Innovative Learning Blog
The TPACK model comprises three categories: Technology, Content, and Pedagogy. The model is a Venn Diagram, indicating how the three categories can be connected and how they can be disconnected.
The TPACK model was simplistic yet true. Technology, Content, and Pedagogy (TCP) are all very messy. Intertwining all of them is a difficult task. Success of an educational program is rooted in those three entangled categories. Each category has branches, deep roots, and multi colored leaves that create the messiness. I like to think of the TCP model as an oak tree: gnarly, unique, native, stubborn, beautiful, imperfect, and forever adapting. I think it could be helpful as a person, whether directly and/or indirectly involved with education, to understand that the TCP model represents an obvious and sometimes unknown premise that can be used as platform to stand on to help progress the learning movement.
For example, if you are an educator and you are directly involved with education, and you are a master at the C and P but lack the T in TCP, than "in theory", the T is the category that you should try to acquire and enhance skills in that would improve your overall TCP.
Another example would be, if you are a parent and are indirectly involved with education, and you are a master at the T and C but lack the P in TCP, than "in theory", the P is the category that you should try to acquire and enhance skills in that would improve your overall TCP.
Learning about the TPACK was interesting to see how a complicated subject, teaching, could be broken down simply into a Venn Diagram. It brings to light the need to have all three categories working together if we want to be serious about creating 21st century learning environments for our students.
I believe the TPACK model could be used at a district level, however, the model is too vague at explaining how to implement teaching practices that encompass all three areas.
After researching the TPACK model, my main takeaway question is: How does the educator acquire and enhance the T and how does the parent acquire and enhance the P?
*Case Study: Digital Storytelling in the Elementary Classroom
In your blog, summarize your thinking around the one of the videos. Analyze the case from the point of view of:
A. What is the nature of the case?
This Case is of 2nd/3rd graders who explore digital storytelling.
B. Share some descriptive details
In the video, the students are eager to orally demonstrate their knowledge and express their enthusiasm for digital storytelling. The video starts off with a student giving an unrehearsed definition of what digital storytelling is. According to the student, digital storytelling is "telling a story on a computer with pictures and everything."
The video continues to explain the teaching sequence of how the students learned to digitally tell stories. There was a lot of collaboration and student choice involved. For example, students brainstormed on ideas of what to write and got to choose what they wanted to write about.
I loved that writing was a main component in the video and that there was scaffolding that seemed similar to what I have done in the past. They used color coding to help transfer their writing to a script that they would eventually be reading and digitally recording. The color coding reminded me of Step up to Writing. At my school we don't do a Step up to Writing program, but we do use color coding to let our students know the difference between a beginning, middle, and ending to a story.
In the video, the students recorded their voice using Garage Band. That's awesome, because I use Garage Band to record music so I am familiar with using the program.
In the middle of the end of the video, some of the students were asked what was their favorite part of digital storytelling and one student replied "All of it". Another student said: "I liked everything and how you could do whatever you want, and then...make it like a movie."
C. What new and useful information did you learn?
I learned that digital storytelling is definitely possible at the lower grade levels. I teach 2nd grade, and I think my students can do it and they will be extremely excited about doing it. My students get excited at the mention of going to the "Computer Lab", so I can only imagine the passion that will derive from them being able to create with the computer.
I also loved to see in the video that the students were using a digital story script. Sentence frames, and scaffolds for writing are important, especially when it is created with the intention for a specific outcome. For example, sentence frames and graphic organizers for informative writing may look different than sentence frames and graphic organizers for personal narratives.
D. Could you potentially use this lesson?
I could definitely see myself using this with my students. I have access to Garage Band and I learned some new great ideas. Utilizing Garage Band, digital story scripts, and color coding are a few ways I can immediately incorporate with into a lesson.
Rate the film experience: 4
What can you do in your classroom to engender 21st century skills?
I think there are many things to engender 21st century skills. One way is meta cognitive awareness. Meta cognitive awareness is to let students know your thought process.
21st Century Skills is a lense to the Real World. The Real World is not Running Records, Standardized Tests, Multiple choice Answers, Reading levels, Math Computations, and the mill that runs the hamster. Reaching back to a previous blog some of the 21st century skills are of the following:
What do you need to learn? (include your thoughts related to the Darling-Hammond readings)
"A strong system of teacher learning must provide not only a solid foundation of knowledge for entering the profession but also ongoing opportunities for learning throughout the career." (Page 226)
If we want to prepare our students for 21st century skills, then we have to train the teacher's with those same skills.
"They must know (teachers) how to teach in "ways" that enable students to master challenging content and that address the specific needs of different learners." (Page 302)
What we as educators need in order to learn these "ways" is professional development that is free, accommodating, and instruction that is driven by the student, which is in this case is the teacher.