“How do the tools allow us to break out of the box?” (Mishra 2012)
Participants are asked to pick from a range of digital tools that have been exploring. They are asked to rationalise the use of this tool against the TPACK framework (TPACK mash up style)
In an online Dialogue with their tutor they share:
- An overview of the tool (TK) and where it links with the curriculum content (CK)
- A Description of what they hope to achieve for their students with this tool (PK)
- An evaluation of its ability to expand curriculum opportunities for students. (TPACK)
My Chosen ICT Tool and an Overview
I chose an application which can be found on an iPad; the reason I chose this is because more and more schools are choosing to embrace technology and by doing so are purchasing technological assets such as iPads and Smart Boards. Technology is found everywhere these days and as teachers we need to embrace it because let’s face it, it isn’t going anywhere!
The resource I have chosen is an app designed for a tablet; the iPad app, Moment Diary. This app allows students to treat it like an electronic diary, while being able to add written (typed) thoughts you can also add images and record your voice for a verbal entry. Every time an entry is made it is stamped with the date and time; this allows the students to recall and reflect on their previous entries. Although this app was not originally designed for an educational purpose that does not mean that you can find a way to use it, which is what I have done.
A Description of what I hope to achieve with Moment Diary
My plan for this app is to be used during a year 6 science unit where the students (working in small groups but recording individually) will use this app to record all their observations written (typed), verbally (voice recorded) as well as visual representation through photos.
The aim of this science unit it for the students to work in small groups to see whether or not a tablespoon (or two) of tea a week will affect the growth of the plant and whether or not one type of tea is better than the other.
Students will hypothesis, record data and observations as well as reflect all within the app. This saves time because students don’t have to print, cut and paste images into their books before hand writing underneath them. The students will have an opportunity once all diary entries are complete to reflect upon their entries and evaluate their work.
Integrated Pedagogical Strategies
The teaching strategies that I have integrated into this unit are the following; team work, scaffolding, questioning, accelerate learning, pace and assessment.
Firstly team work, simply by getting the students to work in small groups where each student can have hands on experience in the given task, this pedagogical approach also allows students to discuss, collaborate and expand their ideas with each other, which brings me to accelerated learning. If the teacher chooses the groups the opportunity is there for them to group together people who can help each other and for their peers to assist in their pace of learning; bringing me to pace. Not only can the some students help their peers with their pace but the teacher can control the pace, i.e. ‘You have 5 mins to take all the photos you need before the next task.’
Moving to scaffolding, I believe this can be incorporated with questioning. Questions can be asked by the teacher to encourage and to scaffold or the students can ask their own questions then discover the answers. Finally assessment; this will be used for self assessment as well as teacher assessment. All in all I believe that all of these pedagogical strategies help engage the students in the given task as well as assisting those students with learning difficulties.
How the Moment Diary fits into the curriculum and the TPACK Framework
The idea for this unit fits into the Science Understanding: Biological Sciences strand of year 6 Science. By managing and operating with ICT the students are communicating; whether with peers or the teacher, as well as creating with ICT; thus fitting into the general capabilities of ICT. This unit has the students primarily working within the organising element of ‘Creating’ within the general capabilities of ICT.
I believe this iPad app to fit into the Nexus of the TPACK framework. I say this because my science unit plan fits into the content knowledge (ck) by matching with the Australian Curriculum and I believe my chosen pedagogical approaches (pk) match well with this app which allows the students to be engaged while expanding their knowledge in a new and exciting way through the use of technology. Lastly this app fits well into the technological knowledge section (tk), this app, once students have explored it and had a chance to play around with it, is straight forward and easy to use, which means that a variety of students with different abilities will be able to work with this app to produce their work.
While working inside the nexus of the TPACK framework I also believe that this app allows the students to work on different levels of Blooms Taxonomy. If working in the original document I think that this app along with the unit allows the students to evaluate and to analyse; however, if I am to use the revised version I believe that the students can work in more areas such as, understanding, applying, analysing, evaluating and creating. When this is incorporated along with the nexus of the TPACK framework I imagine that the students will have a deeper learning experience.
Memory Diary: Engage/Support/Differentiate
This app caters for a range of student capabilities. It caters for the students who have trouble putting their thoughts onto paper with this app having the voice recording option it allows students to speak what they are thinking instead of trying to type their thoughts. This app can engage the visual learners with them being able to insert photos into their diaries; this in turn may help them understand the concept better. I believe this app can cater for a range of student’s abilities as well as being engaging because of these reasons. For the students whom have memory difficulties this app allows them to recall previous information and a slide of the finger, thus those students don’t have to feel embarrassed when they cannot remember, I quick look at a picture, read of text or revision of recorded voice and they will remember previous work to help them plan their next move.
In conclusion for an app which was not originally designed to be a part of the education system or for any education purposes I believe this to be a very useful app which caters for a variety of students which you find in classrooms these days. This app allows for a variety of pedagogical approaches to be applied while the students are working while combining it with the current content of the curriculum, thus working in the nexus of the TPACK Framework.
- Woodward, S. 8/2/2011, An Introduction to TPACK in the Class, Workshop Workbook. Flinders University
- Winnipeg School Division, 2009, <http://blogs.wsd1.org/etr/?tag=blooms-revised-taxonomy>