An evaluation of the impact this project had on my TPCK.

It is argued that Technological Pedagogical Content Knowledge (TPCK) is necessary to effectively teach with ICT (AACTE, 2008). Further, TPCK is a process to support authentic learning and requires content to be delivered through such technological processes (Mishra & Koehler, 2006). This project has allowed me to develop a broader technological repertoire and awareness of the technology I can use in my subjects to achieve superior outcomes through rich tasks.

In developing my artefact my focus was to align my content knowledge with my pedagogical knowledge to consider the teaching strategies I could use that would allow ICT to be integrated effectively. With the new skills I attained in this course I was able to choose ICT resources that would enhance the content in an engaging manner.  The Integrated Learning Space I created through Edmodo and the Prezi’s I developed were a major learning curve but allowed me to create rich tasks I can use in my teaching. Creating Youtube clips, visual stimulation, hyperlinks and learning how to insert those into my Prezi are now part of my TPCK and will only develop through further applications over time. What I realised when embedding ICT strategies into my TPCK, was that the manner I integrate ICT in my lessons will greatly influence the success of the lesson.

The combination of my TK and CPK allowed me to determine various social impacts of technology on my classroom.

Students are ‘over’ death by Powerpoint. Slides are a great way to display notes, visual images and to prompt teachers on what they are to cover, but should not be the total format of your lesson. Older colleague teachers call these “props” that “us” new teachers use when we are unable to teach effectively. There is also the issue with the older scheme teachers who lack confidence or knowledge of new technology or are nervous about adopting change. I found there were times that I would ask students to assist me if I was stuck with the computer but they were only too willing to help and looked pleased to demonstrate their ability and confidence to me.

While the process of inclusion can be cultivated through technological tools, it requires adaptations in educational approaches and strategies from educators (Benigno, Bocconi & Ott, 2007). Some teachers believe there are dangers inherent with employing social networking technologies in the classroom, however there have also been proven educational value, validating the powerful learning opportunities they provide. It is up to educators to be aware of any dangers and leverage the positive influence of such promising technologies for educational gain (Benigno et al, 2007).

Technology in the classroom allows students to develop skills like teamwork as well as various software systems and programs they are likely to use after school life. Technology in the classroom can influence the social relations between students and their teacher as well as amongst peers as it encourages communication, cooperation and collaboration amongst the class (Klopfer, Osterweil, Groff & Haas, 2009). Kellner & Share (2005) espouse that technology also creates opportunities to share individual ideas, perceptions and insights in addition to developing the social skills in preparation for civic participation in a democratic society.

Communicating through social networking and collaborating through technology is the way forward for our students and it is our duty to ride this technological wave with them. The combination of TPCK is therefore essential to effectively integrate technology in our lessons to support authentic learning through engagement and willing participation of students (Mishra & Koehler, 2006).

References:

AACTE, 2008. American Association of Colleges for Teacher Education. When Multiple Technologies Take Learning to a Higher Level: The Technological Pedagogical Content Knowledge (TPCK) Framework and Curricular Exemplars. Accessed from: http://aacte.org/Publications/ on 22/12/02.

 

Benigno, V., Bocconi, S. & Ott, M. (2007). Elearning papers. Inclusive education: helping teachers to choose ICT resources and to use them effectively. CNR, Institute of Technology, Italy. No 6. November 2007. ISSN. 1887-1542. Accessed from www.elearningpapers.eu on 20/10/12.

Kellner, D., & Share, J. (2005). Toward critical media literacy: Core concepts, debates, organisations, and policy. Discourse: Studies in the Cultural Politics of Education, 26(3), 369-386.

Klopfer, E., Osterweil, S., Groff, J. & Haas, J. (2009). Using the technology of today, in the classroom today: The instructional power of digital games, social networking and simulations and how teachers can leverage them. The Education Arcade. Accessed from on 17/10/12 from: http://education.mit.edu/papers/GamesSimsSocNets_EdArcade.pdf

Mishra, P. & Koehler, M. (2006). Technological Pedagogical Content Knowledge: A new framework for teaching knowledge. Teachers College Record 108 (6), 1017–1054.

The relevance of multiliteracies and multimodal approaches to supporting student learning.

Traditionally there was a focus on teaching and assessing students’ learning through plain text literacies. Nowadays students are part of a globalised world surrounded by new contexts, mass media and multimedia (Kellner & Share, 2005). They are experiencing digital gaming and social networking outside of the classroom and communicating semiotic systems which are encased in a structure of strict rules and relationships (Klopfer, Osterweil, Groff & Haas, 2009). Technology allows teachers to deliver concepts in an effective way that students are keen to use and can be incorporated with various instructional methods. As teachers in a technological world, we should be embracing multimodal approaches to match the learning preferences of our students as supported by Antsey and Bull;

 “These symbol systems with their codes of meaning are vehicles for communication and form powerful learning tools with image and text increasingly recognised as essential learning technologies” (Anstey and Bull, 2006).

Debates surround the relevance of multiliteracies and multimodal approaches in the contemporary classroom. Our communication landscape has transformed, leading many educators to recognise the interconnection between multimodal approaches to pedagogy. A multimodal approach is a way of harnessing students’ strengths and multiple intelligences in order to support their learning (Archer, 2006).

Teaching students about multiliteracies and using them in our classroom will assist them in navigating their lives in a technological society (Mills, 2010). As teachers, we must be able to support this process and could do this by having students create their own multimedia product using programs such as digital animations, ebooks, movies, hyperlinks and many others to support their learning. Teachers who have sound technological knowledge and ability that they can integrate with current pedagogical practices are more likely to incorporate this successfully in the classroom (Mishra & Koehler, 2006). This integration is referred to as Technological, Pedagogical, Content Knowledge (TPCK) where teaching skills are no longer isolated.

There are however some issues with incorporating multiliteracies in your lessons. Resources may be insufficient and there may not be access to computers, projectors or software to support your lessons. This is what I found on most of my practicums. You can plan a whole unit based on utilising technology and creating activities that will enhance engagement and participation, but this can be futile if you are unable to execute this type of lesson. Even teachers who embrace technology can lose interest when resources are inadequate to support the process (Courtney, 1996).

Teachers who understand the relevance and benefits of multiliteracies and multimodal approaches to support student learning will effectively implement them into their teaching practices thereby catering to a broader student-learning base (Mills, 2010).

References:

Anstey, M., & Bull, G. (2004). The Literacy Labyrinth (2^nd ed.). Frenchs Forest, NSW: Pearson Education Australia.

Archer, A. (2010). A Multimodal Approach to Academic ‘Literacies’: Problematising the Vidual/Verbal Divide. Academia.edu, accessed on 16/10/12 from: http://www.academia.edu/218595/A_multimodal_approach_to_academic_literacies_problematizing_the_visual_verbal_divide

Courtney, C. (1996). A pedagogy of multiliteracies: Designing social futures. Harvard Educational Review, 66(1), 60.

Kellner, D., & Share, J. (2005). Toward critical media literacy: Core concepts, debates, organisations, and policy. Discourse: Studies in the Cultural Politics of Education, 26(3), 369-386.

Mills, K. (2010). The Multiliteracies Classroom. Channel View Publications. Retrieved August 12, 2012, from Ebook Library.

Mishra, P. & Koehler, M. (2006). Technological Pedagogical Content Knowledge: A new framework for teaching knowledge. Teachers College Record 108 (6), 1017–1054.

 

How a depth of curriculum knowledge supports decision making processes for ICT use in the classroom.

Maximising student outcomes is less demanding if you have a developed understanding and knowledge of your curriculum. I am able to do this in Business and Geography as I possess extensive knowledge of these subjects through previous work and life experiences. I currently draw upon real experiences to enhance my students understanding, while the addition of ICT will assist in producing authentic learning and further exceed outcomes.

Teachers play a key role in presenting ICT opportunities that support inclusivity and engagement in the classroom (Benigno, Bocconi, & Ott, 2007). While I am aware of the potential ICT has on our digital natives, it is essential I recognise how technology can support the syllabus outcomes of my Social Science subjects while ensuring my own knowledge and skills in ICT are current. My main focus in phase 2 of my artefact was therefore to learn various forms and uses of ICT that I could incorporate to support and extend this learning process.

In constructing my artefact I faced some technological barriers and key learning moments. A key learning moment in this phase was learning to use Google Newspapers and how I could incorporate this site into my lessons effectively. Another was creating an Integrated Learning Space for my students to be able to access my lessons. Again this was a technological barrier as I struggled to set up connecting pages while setting up my Wikispaces page. After being frustrated I decided to move on to Edmodo and found this a much user friendly site to someone of my age and technical ability. This site would now allow me to tell my students what they were to do, have links to the Prezi I had created for them, as well as a drop box for them to upload their completed assignment or task to.

I decided to follow the Quality Teaching Model when incorporating ICT in my lessons. I believe that basing ICT lessons around syllabus outcomes will increase opportunities for deeper understanding and engagement and so used this also as a focus for my artefact (Benigno et.al, 2007). As stated by the Department of Education, “It is the quality of pedagogy that most directly and most powerfully affects the quality of learning” (NSW, DET, 2003).

Business Studies is best learned through case studies which are based on PBL. This is a successful way to construct students understanding by allowing them to practically apply new knowledge and understanding using concepts from the lesson (Mishra & Koehler, 2006). Software and games can be helpful when teaching students in Business and Economics, for example, teaching students about investing I have them play the ASX Sharemarket Game.

I have a responsibility to my students to be actively committed to staying abreast with technological changes, so that the ICT tools I use carry educational effectiveness and authentic learning (Benigno et.al, 2007).

References:

Benigno, V. Bocconi, S & Ott, M. (2007). Elearning papers. Inclusive education: helping teachers to choose ICT resources and to use them effectively. CNR, Institute of Technology, Italy. No 6. November 2007. ISSN. 1887-1542. Accessed from www.elearningpapers.eu on 12/10/12.

Mishra, P. & Koehler, M. (2006). Technological Pedagogical Content Knowledge: A new framework for teaching knowledge. Teachers College Record 108 (6), 1017–1054.

NSW DET, 2003. Quality teaching in NSW public schools. Discussion paper. Professional Support and Curriculum Directorate. Sydney. Accessed from: https://www.det.nsw.edu.au/proflearn/docs/pdf/qt_EPSColor.pdf on 12/10/12.

My key learning moments during phase 1 of my artefacts production and how design decisions were made.

While organising my thoughts around assessment two, I examined the concepts of ICT discussed in class and the various tools and software available to me to produce a successful artefact. My goal was to integrate technology to cover multiple aspects such as the theoretical, pedagogical and methodological as supported by Mishra & Koehler (2008). I wanted to avoid using technology for its own sake; rather, my goal was to learn new skills to appropriately integrate technology in my lessons.

Initially I wanted to create a WebQuest as I had created one previously and found it interesting for both myself and my students. I then decided to look at Storybird for my artefact as this was new to me and felt I could further develop my ICT skills with this program. It proved to be challenging and after many attempts to incorporate clips and interactive tasks I had no choice but to scrap this and explore my final idea to learn Prezi. I decided to produce a lesson for my Stage 4 Geography and Stage 6 Business Studies class and differentiate the lessons to cater to each level.

When producing my artefact, I had many key learning moments such as learning to navigate my way around the Prezi screen, creating pathways, inserting YouTube clips and even creating voice over’s and inserting animal sounds for different slides through the use of Screenr.  In the beginning I found navigating Prezi overwhelming and often frustrating, however after the first hour and many errors, things finally began to make sense. When presented with difficulties, I turned to technology to solve my problems by googling “how to use prezi” and “how to use Screenr” which allowed me the success I was after.

My final goal was to ensure there would be authentic learning with this artefact (Reeves, 2002). I wanted to create relevance and a real world connection which is the reasons for the newspaper articles in my senior lesson. Authentic learning strategies and incorporating ICT will support students’ developing deeper understanding of these topics.

The Geography lesson on Deserts was a complex assessment task requiring investigation by students over a sustained period of time. Both lessons provided opportunities for students to examine the tasks from different perspectives, using a variety of resources. These lessons provided students with options in the design decision process as they had a choice of what animal they could create, or what articles they could examine and Stage 4 were able to complete their reports using various formats, thereby satisfying many components or authentic learning as outlines by Reeves (2002).

While supporting the belief ‘If you can hold the attention of children, you can educate them’ Gladwell (2000), I believe these artefacts’ will be successful in achieving all the syllabus outcomes and while supporting my students’ developing deeper understanding on these topics.

References:

Gladwell, M. (2000). The tipping point: How little things can make a big difference. Boston: Little, Brown and Company.

Mishra, P. & Koehler, M. (2006). Technological Pedagogical Content Knowledge: A new framework for teaching knowledge. Teachers College Record 108 (6), 1017–1054.

Reeves, T. (2002). Authentic activities and online learning. HERSDA, 562-567

How a pedagogical lens assists teachers in making choices relating to ICT integration in the classroom.

The use of ICT in the modern classroom is vital in today’s multimedia world. It would be inadequate to teach in a manner that only focuses on traditional learning methods and concepts while participating in a technological age. Teachers should therefore apply a pedagogical lens when deciding on when and how to incorporate ICT in the classroom. Using technology for its own sake could very well be counterproductive as ICT should incorporate technology which embeds curriculum knowledge and pedagogy on a holistic level (Mishra & Koehler, 2008).

Media literacy is necessary to allow students to partake in market based media culture by demonstrating skills necessary to be critical of material they encounter (Kellner and Share, 2006). While most teachers use technology as a way to engage their students, our choice in the types of ICT should reflect both students’ interests while supporting curriculum content to cater to these digital natives (Bennett, Maton and Kervin, 2008). While many resources can be sourced online, some may not reflect the curriculum accurately, requiring teachers to be skilled in developing resources that are reflective of their syllabus. The program ‘Slideshare’ is an online resource that can be very useful for teachers; however many times the information needs to be amended to reflect the curriculum. Students appreciate effort made by teachers who design their own resources over those that adopt technology with outdated material or content that may be incorrect or confusing.

Digital natives socialise, interact and are being entertained by technology on a daily basis. If this is what they enjoy and expect day to day, then teachers should incorporate these tools into their lessons to support and engage students in a Quality Teaching Environment. With Facebook the most popular networking site with students at the moment, other educational networks such as Edmodo emerged to incorporate Facebook’s format and now utilised in many schools.

Incorporating YouTube clips have engaged my students by allowing different perspectives from culture all over the world creating deeper meaning and purpose to their learning (Reeves, 2002). This allows real world connections and has been evident when teaching Business and Geography when incorporating global perspectives. Analysis of media texts and online resources as well as incorporating your own project based learning activities such as WebQuests, Storybird and Prezi’s allow opportunities for students to develop skills in ICT while developing a deeper level of understanding. The use of ICT aligned with the curriculum and assessment where students can participate actively will ultimately provide avenues for authentic learning (Lockwood, 1992).

References

Bennett, S. Maton, K. & Kervin, L. (2008). "The ‘digital natives’ debate: A critical review of the evidence", British Journal of Educational Technology 39 (5): 775–786

Kellner, D. & Share, J. (2007). Critical media literacy is not an option. In J.W. Hunsinger and J. Nolan (Eds.) Learning Inquiry. Springer. Published online: 7 April 2007

Lockwood, F. (1992).  Activities in self-instructional texts. London: Kogan Page