clara Blázquez: Journalist
Emma Giménez: Translator
Ana Giménez: Curator
Victoria Cano: Supporter
Marta Alcaraz: Star

miércoles, 10 de mayo de 2017


Victoria : Hi everyone, we are Marta and Victoria from Spiky Teachers. Today we are going to show you the relationships that we have found among the complexities, relationships, schools as learning communities and coordination structures.

Marta: From the point that the school structures are complex and based on the complexity theory, we will start talking about the close relationship that exist between complexity theory and the connections that exist in a school (teacher-teacher,teacher-student, student-student, beyond the classroom and within the learning). Inside the different levels that form a complex system, such is a school, connections take place inside and between the levels.

Victoria: Through the connection within the learning the knowledge can appear in two different ways. One of them emerges individually, in which you link new experiences with existing understanding to construct personal understanding. As we can see in the text School as learning communities, this type of learning can be identified as incidental learning,  what is a byproduct of some other activity and people are not always conscious of that they are learning. The other way emerges by groups, that consist on the knowledge that is exchanged between individual group members creating a shared understanding. As we can see in the text School as learning communities, this type of learning can be identified as informal learning, what is a particular way of learning which arises from the activities and interests of individuals and groups.

Marta: If this connections act in an appropriate way and like a team, the emerging knowledge will appear, so all the levels must be connected and cooperate to work efficiently, if not, new knowledge is unlike to emerge. Whether the new knowledge emerge, the diversity and redundancy will appear, understood as the continuous appearance of  innovations that will cause prior innovations obsolete. Therefore innovation is an essential part to the extent of  diversity and redundancy, such as for balancing randomness and deterministic order, what is the equilibrium that exist between the new forces that innovate and the forces that tend to maintain the educational organization with a traditional structure. These changing forces can appear for the teacher-teacher connection and beyond the classroom connection.

Victoria: Getting back to the complexity theory, as we have already said, is related with the connections within school, but also with the coordination structures, in other words, all the parts that take decisions within the school that are usually distributed at different levels such as the school board or the tutor. The coordination structures make a serie of decisions, measures and changes, in the way that the teaching, learning and an appropriate knowledge transmission, will be possible through the different connections previously said. Moreover, diversity and redundancy are related with the coordination structures because these are the ones that determine if a certain innovation is made or if the center maintains what was previously established.

Marta:  All that we have said until now, depends on the learning context, because everything will depend on the school characteristics , the circumstances, the culture, the beliefs or the religion. Every member of the school help to form the learning context since the education and the learning that is received in the school will be influenced by everything mentioned previously. Therefore, there are no members more important than others because we all are a key piece for the good functioning of the center and the success of the learning.

Victoria: Once we have said this and from our point of view, we consider that it’s not possible to compare a school with an enterprise because we,as a future teachers, don’t pretend to create a product, what we want is to achieve that our pupils as well as all the members of the school develop themselves, that they learn and cultivate their own capacities.

Marta: We hope to have helped you a bit to understanding that in education everything is related  and that we all must be an active part of it. Thanks you for your attention.


Hello everyone!! I am Sara and this week I´m the analiyst if the Spiky Teachers team! Hope you like it😘

The task of his week was about the complexities and schools that learn, It was a difficult task at the beggining because we didn´t know how to star but after reading all the document and making a brianstorming we realise that it wasn´t as difficult as we thought.
The best moment of the task was creating the poster because we were relaxed and we weren´t stressed thinking about the exams that are coming next week.

After doing this task we realise that all the components of the schools and the process of learning are related and they all together create we we called education, which is a very sophisticattes and everyone directly or indirectly is part of it. This concepts have helped as in having clear the strutured of what all we are learning is based on.

As all the weeks we did a good group jod, we perform as if we were only one, we know how to compensate our abilities, because we divided the activities depending if we are good or bad, but we also like challenges and we also get out our confort zone. In contrast we still have to improve in the time that we spend doing the task because we are always finising in the last moment, but thing that it is because we are very perfeccionist with our work.

See you next week!!!!!!


Hello everybody!! I am Andrea, the facilitator of our group this week. It is the second time I play this role, because I was the facilitator in one of the firsts tasks. The fact of doing this role for the second time allows me to improve as such.

We started the task on Monday in class. The activity consisted on reading two documents, the Complexity paper & the Connection paper, to propose a connection map between them and then, explain how all the concepts in those documents are related to each other.

As we had to read two documents we divided them between us to sum up and get the main ideas, in order to relate concepts.

In the afternoon, we met as every week at Marta´s residence. There we put in common all that we had read and we start the main point of the task, thinking on the relation that all those concepts could have.
We were working hard all afternoon and our energies were depleted over time. So, to motivate my group mates, I brought, as the facilitator, some snacks and juices. This gave us a push to finish the afternoon more effectively!

The following day, we met again to finish the task. We decided to met for have lunch toguether, in order to seize the time and finish the activity not too late.

On Wednesday, we had to present our work in class, by means of a Speed learning as the first week of the course. Our two stars, Victoria and Marta, exposed the activity really well. They did a good job and they learnt a lot because they were getting more confidence as they repeated the speech. While they were exposing, the rest of us were listening to our classmates presentations. We also learnt a lot about the topic of this task.

To conclude, we have experimented a good learning. We have been able to relate the concepts found in the document from which we have extracted information, working in team.

Thanks for reading, see you next week!!


Hi everyone! My name is Marta and this week I have to be one of the stars of the task. This week was a bit hard for me and my group, because of the complexity of doing the connections and the relationships among the four documents. However, once we had understand deeply all the documents and by the help of a schema that we did, we finally reach to do our poster. Then the presentation day, in my own experience was a good day because Victoria and I explained the task in a clearly way. Although I was nervous at the beggining, the fact that we have to present a lot of tomes made me yo relax while I was talking. 

That's all for this week. Thanks for reading!🌵❤
Hi! 🙋🏻 I'm Victoria. This week I'm the second star as my role was supporter. From my experiencie, It has been a bit complicated week because we didn't know what we had to do exactly. The presentation day I was a bit nervious because I didn't know if what we have done was right or not. By contrast, It was a entretained presentation because we had to repeat our speech to each group and It made me feel more confortable. Linda came to our presentation in the second speech and, although I was nervious I think we did It well. 
In the task post you have our poster and what we said to present the activity.

That's all for this week. See you next task Spikies. 💪🏻


Hello everybody! I am Ana and this week I am the curator-farmer of my group. Here you have all the information that we have used to do the task of this week. 

These are two text that our teacher provide us to do the task:

  • Marsick, V. J., Watkins, K. E., & Boswell, S. A. (2013). Schools as learning communities. In Ronghuai Huang, Kinshuk & J. Michael Spector (Eds.). Reshaping Learning. Springer Berlin Heidelberg. (pp. 71-88).
  • González, M. T. G. (2003). Estructuras para el trabajo y la coordinación de los profesores en los centros. En Gonzalez, M.T., Portela, A. & Nieto, J.M. (Coords.) Organización y gestión de centros escolares: dimensiones y procesos (pp. 57-74). Pearson Educación.
These are the text that we have to connect to the previous two texts: 
  • Starkey, L. (2012). Teaching and learning in the digital age. London: Routledge.Chapter 1.
  • Starkey, L. (2012). Teaching and learning in the digital age. London: Routledge.Chapter 4.

  • Unigech. (2017). Unigech. Retrieved 8 May, 2017, from learning/incidentiallearning.pdf

That is all for this week.
I hope you like it.
See you soon 😀🌵