Make a 1-minute recording using either Vocaroo.com or
Soundcloud.com. Tell us about a moment in your life you
have felt judged by your appearance.
Lt & Sp homework re-cap N°3
Do you respect others? How?
Make a 1-minute recording using either Vocaroo.com or
Soundcloud.com. Answer the two questions above.
Lt & Sp homework re-cap N°2
Do research on per capita income in Chile.
Propose an improvement plan to enhance the current
situation in our country regarding socioeconomic matters.
In 2021 the income per capita in Chile was $27,020.
One could probably already tell that’s not a lot nor enough to have a decent life style nowadays. In my opinion this is because most of the chilean population doesn’t really have the financial knowledge to know what and why it’s happening. I’ve always thoguht that learning is THE tool to fix most problems in this world, and it’s the same for this matter. Educating young adults in financial matters is a must if we want to prevent reducing the income per capita.
Lt & Sp homework re-cap N°1
Make a 1-minute recording using either Vocaroo.com or
Soundcloud.com. Express your opinion on the unequal
distribution of wealth in our country.
Quick E-portfolio assesment rubric
This is my rubric :>
Digital Workshop Reflection!
To begin with, the workshop was fun and fruitful. I feel like I’ve acquired new tools and knowledge for my future as a teacher. Not only that, I’ve learned about what technology is nowadays in the classroom and in the educational process itself.
Technology is almost essential for some things, and it can be a reliable tool or source to work with. Although there are still some problems from time to time, like how secure the Web actually is or how complex an app can be, or even how to use technological equipment!
It’s worth mentioning that the most helpful thing that I’ve learned this semester in this workshop, is that there are multiple ways to help yourself as a teacher or educator with technology, not only for correcting tests or looking for material, but also to make students more engaged on the content and your classes, to make them see that there is a high educational value in the use of technology, to comprehend and understand what and how your students use technology and take advantage of that.
I have to say, I didn’t thought about any technological web page or tool could really be useful or engaging, but when I had to make a research about videogames and classes, I discovered “Classcraft”, which is like a game of Dungeons and Dragons but with custom missions, events and activities that you can make for your class, with exp points, skills and more! I’d love to put it to use someday when it’s my turn to teach.
But not everything was a walk in the park, everything was fine until we got to see the SAMR and the TPACK models, which are a set of “rules and tips” of the knowledge needed to effectively apply technology to the education process, to be honest, I still can’t memorize the TPACK acronyms, there’s just way too many and kind of complex.
Overall, I think this workshop had a positive impact on me and my conception and knowledge of using technology in education, I’d say it was something needed for us, we are 21st century teachers and we need to keep the rhythm of time.
What still bothers me, or better said concerns me, is what will it be in the future, what kind of new ways there will be for using technology, or if maybe technology will replace teachers, or if technology will have a massive breakdown and will never be seen again… But that’s just me and my philosophical reflections, I just hope I don’t have to work from home like in the pandemic :>
BEHOLD
Hear ye, hear ye.
I present to thee…
MY… presentation… This is my Digital Learning presentation, with the topic of “Classes vs Videogames” (I was going to use homework but classes was better :>)
It was made in Canva :>>
Unit 2 Digital Learning: Wraping it Up!
I’ve learned what the SAMR and TPACK models are and how relevant they can be for teachers of the new century, although I can’t say I’ve completely mastered them yet. It’s not easy getting used to online class-making after 19 years of traditional classes on a whiteboard and not-that-many trips to the computers room in school. I’d say that my biggest challenge was to understand the different dimensions of the TPACK model, there’s just way too many. Also, both models are kind of similar, if I didn’t know better I could easily mistake them (and I did), but after some classes I can to some sort of difference and a way to make them apart: The TPACK model is the “what” and the SAMR model is the “how”. It makes sense for me :). I still need to learn much about them though, I still have troubles to use them efficiently and not getting carried away, or making things way more complicated than they are. I think most of this unit was some sort of weak point for me due to the big amount of information and acronyms (I’m talking about you TPACK). Other than that, everything else was slow but steady. I don’t have any tip other than revising material and looking for “a way” for you to understand better what all this is about. I haven’t discovered new links for this topic but there’s a lot in our google classroom so there’s that :>.
Personal Audio Upload Unit 3
Social appearance anxiety has been associated with many concepts, especially body image and self-esteem, and has a very high level of comorbidity. We aimed to examine the relationship between body mass index (BMI), body perception, social appearance anxiety and self-esteem among women, with a particular focus on the possible mediating effect of BMI regarding the relationship between social appearance anxiety and self-esteem. We included 1344 volunteer women in this study. The self-esteem scale scores of women differed significantly according to body image, BMI, and weighing frequency. Social appearance anxiety was found to be inversely associated with self-esteem, and this relationship remained significant when adjusted for BMI as a mediating parameter. As a result, it is expected that improving women’s body perception and reducing social appearance anxiety are the foremost interventions to increase the self-esteem of these women.
Body image has three dimensions: cognitive, subjective and behavioral. The cognitive aspect is associated with the perception of physical appearance (body weight, shape, size), the subjective dimension with satisfaction, concern or anxiety about appearance, while the behavioral aspect is related with anxiety and depression. Body image is an important component of the concept of selfesteem in women. Various studies have shown that the difference between individuals’ current image and their perception of ideal body image can lead to significant dissatisfaction. This dissatisfaction increases the likelihood of eating disorders in people with negative body images. Comorbid conditions, such as depression, loss of self-esteem, weight loss obsession and self-isolation behavior, are also common among individuals with body image disorders.
Body perception disorder in obese individuals is due to the negative evaluation of perceived body weight, and the decreases in self-esteem and negative body image perception may lead to depression which can cause overeating and increased risk of obesity, thereby completing the vicious cycle. It has not been clarified whether low self-esteem and negative body image in obese individuals are problems caused by obesity or whether they are causes of obesity, but it is established that low body image can lead to eating disorders.
Social appearance anxiety is defined as the anxiety experienced by individuals when their physical appearance is evaluated by other people. Social appearance anxiety has been associated with many concepts in the literature, especially body image and self-esteem (also referred to as self-concept), and has a very high level of comorbidity. Of note, severe levels of anxiety about social appearance can cause obesity due to overeating, and, on the other end of the spectrum, eating disorders such as anorexia and bulimia nervosa may develop. Many studies show that there is an inverse relationship between self-esteem and body mass index (BMI) in adults. However, the strength of the relationships shown by these studies are often low, suggesting possible confounders or mediating effects which necessitate adjusted assessments in this context.
Taking into account available data on this topic which associate self-esteem and BMI, and considering that different BMI values could alter self-interpretation of social appearance, it may be valuable to evaluate the relationship between social appearance anxiety and self-esteem with respect to the possible influence of BMI as a mediating factor. Therefore, this study was conducted with an aim to examine the relationships between social appearance anxiety, body image, self-esteem and BMI among women, with particular focus on the possible mediating effect of BMI between social appearance anxiety and selfesteem.
Unit 1 on Digital educattion!
I didn’t have any high hopes for this course, and this was just the first unit, I thought I knew pretty much everything I needed and, oh boy oh boy how wrong I was. I learnt about some teaching pages, useful to engage nowadays students, with technological devices as well. Speaking of which, I also learnt about some history of technology in education, for example, did you know that projectors are way older than computers? I would’ve never guessed.
Going back to the teaching subject, we were taught how important is to engage not only the subtends but also teachers and family in the learning process. Including the student’s family, aside from ensuring the accomplishment of some activities and homework, makes them participants in the student’s school-life, to care more about what they do and what they actually learn.
Although all of this sounds cool and super-duper-learning-active, it’s not exactly easy to accomplish and, in most cases, kind of dangerous, since the student may be spending way too much time in the web, which we all know, isn’t the safest “place” on earth. We, as 21st century teachers, must guide our students and make sure that we are providing them with the safest and most knowledge-profitable content we can, not every page and material on the internet is usable without any “side effect”. It is our duty to make full research of the material and information we are giving, so we can protect them the best we can.
I think I’ve learned everything I needed from this first unit. I now have high hopes for the next one :>
