It was helpful to revisit TPACK. I’d like to address each of the categories as it relates to my action research:
- Technology: The Standards will center on learning, regardless of how technology progresses. Those ELA standards that specifically mention technology are purposefully open-ended. For example, use technology… (to) publish writing (W8.6), and integrate multimedia… (to) add interest (SL 8.5). This leaves room for utilizing technology as simple as Docs, and as complex as those tools yet to be developed, to demonstrate learning. The project-based learning model benefits greatly from technology, as various tech tools enable collaboration and applications beyond the classroom that would be far less efficient without the internet. This year, my students have used animation software, Draw, Slides, Docs, and more; we use them as we need them. Additionally, finding ways to “flip” direct instruction within the PBL unit is improved vastly with the help of tech tools such as Voice Thread, EdPuzzle, and Kahn Academy.
- Pedagogy: The crux here seems to be in finding the right balance between directly teaching the standards, and providing an engaging 21st Century learning experience. For some, PBL is a clear answer to this dichotomy; for others, it is a messy challenge to it. So far, the methodology that resonates best with me comes from Michael McDowell, author of Rigorous PBL. Much of McDowell’s work has foundations in John Hattie’s Visible Learning. He combines Hattie’s comprehensive research with an approach that embraces PBL- but not at the expense of measurably learning content. Unlike the New Tech Network model, for example, a project may unfold with the beginning of the unit, or it may only be a “carrot” for students to tackle after learning content. And groups? Maybe, maybe not- only if it’s essential to learning. McDowell advocates a clarity of objectives and constant peer feedback. I’ve reshaped my most recent unit based on a couple of McDowell PDs, and so far, so good.
- Content: There is so much of it! Where do I start? The good thing is, most ELA standards are not tied to any one text or fact. The hard part is, most ELA standards are not tied to any one text or fact. I know the content well, but I’ve had years inside school and out, to recognize the finer points of reading & writing types. Am I getting my students up to grade level expectations on the vast array of Common Core standards? I know they’re learning something- but their test scores look like maybe they took the CAASPP wearing a blindfold. I once heard a colleague lamenting that if she wanted her students to learn how to write argumentative essays, she could teach them traditionally in a few weeks. But if she had to do it in the context of PBL, those same skills would take two months. Compound that over the course of a school year, and you can bet students will miss out on a significant portion of the content they’re supposed to learn. An aim of my action research is to find the appropriate pedagogy to teach the content my students need to learn.
Prototypes... a conflict of interest?
As we’ve begun to analyze others’ capstones and ponder how we can apply sensemaking & design in our own capstone, I’m realizing it’s hard to practice what I preach. I want to be concise. But I just wrote 500 words about TPACK; it could have been more concisely communicated in a Venn diagram. Baggio and Clark make it clear that simplicity and brevity are key to quality instruction. However, as I reviewed model capstones, I kept noticing how very detailed and lengthy they were. I can do lengthy- but I don’t want to. I understand that as masters students, we need to demonstrate depth of learning. However, if we’re going to create something that’s actually useful to a wider audience, isn’t a thoughtful selection well-curated work more approachable than pages and pages of words? Also, I noticed that Homchick’s model capstone was by far the most memorable- not because of content, but because of how it was presented. This visual design of that particular capstone is a reminder of the importance of presentation.