Lesson Plan: 2.0, TPACK revision

Lesson 1.0

Today we were required to submit a lesson plan from a past lesson, Lesson 1.0.  During the next several days we will be working on applying models and techniques from our reading assignments to analyzing a lesson. My original lesson takes a single technology standard, and uses it to teach a direct skill. The original skill was using a MI GLCE for 3rd grade: Use a variety of technology tools and applications to demonstrate his/her creativity by creating or modifying works of art music, movies, or presentation. Since we have started to study the TPACK framework, I will begin by reflecting on the components of TPACK.  To determine whether my lesson meets the criteria of TPACK or which areas it falls short.

 

Discoveries

As #MAETEL1 understands TPACK

As #MAETEL1 understands TPACK

Since we have moved to Common Core objectives and in order to create a lesson using a strong content foundation, I had to first examine my objective. This component is based on content knowledge, which in isolation will not mean much to a student unless we connect the knowledge with an experience or allow students to construct meaning of their own. I discovered I was missing key content, although my plan was based on a technology standard, it could be designed to meet a Social Studies content area. In order to ensure technology is not the focus, but the content.

Currently the pedagogy used in the lesson is project based.  Having students think about an experience, the layout of their own bedroom, in order to create a birdseye model.  Projects help students explore real world situations that help solve a problem, except that I am missing a compelling problem that motivates student to unravel a solution.

The technology tool I intent to use is the software application, paint.  As Mishra and Koehler explain, technology is not used as the final product but as a tool to use pedagogy and content in order to determine how we “think about teaching and learning” adding a new paradigm to the formula of what creates quality instruction (Mishra, P. & Koehler. M. J, P.15). The Affordances of using paint, is that it is readily available in most schools and has a simple interface that can be easier for younger students to explore. A potential problem with using this application may be that a students experience level is too advanced and not challenging enough, as many students start using paint at an early age.

The context of my lesson, after reflection does not necessarily reflect a project based lesson, I have designed what the student will base their blueprint on (the bedroom) without reasoning into why they would need to build a model of their room.  This is not reflective of strong pedagogy knowledge.

 

Considerations for Plan 2.0

In order to execute this lesson I must have an understanding of the students living accommodations, if students indeed have their own room to which they can relate the task.  What do students believe to be a birdseye view. I would need to know what types of accommodations my students need to complete the project, such as modification, mouse vs. drawing pen, and if students have a clear understanding of the task. The TPACK framework, recognizes that many tools are not designed specifically for task within education. The framework gives substantial attention to the ability of educators to repurpose technology in order to give rise to more meaningful creative ways in which students can demonstrate knowledge. The authors also state that “Such repurposing is possible only when the teacher knows the rules of the game and is fluent enough to know which rules to bend, which to break, and which to leave alone.” (Mishra, P. & Koehler. M. J, P.16). To effectively integrate the technology I would have to have laptops or desktops available with a paint program installed. Interactions between the content and technology I must consider, would be if paint will allow for building of shapes, use of color, and text.  Consideration is given to pedagogy and content in terms of using the right learning strategy in order to produce a piece of art.  Will it be best to use project based learning where students are given a larger context in which to think about the building of a blueprint of their room? Or would it better be suited to use an inquiry approach where students would discuss what situations they might need to create a piece of art where they can express concepts that they consider to be important? Have I used enough visuals to give students a representation of what a room would look like (are the items to scale, have a placed multiple examples of items commonly found in a room).  Would it be better to allow for an inquiry approach where students would determine which type of model would work best in order to produce a creative work that uses keys, and a birdseye perspective?  These are all considerations when looking at the TPACK framework as a whole component.

Reflection of the TPACK framework will help in my understanding of using technology as a tool, when and what types of technology will fit into my lessons and how to repurpose many tools in hopes of building lessons that are based on content knowledge and pedagogy.

Resource: Mishra, P. & Koehler. M. J. (2009). Too cool for school? No way! Using the TPACK framework: you can have your hot tolls and teach with them, too.Learning & Leading with Technology, 36(7), 14-18.

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