For the Wicked Problem Project - Part C, Implementation, I have created the podcast below
Sunday, April 15, 2012
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
Sunday, April 8, 2012
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.
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.
Saturday, April 7, 2012
PART A - Brainstorm Session
- What web conferencing tool did your group use?
A:
Our Group used Google Hangout and I recorded our session using Camtasia.
- What were the advantages to using the web conferencing tool to discuss this project?
A:
Advantages to using a web conferencing tool to discuss this project
included having all members present at the same time and being able to make
decisions at the time of discussion. It
was also nice to put a face and voice with the name and get a little bit of
personality from the experience than from just words in an email. Overall, it was a good experience to have and
I am sure I will use it again.
- What were the disadvantages to using the web conferencing tool to discuss this project?
A:
Disadvantages include finding a time when all of us could meet. With different schedules and family situations,
it made it difficult for us to come together at convenient times for members of
the group. There was also so much focus
on the technology of making the web conferencing tool work, that some of the
focus was taken away from the project.
There was also the part of getting this tool set up and keeping us all
together. Members would get dropped by
computer malfunction, internet slowness or just plain hitting the wrong buttons
at the wrong time!
Here is the actual web conference brainstorm session recording:
Web-Conferencing
For our group project, we met utilizing a video conferencing tool. A benefit to using a video conferencing tool is that you can see the people you are talking to and can take facial expressions into consideration when talking. It was nice to be able to take care of the project in such a short time frame once we all got together; however, a pitfall to video conferencing is setting up a time that everyone can join the conference. Our group had difficulty finding a time that worked for everyone. We could have had our information exchanged in much less time by utilizing another resource, such as email or a collaborative document than waiting for a time that fit into everyone’s schedule. As with any technology, there are pros and cons.
I have only used video conferencing a couple times, but this was the first time I used Google Hangout as a video conferencing tool. I was impressed with the technology as I have never talked with multiple people with a video conferencing tool before. We all had to set up Google+ accounts and activate a few plug-ins to make the system work, but once we did, it worked well. We also used some features such as “Chat”, “Posts in our Stream” and utilizing desktop images.
We were able to cover a lot of information in a short amount of time; however, there were some things that probably should have been covered during the conference. Not all of us seemed to know what the project was about or what was expected. I believe that if all of us looked over the information before we started, and possibly shared a document with things to cover during the chat, we might have been more productive during the actual conference.
In the classroom, this might be a great tool to interview others for a report, such as professors, doctors, or other professionals in the field researching. This might also be a great tool to communicate with sister schools – like connecting a foreign language class with another school in the world with that native language. Another idea would be to share projects with other schools via this technology. I was able to record our conversation utilizing Camtasia - which can be viewed below. I am excited for the possibilities!
Monday, April 2, 2012
Technology Use
As part of our Survey lab, we created and distributed a survey on Technology Use. You can look at and take the survey here.
Wicked Problem Project - Part A: Description of Need or Opportunity
Since I am not currently in a classroom setting, I have opted to help my wife in her 6th & 7th Grade Science classrooms. Over the years, I have helped my wife, Carrie, with classroom dissections (with that age group and with sharp objects, it is always wise to have a helper in the classroom). I have noted several issues with these dissections that I believe technology can assist with.
First, there is the issue of having enough supplies for all students to perform their own dissection, including for the teacher to demonstrate on. There is also the issue of students being able to see the teacher demonstration before the students try the lab on their own. There are always some absences that occur during the labs which are then very difficult to make up. And finally, students are sometimes sensitive to the odors that may accompany the lab.
So, how does technology save the day? A video cast of the teacher performing the dissections would be a great asset in the lab. A video of the dissection would use fewer supplies once the video is being utilized since the teacher would no longer have to perform the dissection for each class. All students would have a better view of the procedure since the camera can get in close and zoom into areas of discussion. With large groups, students are often looking over each other and not able to see detail. A video of the lab also allows students who are missing or unable to do the lab because of the smells involved can view the dissection when appropriate instead of missing the assignment.
While it can be argued that real dissections are no longer needed in education due to the virtual labs available, they are still part of the curriculum. There are also videos already created and available online, but students would take the lab more seriously when they see their own teacher perform the dissection themselves. This proves that the teacher, in fact, will still do the procedure and that he or she is not showing a video because they don’t want to do the procedure themselves. I have personally heard student’s comments regarding their own willingness to do the lab because the teacher did it herself.
For this project, I would like to actually video my wife doing a dissection to be used in her classroom. It may be a while before I get actual feedback due to the scheduling of curriculum, but I am already assured it will be a success for those students who missed the lab due to illness.
First, there is the issue of having enough supplies for all students to perform their own dissection, including for the teacher to demonstrate on. There is also the issue of students being able to see the teacher demonstration before the students try the lab on their own. There are always some absences that occur during the labs which are then very difficult to make up. And finally, students are sometimes sensitive to the odors that may accompany the lab.
So, how does technology save the day? A video cast of the teacher performing the dissections would be a great asset in the lab. A video of the dissection would use fewer supplies once the video is being utilized since the teacher would no longer have to perform the dissection for each class. All students would have a better view of the procedure since the camera can get in close and zoom into areas of discussion. With large groups, students are often looking over each other and not able to see detail. A video of the lab also allows students who are missing or unable to do the lab because of the smells involved can view the dissection when appropriate instead of missing the assignment.
While it can be argued that real dissections are no longer needed in education due to the virtual labs available, they are still part of the curriculum. There are also videos already created and available online, but students would take the lab more seriously when they see their own teacher perform the dissection themselves. This proves that the teacher, in fact, will still do the procedure and that he or she is not showing a video because they don’t want to do the procedure themselves. I have personally heard student’s comments regarding their own willingness to do the lab because the teacher did it herself.
For this project, I would like to actually video my wife doing a dissection to be used in her classroom. It may be a while before I get actual feedback due to the scheduling of curriculum, but I am already assured it will be a success for those students who missed the lab due to illness.
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