Wicked Problem Project: Part B - Application of TPACK

1. What is the TP knowledge for the solution?  (i.e., how does the technology you have chosen support the teaching strategies and methods you have chosen?)

Technological Pedagogical knowledge is defined as “knowledge of the existence, components and capabilities of various technologies as they are used in teaching and learning settings, and conversely, knowing how teaching might change as the result of using particular technologies.”  I have chosen to utilize my website to upload vodcasts of my lectures and lessons so absent students have access to their education while they are out of the classroom.  This technology is the most appropriate fit for my problem.  (It has also inspired me to look at possibly flipping my classroom next year!)  For now, however, I simply want my students to be able to access information in their absence.  Vodcasts are a simple, easy way to get information to my students whenever they need it.  It is accessible to them 24/7, and they can access the lessons when they are ready.  This makes any place they are a teaching and learning environment!  It will also change how my students apply knowledge in class as they have the ability to go back and review previous lessons. My teaching may change only in that the tools I use during lessons will be a little different.  I will have to record my lectures in real-time using a wireless headset and a tool such as Audacity so that absent students receive the same information as the students in class.  I will also have to make sure that during class discussions I restate questions that are asked in class so the absent students understand why I am discussing a certain topic.  There will also be additional resources attached to each lesson including kid-friendly articles, websites with “game” reinforcements, and videos.  These things may not change my teaching, but it can change my students’ learning.  They will be able to see information I have presented in a different way as well as have engaging activities where they can practice skills.

2. What is the TC knowledge for the solution? (i.e., how specifically does this technology make the content in your problem more intellectually accessible?  Be sure to think about representation.)

Technological Content Knowledge is “knowledge about the manner in which TK (technological knowledge) and CK (content knowledge) are reciprocally related to each other.  Basically it asks the question, “How can subject matter be changed by the application of a technology?”  For my Wicked Problem, my subject matter will be changed significantly for my students due to the anytime accessibility.  Students will be able to review lessons or portions of lessons they did not quite grasp the first time around.  Having vodcasts of lessons will increase a student’s ability to access content information no matter the time of day.  Allowing students to have information they can review and learn at their own pace will increase student knowledge in my subject matter.  Having a site that students can visit at any time for a first view or review of any lesson, along with having additional resources available to them,  will solidify their content knowledge.

3. What is the PC knowledge for the solution? (i.e., how specifically do your pedagogical choices make the content in your problem more intellectually accessible? Be sure to think about how the student will experience the content given these instructional strategies.

Pedagogical Content knowledge is, in its most basic definition, teacher knowledge and how to present that knowledge to students in way that is understandable.  It also includes what makes a subject matter difficult or easy to learn as well as knowledge of common misconceptions and likely preconceptions students bring with them to the table.  There are numerous ways that students learn, and being absent from school can often hinder their best learning style because they are not there for the entire experience.  However, podcasting lessons, as well as providing additional resources for students to use, hit upon multiple student learning styles.  The podcast allows for both visual and auditory learners to be most successful in their learning of content.  21st century learners, being constantly bombarded with videos from YouTube and other sources, seem to be comfortable with this learning style.  Having a note- taking form available for students also offers a more kinesthetic option for students.  Another option for students who tend to be more kinesthetic will be the incorporation of games and online activities because they are engaging in more movement for their learning in a technological form.  There will be articles for students who prefer to read for comprehension of a content.  Using podcasts and additional resources on my website will help all of my students learn!

Sample Podcast

Web Conferencing

How did the web-conferencing go?

I found the web-conference to be very useful and productive.  We were able to collaborate in real time and not have to go through email after email.  I really liked being able to chat with each member of my group and work together online.  

What software did you use?

My group used Vyew.  This was my first experience using any kind of web-conferencing tool outside of what I have experienced in class with Adobe.  I really liked using this tool because I could interact with multiple people at the same time.  

What would you do differently next time?

The biggest change I would make for using this tool next time is turn on all mics and webcams.  I am an auditory person and really like to interact with people face-to-face.  Just reading through a chat forum is more difficult for me.

 
How might this be useful in your classroom?

I think this tool could be extremely useful for my classroom.  I am moving toward possibly flipping my classroom for the next school year, and with Vyew being a free tool I can use with my students, I can run tutoring sessions or review sessions online with those students who need the assistance. 

Group Leadership Project: Part A-Brainstorm Session

 My group met last night for a little over an hour and a half to discuss and decide what technology we would like to teach and what technology we would use to teach this tool.  We chose to teach how to create a blog using Blogger and will be using Camtasia Studio to present.  This is new to most of us, but we were all really impressed with the professional look of other presentations we saw that used Camtasia.  Below is a brief video overview.

1.  What web conferencing tool did your group use?

My group group chose to use Vyew as our web-conferencing tool.  Vyew is an web-based conferencing tool that is free to users.  It allows the user to not only share screens, but allows for the use of Word, Excel, Power Point and PDF files.  And don't forget...you can also incorporate graphics, audio and video!  You meet and discuss in real time which I found to be exciting.     

2.  What were the advantages to using the web conferencing tool to discuss this project?

There were several advantages to using Vyew to host our brainstorm session.  We were able to create and make changes in real time to complete this session.  We had a chat that allowed us to communicate about this project and what we would like to do.  I was most impressed that the document we were creating came to life in real time.  The only experience I have had thus far with sharing documents has been through Google Docs.  Although I like G-Docs, I found that to create a document with other collaborators in real time using Vyew was much more beneficial.   

3.  What were the disadvantages to using the web conferencing tool to discuss this project?

What I liked least about using Vyew was that I would prefer using a headset to actually have a voice conversation.  We only utilized the chat feature.  This was the only one real disadvantage I found.

Link to Brainstorm Session in Vyew

https://docs.google.com/document/d/1e0QlJrJRjpaGcp-HHkbZ3AkQlQxnGnc85wcXqoGroUk/edit

Link to Chat Conversation

https://docs.google.com/document/d/1kFjAOxCiNnMGIJYgJRqw1-jyZdqU9uA06McsIcsGXTU/edit

Wicked Problem Project: Part A - Descritption of a Need or Opportunity

1.     What is the important educational need that you are seeking to address? This element is fundamental in this project. Since we have limited time, energy, and resources, cool technology without a clear sense of why it matters or what we gain by it is of little value in the educational setting.

In my middle school, a huge educational need is continuing to educate students who are truant.  Often times this is not any fault of their own-they would prefer to be at school instead of staying at home to take care of younger siblings or having no ride to get to school because there is no one able or willing to take them that particular day.  I think there are numerous ways that this issue can be addressed for students who miss school.  This would also assist students who are simply sick or out of town on a family emergency.

2.     How you plan to address this educational issue with technology?  You need to make a clear and convincing case that your proposed solution will make a real impact on the issue you identify, and that your proposed approach is a reasonable approach given its costs and possible alternatives.

Most of my students, although from a lower socioeconomic background, have access to the Internet.  I believe there are many different educational technology tools I can use to help with this issue.  I already have a website where I can upload notes for students to use and would like to incorporate this heavily into my classroom.  I would like to incorporate the use of vodcasts where students can view the “lecture” portion of any lesson as well as watch myself and students go through examples and class discussions.  In the article The Flipped Classroom Model: A Full Picture it is stated that, “One of the major, evidence-based advantages of the use of videos is that learners have control over the media with the ability to review parts that are misunderstood, which need further reinforcement, and/or those parts that are of particular interest.”  Although many see the flipped model as an innovative way to reach more students’ needs, there are those who see it as just another passing fad.   According to Kyle Stokes in How YouTube Is Changing The Classroom, there is opposition by some educators.  In the article, Frank Nochese, an educational blogger and science teacher, stated, “[Nochese]...worries the model poses an ‘equity issue’ as not every student has the Internet at home.”  However, Troy Cockrum, a teacher at St. Thomas Aquinis in Indianapolis, Indiana who uses the flipped model, makes the argument that any student without Internet access would have access to the lecture DVDs.  This is also the approach I would take having students with limited or no Internet access at home. The research backing this idea is scarce, but I am willing to be a part of those teachers who try this new model and gather data on its credibility.

3.     Logistics of solution: For example…

a.     What is the scope? (e.g., when and where will tool be used and for how long? Who all will use it?)

This use of this technology can be used on a daily basis.  It takes no more than 10 minutes to upload the video and create a vodcast once a lesson has been recorded.  Any student that is absent from school whether due to illness, family emergency or truancy would have daily access.

4.     Relevant research and resources (from the Internet and elsewhere) including reports on the closest effort you can find to what you are planning to do as well as ideas and materials you may be able to build upon in your own effort.  Your description should include:

a.     The results of your search (What resources may help guide your project? What resources may help in the implementation of your project?)

b.    What you learned from performing this search. For example, which search engines did you use? What strategies did you use? What helped or hindered your search? How would you search again next time?

Below are several resources I found while conducting research into helping absent students to stay on top of their education while out of school.  My search began by using Google and Google Scholar.  Google Scholar would have been wonderful, but each article I found that appeared interesting needed log-in information which I do not have.  When searching “helping absent students with assignments” most of what I found were classroom management ideas such as using folders, planners, and manila folders.  This information was not really helpful for what I am trying to do. I then searched using the phrase “absent students and technology” which fostered little applicable information.  Continuing to use Google, I searched using “success with vodcasts in the classroom.”  This phrase of words compiled a ton of new information that I will be able to use during the implementation of this project.  I tried several other search engines including Yahoo and Bing, and the results from Google were the same.  http://www.cbdconsulting.com/techlearn/21ct/flippedclassrooms/  Excellent site with video from TED creator. http://usergeneratededucation.wordpress.com/2011/06/13/the-flipped-classroom-model-a-full-picture/    Flipped classroom model-excellent diagrams http://www.zdnet.com/blog/education/iste-take-home-message-2-the-flipped-classroom-makes-sense/4633  Thoughts from a freelance writer and consultant in the educational technology field. http://stateimpact.npr.org/indiana/2011/10/12/how-youtube-is-changing-the-classroom/  How YouTube is changing the classroom.  http://educationnext.org/the-flipped-classroom/  Overview of the Flipped Classroom http://www.hepg.org/hel/article/517  Flipping for Beginners http://www.edutopia.org/blog/flipped-classroom-best-practices-andrew-miller  Five Important Steps to a Successful Flipped Classroom http://annmic.wordpress.com/2011/06/21/flipping-the-classroom/  Excellent video from two of the most popular teachers using a flipped classroom. http://videoconference.edublogs.org/tag/vodcast/  Great site that helps teachers learn podcasting and vodcasting

5.     A plan for the portion you will implement during this course and the portion you will implement after this course completes.

During the time of this course, I will only be able to implement uploading class notes with audio instructions due to the little time we have left in school.  I would like to incorporate articles, videos and games for students to use as well, but it is not possible to add this portion until the the start of next school year.  After this course completes, I will be in conversation with my principal about “flipping the classroom” and how she can support me with a possible subscription to Camtasia Studio.  I have teammates who also want to use this next school year.  I would like to begin the school year by having the lecture videos used from the first week of school.  This will also be beneficial to students who begin the school year late.  The first set of vodcasts will be my classroom expectations.  The second portion I would like to incorporate would be online tutoring/review for the MEAP and test taking strategies using either Skype or other tutoring tool.  This would then lead into weekly study sessions with students who need a little more small group instruction or support.

6.     How would you know you were successful?

I will know I have been successful by the increase of completed student work.  I can keep this data as part of a grading spreadsheet which will also allow me to compare this year’s 7th graders to next year’s 8th graders. This will also be shared with students on a bi-weekly basis.  I discovered this year that sharing data with students really catches their interest.  I will also see a jump in student participation in class because they will walk into my class with questions and discussion topics.  I will be able to track this and keep my data through a simple speadsheet set up as a “homework” check (students will be required to keep a lecture question/discussion journal.  Student success will be seen in all students, even those students who have absences, because they have had access to all class information that they can review over and over until they reach mastery level.  They will be required to keep their journals and join me for an online session for discussion.

Here is a link to my Wicked Problem Project: https://docs.google.com/document/d/1hLDEZwoHGYCXuD6oSWESvwHCLd22ZMrVcOz-U5ltxpk/edit

Personal Introduction (812)

 

This is my second attempt at taking 812.  I had some unexpected issues arise last fall and had to drop the course.  I am really excited to be back taking classes at MSU!