The Name Jar Project
Theoretical Framework
The need for a framework to evaluate learning activities which have the potential to transform learning has been met through TPACK and SAMR models. Mishra and Koehler (2006) provide a framework for conceptualizing the complex relationships between Content, Pedagogical and Technological Knowledge (TPACK), and how this knowledge can be used to address the contextual nature of instructor knowledge (Benson & Ward, 2013). Likewise, the SAMR model, developed by Ruben R. Puentendura in 2006 (Puentedura, 2006) provides a way to classify and evaluate learning activities. The SAMR model consists of the following four classifications: substitution, augmentation, modification, and redefinition. Learning activities which fall within the substitution and augmentation classifications are said to enhance learning, while learning activities that fall within the modification and redefinition classification are said to transform learning (Puentedura, 2013). A detailed look at both of these frameworks provides a clear picture of the strengths and areas of improvement for a given project.
TPACK and SAMR
The value of this model lies in the overlap of its component parts and provides teachers with an indication of the curricular goals, instructional strategies, technological tools and their fit. The assessment rubric below is an evaluation tool for this project. Even with high levels of knowledge in the three circle areas, the development of a strong project depends on many factors and is a different process for each instructor. (Benson & Ward, 2013).
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This project has been designed for grades 3 through 8 EAL students. Therefore, the Common Framework of Reference (CFR) outcomes guide the learning. Students must be able to look up words from text, interview family members, identify the elements of a fiction story and write a blog. At least two of technologies selected align directly with the curricular goals. The website http://learnersdictionary.com/ and Edublog will be used to match the outcomes of defining vocabulary and writing a blog.
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The instructional strategies of questioning through interviews and descriptive writing through the writing process are supported through online use. The use of an online platform to complete the story elements and an online dictionary to look up words augments the learning process but the collaborative aspect of using a blog redefines the writing process. Using technology and allowing students to blog about an issue of personal relevance enhances learning and promotes principles of academic integrity. Traditional classroom writing can be problematic in terms of academic integrity because students may be tempted to copy their classmates.
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Alternative methods for connecting with family members could be updated as technology evolves. As Blackwell et al. (2014) document "the ability to document work using the camera, video, and audio recorder allows children to reflect on and improve their learning" (p. 15). TPACK and SAMR help design learning activities because, as Scott (2009) states, the mastery of technology skills and confidence in using technology are key factors in achieving TPACK integration and SAMR can assist in decision-making when determining instructional design (Romrell et al., 2014).
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TPACK & SAMR Evaluation Rubric
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Adapted from Harris, J., Grandgenett, N., & Hofer, M. (2010). Testing a TPACK-based technology integration assessment rubric. Society for Information Technology & Teacher Education International Conference (Vol. 2010, No. 1, pp. 3833-3840). Retrieved from http://www.editlib.org/p/33978/
Personal Reflection
The process of creating a technology project for a set of learners in an elementary school in Saskatoon was an enlightening and rewarding experience. Having used technology in the classroom on previous occasions meant I was comfortable with the term technology but looking at it through the TPACK and SAMR lens’ enhanced the process.
I have been wanting to use the mentor text “The Name Jar” as I move towards including more culturally responsive texts in my teaching. Agosto (2007) stresses the importance of evaluating and integrating multicultural resources into the curricula. By incorporating the students' historical knowledge and analysis into projects, students may feel as though they are validated and their culture is relevant to the learning experience. They may also be more engaged and motivated to succeed if their cultural knowledge and learning styles are acknowledged. Integrating the themes with technology at the beginning of the school year seemed like the perfect opportunity.
Developing a website and circumventing ways to ensure no passwords or log in information is needed required elimination of a number of great platforms. Network issues and connectivity are a constant challenge in the school. As Mishra and Koehler (2009) state the issue is not to argue about these restrictions but consider their impact when making curricular and pedagogical decisions. For these reasons back-up hard copies are created to ensure lessons do not fail based on bandwidth. Owen and Dunham (2006) advise that: “because e-learning projects are more chaotic, it is usually best to implement a project management approach that is built for chaos”. A release-based, iterative approach can help address some of the issues that arise from the chaos, especially when underpinned by being agile. Agility can be a key component of an iterative approach.
While curricular goals guide the student, the theme of identity flows throughout the project. In order to streamline this theme and bring about the greatest benefit for learners, ‘consistent terms’ (Creswell, 2014) such as identity, nickname, origin were used throughout the project in order to prevent throwing off learners from the focus.
Determining if the project was successful is critical moving forward. The assessment rubric above allows one to judge if it met the elements TPACK and SAMR. However, as Alkin (2010) states, we need to determine if the implementation was successful based on the criteria. In this case, were the curricular goals met for the students? Were they engaged? Was the technology solely innovative and cool? As Mishra and Koehler (2009) state, these are not enough to make it educational technology. Making the technology educational requires a deep, complex, fluid, and flexible knowledge of the technology, the content to be covered, and an appropriate pedagogy. The webquest and blogging experience allow the instructional strategies and content to be accessed in a way that is more meaningful for the learners.