BLOG POST 3

Comprehensively justified the intellectual rigour and engagement behind the production of your artefact in the context of the QTM or another recognized model of pedagogy. 

The intended audience and users for this artifact can be categorized as ‘digital natives’ who are considered to be ‘native speakers’ or highly proficient of the digital language of computers, video games and the Internet (Prensky, 2001). They were born into a world where technology is heavily used and have grown to become an integral part of people’s lives. As a result, in order to promote students’ interest in learning, teachers have to learn to communicate in the language and style of their students (Prensky, 2001). Thus, by incorporating ICT into a lesson, pupils will be automatically engaged as the education received engages them on a personal level since the technology used is familiar to them and is part of their lives.

Hence, linking project-based learning that provides students with rather relatively challenging activities into the ICT lesson as compared to questions provided in stacks of worksheets in this digital age can provide pupils with the opportunity to engage through a more desirable medium of work, even if the tasks allocated are complex as they are genuinely interested in using computers as a tool to work with due to the interactivity, strong visual and audio aids. Hence, this provides students with the opportunity to extend their learning further without getting disinterested in studying.

The lesson presented may not be considered as a highly challenging task. It does however test pupils’ knowledge on the content taught in Unit 1. The final game also aims at retrieving students’ higher-order thinking as they attempt to apply their knowledge learned to current context, i.e. identifying lighting techniques in a current animated film.