{"id":15070,"date":"2022-09-06T13:10:46","date_gmt":"2022-09-06T11:10:46","guid":{"rendered":"https:\/\/icebergng.udg.edu\/?p=15070"},"modified":"2022-09-19T14:03:15","modified_gmt":"2022-09-19T12:03:15","slug":"model-pic-rat","status":"publish","type":"post","link":"https:\/\/iceberg.udg.edu\/?p=15070","title":{"rendered":"Model PIC-RAT"},"content":{"rendered":"\n<p class=\"has-medium-font-size\">Durant el darrer tram del curs passat, vam encetar una secci\u00f3 dedicada a models que ens poden ser \u00fatils en el moment d&#8217;utilitzar recursos tecnol\u00f2gics en la nostra doc\u00e8ncia. Aquests models ens han d&#8217;ajudar a trobar el punt dol\u00e7 entre el girar l&#8217;esquena a la introducci\u00f3 de recursos digitals que dinamitzin la nostra doc\u00e8ncia i l&#8217;\u00fas exagerat d&#8217;eines tecnol\u00f2giques.<\/p>\n\n\n\n<p class=\"has-medium-font-size\">El primer model que vam presentar va ser el <a rel=\"noreferrer noopener\" href=\"https:\/\/iceberg.udg.edu\/?p=14564\" target=\"_blank\">model SAMR<\/a> del Dr. Ruben Puentedura on cada lletra corresponia a un nivell d&#8217;\u00fas de les tecnologies en entorns docents: Substituci\u00f3, Augment, Modificaci\u00f3 i Redinici\u00f3.<\/p>\n\n\n\n<p class=\"has-medium-font-size\">El segon model, el <a rel=\"noreferrer noopener\" href=\"https:\/\/iceberg.udg.edu\/?p=14673\" target=\"_blank\">model RAT<\/a>, va ser desenvolupat per la Dra. Joan Hughes, en col\u00b7laboraci\u00f3 amb la Dra. Ruth Thomas i la Dra. Cassie Scharber. De fet, es tracta d&#8217;una simplificaci\u00f3 del model anterior perqu\u00e8 passa de 4 a 3 nivells: Reempla\u00e7ament (substituci\u00f3), Amplificaci\u00f3 i Transformaci\u00f3.<\/p>\n\n\n\n<p class=\"has-medium-font-size\">Doncs b\u00e9, avui tanquem aquest apartat dedicat a models amb el model PIC RAT. En aquest cas es tracta d&#8217;una matriu creada per Toyce Kimmons, Charles R. Graham i richard E. West. La principal caracter\u00edstica \u00e9s que t\u00e9 en compte el rol de l&#8217;estudiantat en les activitats dissenyades. D&#8217;aquesta manera, ens queda un quadre de doble entrada amb nou espais possibles. <\/p>\n\n\n<div class=\"wp-block-image\">\n<figure class=\"aligncenter size-full\"><img loading=\"lazy\" decoding=\"async\" width=\"569\" height=\"569\" src=\"https:\/\/iceberg.udg.edu\/wp-content\/uploads\/2022\/09\/picrat.png\" alt=\"\" class=\"wp-image-15075\" srcset=\"https:\/\/iceberg.udg.edu\/wp-content\/uploads\/2022\/09\/picrat.png 569w, https:\/\/iceberg.udg.edu\/wp-content\/uploads\/2022\/09\/picrat-300x300.png 300w, https:\/\/iceberg.udg.edu\/wp-content\/uploads\/2022\/09\/picrat-150x150.png 150w\" sizes=\"auto, (max-width: 569px) 100vw, 569px\" \/><\/figure>\n<\/div>\n\n\n<p class=\"has-medium-font-size\">A l&#8217;eix de les X hi trobem les tres alternatives del model RAT: Reempla\u00e7ament, Amplificaci\u00f3 i Transformaci\u00f3; i a l&#8217;eix de les Y, hi ha el rol de l&#8217;estudiantat: Passiu, Interactiu i Creatiu. Cadascuna de les 9 combinacions ens ofereix una forma diferent d&#8217;avaluar l&#8217;\u00fas de les tecnologies en doc\u00e9ncia. <\/p>\n\n\n\n<p class=\"has-medium-font-size\">Segons els autors, la majoria dels professorat que comen\u00e7a a integrar la tecnologia tendeix a adoptar usos m\u00e9s propers a la part inferior esquerra (\u00e9s a dir, substituci\u00f3 passiva). Per tant, els autors reivindiquen que han creat aquesta matriu per animar-los a considerar cr\u00edticament les seves pr\u00f2pies pr\u00e0ctiques i per oferir-los un cam\u00ed suggerit per traslladar les seves pr\u00e0ctiques cap a la part superior dreta (\u00e9s a dir, creatives i transformadores).<\/p>\n\n\n\n<p>Podeu endinsar-vos m\u00e9s en aquest model fent un cop d&#8217;ull al seg\u00fcent v\u00eddeo:<\/p>\n\n\n\n<figure class=\"wp-block-embed is-type-video is-provider-youtube wp-block-embed-youtube wp-embed-aspect-16-9 wp-has-aspect-ratio\"><div class=\"wp-block-embed__wrapper\">\n<iframe loading=\"lazy\" title=\"PICRAT for Effective Technology Integration in Teaching\" width=\"1200\" height=\"675\" src=\"https:\/\/www.youtube-nocookie.com\/embed\/bfvuG620Bto?start=1&#038;feature=oembed\" frameborder=\"0\" allow=\"accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture\" allowfullscreen><\/iframe>\n<\/div><\/figure>\n\n\n\n<p><\/p>\n\n\n\n<p class=\"has-medium-font-size\">I, per entendre b\u00e9 la base te\u00f2rica sobre la que s&#8217;ha creat, no dubteu en visitar la p\u00e0gina d&#8217;<a href=\"https:\/\/citejournal.org\/volume-20\/issue-1-20\/general\/the-picrat-model-for-technology-integration-in-teacher-preparation\/\" target=\"_blank\" rel=\"noreferrer noopener\">aquest article<\/a>.<\/p>\n\n\n\n<p class=\"has-medium-font-size\">Els tres models presentat en aquest apartat de recursos us poden ajudar a valorar l&#8217;impacte sobre els processos d&#8217;ensenyament i aprenentatge que tenen les tecnologies que apliqueu a la vostra doc\u00e8ncia.<\/p>\n\n\n\n<p><\/p>\n","protected":false},"excerpt":{"rendered":"<p>En aquesta entrada us presentem el model PIC-RAT, un nou model per avaluar l&#8217;impacte de l&#8217;\u00fas de les tecnologies en la vostra doc\u00e8ncia. A difer\u00e8ncia dels altres dos presentats anteriorment, aquest model afegeix el rol de l&#8217;estudiantat en l&#8217;\u00fas de les tecnologies.<\/p>\n","protected":false},"author":2,"featured_media":15134,"comment_status":"open","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[3],"tags":[],"class_list":["post-15070","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-recursos"],"_links":{"self":[{"href":"https:\/\/iceberg.udg.edu\/index.php?rest_route=\/wp\/v2\/posts\/15070","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/iceberg.udg.edu\/index.php?rest_route=\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/iceberg.udg.edu\/index.php?rest_route=\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/iceberg.udg.edu\/index.php?rest_route=\/wp\/v2\/users\/2"}],"replies":[{"embeddable":true,"href":"https:\/\/iceberg.udg.edu\/index.php?rest_route=%2Fwp%2Fv2%2Fcomments&post=15070"}],"version-history":[{"count":8,"href":"https:\/\/iceberg.udg.edu\/index.php?rest_route=\/wp\/v2\/posts\/15070\/revisions"}],"predecessor-version":[{"id":15082,"href":"https:\/\/iceberg.udg.edu\/index.php?rest_route=\/wp\/v2\/posts\/15070\/revisions\/15082"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/iceberg.udg.edu\/index.php?rest_route=\/wp\/v2\/media\/15134"}],"wp:attachment":[{"href":"https:\/\/iceberg.udg.edu\/index.php?rest_route=%2Fwp%2Fv2%2Fmedia&parent=15070"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/iceberg.udg.edu\/index.php?rest_route=%2Fwp%2Fv2%2Fcategories&post=15070"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/iceberg.udg.edu\/index.php?rest_route=%2Fwp%2Fv2%2Ftags&post=15070"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}