Week 6 and what is my driving question?

Much was said today about finding a driving question so that we can give students a reason to desire to learn about what we need to teach them. We take our driving question which is KLA and pedagogy based, decide on the activity types that we will use and then add ICT connectivity to hook and inspire our digital learners. Our PD driving question challenges teachers to consider their own understandings of the TPACK model by asking: “Are you struggling to effectively implement TPACK into your classroom teaching? Have you even heard of the TPACK model?” The presentation then continues to show one simple way to use the TPACK model to enhance and transform student learning. ICT’s used to answer our driving question include: Microsoft word, Microsoft Power Point, Windows Movie Maker, Google Docs, Email, Instant messaging, texting, Digital camera & video, the internet, Screen-cast-o-matic and then Camtasia, Voki and Extranormal as well as Goanimate.

…After viewing each other’s PD contributions it is time for improvements. We have each used almost 4 minutes each and this does not include adding transitions’ to WMM or the animations that Jake and I have created in 3 different programs. The animation voices are so far from engaging that deadly boring would be a better description & we can ill afford the length of time they take to speak as we can do it quicker and more enthusiastically. After all the rubric does say to be engaging! Hence we decided to include our animations in our blogs instead.

In answer to my other questions from last week I have discovered that: 1. While “students may disengage from math because of the difficulty with the subject…or simply from boredom.” (Stone, Alfeld & Pearson, 2008, p.769) that using a games based approach such as advocated by Prensky (2001) can reinvent math and make it  engaging as evidenced by the vast array of PC and online math skills based games. Just look at Mathletics – an online and evidenced based effective game that develops math skills (Doig, 2008). From Nickson (2000) we learn that,

“Children’s earliest mathematical experience is spatial in nature as they learn to understand size and to recognise 2D and 3D objects. Spatial ability is a major factor in children’s learning of geometric skills and concepts and can be nurtured though appropriate classroom activities (Nickson, 2000).”

Obviously spatial ability is important but can Technology enhance spatial awareness development? Well apparently “there are real educational advantages to playing games like Theme Park, Sim City… or Tetris- type games that encourages the development of spatial awareness” (Sanger, Wilson, Davies & Whital, 1997). If Sim City & Tetris can do all this than why not a program like Sketch Up that can also be used to meet many aspects of the Essential Learnings (QSA, 2007).

 For example, when Technology requires students “to generate design ideas that match requirements and communicate the details of their designs using 2D or 3D visual representations?” (QSA, 2007). Our instincts about these claims are indeed validated and evidence based. This means that we have the best chance of getting that “sweet spot” in the TPACK model that indicates synergistic learning can occur. So it’s full steam ahead with our PD!

References:

Doig, B. (2008) Mathletics: Does it enhance achievement in mathematics? Retrieved from http://www.independentschools.vic.edu.au/schools/research/mathletics _report_2008.pdf

Nickson, M. (2000). Teaching and learning mathematics 2^nd edition: A guide to recent research and its applications. London: Continuum Books. Retrieved from http://books.google.com.au/books?id=sEFxmS3pifMC&pg=PA48&dq=teaching+children+spatial+awareness&hl=en&ei=mUulTYfoIo7evQPY0pj9CQ&sa=X&oi=book_result&ct=result&resnum=5&ved=0CEQQ6AEwBA#v=onepage&q=teaching%20children%20spatial%20awareness&f=false

Sanger, J., Wilson, J., Davies, B., & Whital, R. (1997). Young children, videos and computer games: Issues for teachers and parents. London: The Falmer Press. Retrieved from http://books.google.com.au/books?id=Fa49AAAAIAAJ&pg=PA171&dq=teaching +children+spatial+awareness+using+computers&hl=en&ei=cVKlTf- rC4qivQOh3vT_ CQ&sa=X&oi=book_result&ct=result&resnum=10&ved=0CGgQ6AEwCQ#v=onepage&q&f=false

The State of Queensland - Queensland Studies Authority. (2007). Technology Essential Learnings by the end of Year 5.

Stone, J.R., Alfeld, C., & Pearson, D. (2008). Rigor and relevance: Enhancing high school students’ math skills. American Educational Research Journal, 45(3), 767-795.