PART B - Storyboard and Script

Our group has been working on our storyboard for our Final Project on Camtasia.  The storyboard was created in Google Documents via the Presentation tool.  This allowed all members of the group to collaborate and actively contribute to the project.  We felt that each slide would act as a portion of time for the final project and we could indicate script and visuals on each slide.  Everyone was responsible to review and add input to each section.

The original plan was for me to start the storyboard and then the others join in with parts or duties; but as our group entered further discussion, we split the project into four sections since we have four members of our team.  As we progressed, I took the introduction, Sharon took section two, the “how to use” part, Jon took the third section on “uses of the technology”, and finally, Eric was assigned the conclusion section, but Jon actually created it.

Our schedules have not always allowed all of us to meet at the same time to discuss the project; but we have had about two meetings each week so far.  Two of these meetings have been recorded, the others have not.  There has also been some communication via email to keep everyone up to date on the latest advances in the project.

The final project visuals are to be created in sections by the same corresponding people who created the storyboard sections.  Eric was assigned to assemble the final project and voice over with his voice to give the final project a more uniform appearance.

The storyboard can be viewed here:  https://docs.google.com/presentation/d/1ghI-w_Y8jF4PZqgKdvadusalDWmb-9dWN5GY3_aNGkc/edit

PART B - Application of TPACK

For my Wicked Problem Project, I chose to help my wife video a biology dissection in one of her 6th/7th grade science classes. This blog addresses the application of TPACK (Technological Pedagogical and Content Knowledge).

The TP (Technological Pedagogical) knowledge is supported through the actual demonstration of the dissection from the teacher. The teacher usually will demonstrate the dissection to the class of this age group before the class does the dissection on their own. Due to the small size of the object being dissected and the size of the class, it is often difficult for all students to clearly see the teacher’s demonstration. This is where technology helps out. By recording the dissection, the teacher can get clear images; zoom in and out on areas of discussion and voice over the video, thereby ensuring that all parts of the discussion are covered for the class. This video then can be played to all students (even those who may be absent), allowing for a better viewing and understanding of the procedure.

The TC (Technological Content) knowledge makes the dissection demonstration more intellectually accessible through the viewing of the video. The video can show much more detail that what students would be able to see in a live demonstration. The specimen can be seen in more depth by zooming in and out on the subject. A voice over can then be applied, ensuring that all areas of discussion are covered in the video where a live performance might miss a few things since the teacher is concentrating on the dissection, and not the curriculum. Students who are absent on the day of the lab will have a visual experience without actually using a specimen. Students with allergies, visual handicaps or sickness due to sight or smell, personal beliefs will also be able to experience the dissection through this alternate/additional representation.

The TC (Technological Content) knowledge is also supported through the video. Students will be able to see more, and in more detail with the video than from across a table or room. The video will be able to zoom in and out on the subject matter, giving the students a detailed experience rather than viewed from a distance. Students can also replay the video if needed to help grasp the content, or pause the video to allow them to do the step before progressing. Currently, students who are absent on the day of the lab totally miss out on the experience. The video will allow these students to view the dissection in detail, even if they are not able to perform one on their own at a later date. Students having difficulty with hands-on due to smells or upset stomachs will also have an advantage with the detail of the video. Students with beliefs that prevent them from performing a dissection can also utilize the video to cover the material.