1. Designing process and Working with TPACK
The assigned starting point of our group is gaming, belonging to the technological knowledge base of the TPACK model. The range of gaming is wide, from the traditional and physical games such as hide and seek or hangman to the latest and fashionable ones such as Xbox or PSP. Hence, it took our group a while to decide which kind of games would be applied in our lesson plan. Considering the lectures on flexibility and technology, the focus is more on the application of the most advanced technology. We concluded to use online games as the main technology in the lesson plan.
In the searching process of the online game, we started by looking for the game that contains appropriate content for primary school, the assigned element of the context. After collecting a number of games, the three of our group started the selection. W did not notice the difficulty due to the lack of a specific context at that time. The selection was not very efficient when the consideration switched back and forth from the game content and the possible context. Both of the two elements affected each other and adjusted themselves simultaneously. After the struggling, our context gradually formed and we also chose a suitable free online game named Geo-Challenge. On the other hand, setting a specific context in advance may restrict our choice of the game. Because not all of the games are free, we might confront the problem that no appropriate game is available.
In the mean time, I was confused about the content part of the TPACK model. We did not have certain content in mind when selecting the game. The content had already been entailed in the game. It seemed like we had no other choices but to accept the fixed content and used it as the foundation to design the lesson plan. Nonetheless, after a discussion in class, I realized which part of TPACK model our designing process was standing on. As far as the draft of lesson plan was concerned, we were just in the technological content knowledge phase. And since we had thought about the interaction between the content and the context, we still took the content into consideration even if we had not possessed a certain preference in mind.
After deciding two of the three elements of TPACK model, the range of choosing the third one, pedagogical knowledge, became relatively clearer. Because the three main elements and the corresponding context were specified, writing the lesson plan became smooth. The only concern was the proportion of the game within the lesson. The main object of the lesson is to enable the learner to have daily conversation on trip plan in English, rather than operating the online game, which is an assistant tool. However, this may lead to losing focus on the technological part, the game and lead us to a dilemma. After discussion, we did not want to apply technology just because we were supposed to use it. On the contrary, technology should be applied only when it benefits the learners. Based on this belief, we completed the lesson plan.
As for the support for the new lesson plan, target teachers’ TPACK knowledge bases should be taken into consideration. In the designed lesson plan, we assumed the target teachers have no relevant knowledge or skills and design corresponding support. However, when applying the plan in actual world, in case most teachers have already had the needed knowledge or skills, we should run an audience analysis first to offer the support efficiently.
Wednesday, November 11, 2009
Reflection on the design process 02: Opportunities/Challenges of Flexibility and Implications for Instructors
2. The opportunities/challenges of Flexibility
Even though the lesson is complete according to the TPACK model, it still does not help me figure out the problem: Why I felt restricted by the TPACK model while designing? It did offer us the flexibility as we expected.
When I was designing lesson plans in the elementary schools, I used to take the learner’s learning needs and his or her ability as the starting point. In this way, I could take the three knowledge bases into consideration at the same time and integrate them into the TPACK core. Designing lesson plans in this way not only takes less time but also results in effective products which match educational objectives.
Compared with starting from one point of the TPACK model, I think the problem may lie in that the TPACK model focus on what teachers can do. It offers an ideal framework for teachers to enrich each of their three knowledge bases to enlarge the variety of the effective TPACK knowledge integration. However, it is not an instructional designing model which starts from considering learner’s learning needs. Though one may say both pedagogy knowledge and context involve the learner. The model still does not center on the learner. For a more ideal model including the three elements and the consideration of learner’s need, the model could be modified as the following figure.
When setting the context, I also noticed some limitation. Within the context like the Netherlands, there is no fixed curriculum due to the policy of decentralization. Therefore, applying TPACK model to design new lesson plans is feasible for teachers. On the contrary, in some countries like Ethiopia and Turkey, the educational curriculum is set by the government. What is taught is all designed well, which means TPACK model may be used more on the teachers’ professional development so that teachers can apply the designed curriculum better.
The flexibility of this lesson plan mainly comes from the characteristics of online game and the implementation part. With the online game, learners can have more flexibility of time and location. They can practice the content by playing the online game after school. They can play it both in the PC room of school and at home.
During the first phase of implementation, teachers can adjust the designed lesson plan to their needs. They could change the teaching procedure to match the relevant support. They could also increase or decrease the time of online game depending on learners’ learning progress.
3. The implications for instructors
Reflecting on ourselves, the designers, we do not have enough TPACK knowledge bases in order to design a more complete lesson plans. The data in each of our knowledge bases are limited. The situation could be similar to the initiating teacher in our designed implementation phase. Therefore, it is important to have discussion meeting after the tryout and the pilot. Everyone has different professions and experiences, when cooperating together, the three knowledge bases increase their ranges relatively, leading to a larger overlapped core. Considering the enormous effects, educational institute should set a TPACK team, containing professional teachers from each knowledge base to work together for better design. In this way, no matter who has an initiating idea (a starting point), they can discuss and work collaboratively within the TPACK expertise.
Even though the lesson is complete according to the TPACK model, it still does not help me figure out the problem: Why I felt restricted by the TPACK model while designing? It did offer us the flexibility as we expected.
When I was designing lesson plans in the elementary schools, I used to take the learner’s learning needs and his or her ability as the starting point. In this way, I could take the three knowledge bases into consideration at the same time and integrate them into the TPACK core. Designing lesson plans in this way not only takes less time but also results in effective products which match educational objectives.
Compared with starting from one point of the TPACK model, I think the problem may lie in that the TPACK model focus on what teachers can do. It offers an ideal framework for teachers to enrich each of their three knowledge bases to enlarge the variety of the effective TPACK knowledge integration. However, it is not an instructional designing model which starts from considering learner’s learning needs. Though one may say both pedagogy knowledge and context involve the learner. The model still does not center on the learner. For a more ideal model including the three elements and the consideration of learner’s need, the model could be modified as the following figure.
When setting the context, I also noticed some limitation. Within the context like the Netherlands, there is no fixed curriculum due to the policy of decentralization. Therefore, applying TPACK model to design new lesson plans is feasible for teachers. On the contrary, in some countries like Ethiopia and Turkey, the educational curriculum is set by the government. What is taught is all designed well, which means TPACK model may be used more on the teachers’ professional development so that teachers can apply the designed curriculum better.
The flexibility of this lesson plan mainly comes from the characteristics of online game and the implementation part. With the online game, learners can have more flexibility of time and location. They can practice the content by playing the online game after school. They can play it both in the PC room of school and at home.
During the first phase of implementation, teachers can adjust the designed lesson plan to their needs. They could change the teaching procedure to match the relevant support. They could also increase or decrease the time of online game depending on learners’ learning progress.
3. The implications for instructors
Reflecting on ourselves, the designers, we do not have enough TPACK knowledge bases in order to design a more complete lesson plans. The data in each of our knowledge bases are limited. The situation could be similar to the initiating teacher in our designed implementation phase. Therefore, it is important to have discussion meeting after the tryout and the pilot. Everyone has different professions and experiences, when cooperating together, the three knowledge bases increase their ranges relatively, leading to a larger overlapped core. Considering the enormous effects, educational institute should set a TPACK team, containing professional teachers from each knowledge base to work together for better design. In this way, no matter who has an initiating idea (a starting point), they can discuss and work collaboratively within the TPACK expertise.
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