For one of the two final assignments asked by our instructor, initially we have formed a group of four, two students from Ethiopia and two students from Indonesia. That was really a good combination for our collaboration work and I can say that we had a nice time to share our idea. To start our work, the first question what we had was to decide which topic that we can do. Finally we found that “Designing TPACK lesson plan” be convenient for us to explain more about both the Teacher’s professional development and lesson plan based on our context. The next day meeting was very much successful to more discuss and systematically organize our work after selecting the content and context. By the time, each group member had his own part to work on and to combine after awhile. To make our procedures more clear, I will try to briefly explain as follows:
The TPACK framework
During our design process, first we have clearly explained the TPACK framework based on Koehler & Mishra. The idea of explaining was to use TPACK as a model and then try to make it ready for our lesson plan design for the teacher, based on his competency and based on the context what we have already selected. In the TPACK framework, all the components, i.e. TK, PK, CK, TCK and TPK are briefly explained based on our topic. The teacher content knowledge to effectively present about “Earthquake”, his technological knowledge how to integrate computer and the Encarta 2008 software for the chosen content and the pedagogy which is collaborative and face to face learning has been analyzed in each component. In this case, an assumption was taken that the teacher has already prior knowledge on how to integrate the selected technologies for his lesson. However, we also proposed that there should be practical assessment need to take place before going through designing the lesson.
After analyzing the TPACK frame work, we have established our main goal which is “enable teachers to teach the topic earthquake in seventh grade learners by using Encarta premium 2008 particularly of using the Encarta Geography.” To meet our goal, we have tried to show different options as a technology, i.e. Web quest, YouTube, Wikipedia and Encarta 2008 and finally we have decided to design with an appropriate technology for our context which is Encarta 2008. Then, the Dick and Carey Design Model was what we have chosen as a generic and basic model for the design of our lesson.
The Context
To design TPACK lesson, we first select our context to be Ethiopia a place where limited technological resources are available. Our aim to choose such a context was to show the difference in technology availability, the school system and the overall conditions especially in developing countries. And then we found the country Ethiopia as a good example. Moreover, “The school of tomorrow” a private school found in Ethiopia, makes sense for our design since we have some practical information about it. Ethiopia is a country found in the eastern part of Africa near to equator, about 78 million people living, and a very limited technology infrastructure available.
Lesson design process
During our lesson design process, first we have decided the three conditions which are Before, during & After which can make sense to systematically describe main issues. In the first condition “During”, we have analyzed the objective of the lesson, the TK of teacher & students, the CK and PK of teacher. Not only is that, the pedagogy which is collaborative and face to face and the chosen technology also measured. Based on the assessment in “Before” , we have systematically described four series of lessons. Finally, we have selected one lesson as a pilot for complete design process based on the TPACK model with an assumption that, if the teacher gets support on designing one lesson, he can do the others.
The very relevant model that we as a group convinced to adapt for our implementation was Fisser (2006) model where the process can start from Pilot to broader context. We also have tried to analyze its complexity while coming in to practice. Then, in the “After” section, we have tried to analyze the evaluation process based on the idea of Harris and Hofer. On this regard, we have developed the rubric that will help as to evaluate the final impact of our lesson design.
Conclusion and Working with TPACK
This time we all in a group are very happy because we have finished our assignment on time and we are familiarize with the process of designing the lesson based on TPACK model. On this regard, I personally really very interested especially when I thought and feel a courage that I can apply it next in my country. We all four people in a group, working in a single topic but very wide concept was a very nice chance to share an idea each other. The time was not only to do the assignment but also the chance to exchange variety of ideas, to know each other more and to understand what the benefits of collaborative learning means.
The clear goal what we have stated initially was also a good direction for us where to go and how to organize each topics. Once we have sated our goal and clear schedule, it was very easy to share our work and to follow up each other.
The assignment in general was a nice ignition for me to go further with TPACK and to see more what the real situations in every educational context looks like. In addition, how technology can be selected and integrated, the context, the teacher competency, selection of pedagogy and the overall designing process. On this regard, it was a very good chance for me to visit several articles, literatures and different resources. And I myself feel so grateful that I was lucky enough to take advantage of this great course to work with TPACK. I think and I advice every student in CIMA who need to be the real professional in education should get involved in a course . The instructor has definitely had an impact on myself both personally as well as a professional, and I value everything that I have learned in this past course time. Thank You! Since you have given me the tools to be all I can be next.
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