BLOG POST 1

Strategically identified the pedagogical context of the digital artefact and how it supports the chosen curriculum outcomes within a clearly presented pedagogical framework. 

 The teaching approach is focused on computer-assisted cooperative learning, i.e. using computers in a classroom through pair work. The strategy is considered to be effective as computers can be used as a tool to enhance cooperation between students, provide a shared workspace or point of reference for obtaining information and the development and exchanging of ideas (Killen, 2009).

 The effective use of ICT through this teaching approach also encourages more student interaction related to the task. For example, the SMARTBOARD lesson has been designed for students to assist each other when playing the interactive games. There is room for them to run through certain answers with each other before confirming them. Thus, the SMARTBOARD lesson can help pupils scaffold each others' learning. This also provides a safe and less pressurizing environment for the pupils to apply the knowledge learned, as opposed to teachers getting pupils to give the answers in front of a class (Daiute, 1985, cited in Christie, 1991).

 The snake and ladder game adds a competitive edge to the lesson since it allows up to four players. Furthermore, the games offered has an automatic check function for the correct answers, allowing learners to receive immediate response and improve on their comprehension as opposed to having to wait for a marked assignment.

 The syllabus document is from the Stage 4 and 5 Years 7-10 syllabus. The lesson also meets the outcomes below...

Outcome 3.10: Technologies, software and their functions appropriate for particular tasks in English Outcome 9.11: Film & media techniques used in representing people, places & events.
Outcome 11.4: Uses the language of the subject when engaging in learning.
Outcome 11.18: Appropriate technology for different purposes, audiences & contexts.

These outcomes support the metalanguage (specialist terminology), higher-order thinking (synthesizing of information and application it into the activity) and student direction (students exercise control over certain aspects of the task) elements of the QT framework.

BLOG POST 2

Strategically justified the role of the digital artefact within a logically sequenced set of activities/resources and explained how it facilitates quality teaching & learning 

The project is QT fabulous as it begins with and addresses the technical jargons of film making techniques that include visual and written explanations of how they work. Specifically, the lesson contains the definitions to terms that are common in film techniques and are aided with pictures and short video clips to represent and structure better meanings to the terminologies. This satisfies the metalanguage element. In addition, the final activity of the lesson places students in a position where they have to engage in some higher-order thinking as they have to find what techniques are being used in a video clip from a current film and which part of the scenes are the techniques being incorporated in.

This requires learners to apply their knowledge of film techniques into an actual film. In addition, pupils are given the freedom to control the pace at which they learn and scaffold the content in the first unit and eventually to the completion of the interactive games that are intended to assess their knowledge. This allows space for student direction as pupils are not being ‘forced fed’ with information which they have to learn at a certain period of time. Instead, they get to learn the content according to the pace that they’re comfortable with. Furthermore, they have the flexibility to return to previous slides for revision, without having to fear of missing out on a teacher’s instructions or explanations in a traditional classroom.

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.

BLOG POST 4

Insightfully evaluated a key learning moment from your project work as it informs teaching & learning.  

A key learning moment from the project work was my experience with using the SMARTBOARD software. As I progressed on through my project and embedded more pictures and flv files, the software tends to crash continuously, which makes accomplishing the simplest of task challenging. I realized that the software might not be able to take in too many files, particularly those that are large such as HD quality videos. It slows down the rate of when the images, words and animations would appear.

 In a classroom situation, I could lower the quality of the videos when using the software and not upload images that take up too much memory. If necessary, I would insert a hyperlink in the SMARTBOARD slides that will redirect students to ‘youtube.com’ or other websites. In doing so, the quality of the videos to be shown in class will not be compromised and students can benefit with a much better visual and sound aid. The same solution applies to the images. Alternatively, images can also be reformatted in size or edited to take up lesser memory and prevent unnecessary and inconvenient crashes with the software.

BLOG POST 5

Critically identified the conceptual and technical learning insights and the problematic nature of the learning (including how you accessed digital devices and software to create new learning). 

 Working through a ‘Project Based Learning Project’ in a group environment has provided me with opportunities to learn different types of technologies and explore web 2.0 tools. The project included short video clips to demonstrate certain camera and lighting techniques. This was achieved by using screenr. A video clip from the animated film, Madagascar was also embedded in the project by using keepvid.com. I encountered several problems in incorporating this video into the SMARTBOARD lesson due to the file format. As a result, I had to convert the file into an ‘flv’ format instead of an mp4 format in order to get it successfully included and played in the lesson. I managed to derive at this solution by doing several google searches and also inquiring with my group mates who assisted. There is also a google document that was created for my teammates and I to share information on the kinds of software that can be utilized for the assignment and the process of using it. In addition to the software used, I’ve also managed to locate an external programme online, wordsearchfun.com that allowed me to create a new word search activity for students to work on and included it into the lesson. In terms of hardware, my group mates and I documented a video together. We used a rather excellent camera and a tripod that allowed us to capture certain scenes steadily. It was indeed an effective tool to use. The video was then edited using windows moviemaker where certain ‘bloopers’ had to be cut out.

BLOG POST 6

Critically evaluated the way in which your understanding of multiliteracies and the selection of ICT related activities supports the development of your Technological Pedagogical Content Knowledge.

Multiliteracies refer to a shift from the dominant written print text to acknowledge the many varied ways that literacy is practiced in the new millennium (New Literacies & Classroom Practice, n.d.). It includes semiotic codes that consist of linguistic, visual, audio, gestural and spatial meaning and the multimodal patterns of meaning, i.e. a combination of all the codes, as suggested by the New London Group (Cope & Kalantzis, 1996 cited in New Literacies & Classroom Practice, n.d.).

From my understanding, the project fits this approach as the content is delivered in such a way that incorporates combinations of these semiotic codes in digital contexts. It encompasses the TPCK framework where there is integration between Technology, Pedagogy, Content and Knowledge (Mishra & Kochler, 2006).

 In terms of content, the lesson is designed for students to learn the metalanguage surrounding film techniques, its functions and purposes in a movie. This is aimed at elevating pupils’ knowledge in the content area. In pedagogy, the lesson is rather student-directed as they have the freedom on the pace of completing the lesson while the teacher acts more of a facilitator in class. In addition, the manner in which the lesson is presented through technology complements the other components and is a combination of multiliteracies, particularly the images which provide visual aid in representing the terminologies, video clips that show visual and audio explanations to the jargons, particularly in giving meaning to students’ understanding and interactive games that aim at assessing their comprehension. 

This helps me understand the idea of multiliteracies as a concept that influences the way learning happens, its setting and is considered as a diverse way of providing meaning to a lesson. It is indeed a more dynamic approach to teaching a class and creates better depth in learning.

BLOG POST 7

Comprehensively discussed at least 2 social impacts on students’ learning, making explicit links with your project’s rationale. 

The topic on film techniques covered in the project can have at least one social impact on students. Students may develop a greater appreciation for the complexities and intricacies that go into filmmaking as they gain greater awareness on the fundamentals that go into shooting a scene. Also, the content has been linked to a current film that students are familiar with and can relate to. The animated film, Madagascar, is not only a great example to illustrate film techniques but is also an entertaining, non-monotonous resource to use. It complements the lesson as pupils can observe it from a different perspective, i.e. instead of only following the story, pupils may begin to decipher the different film techniques deployed in creating the movie.

Another social impact is the benefits of using ICT to deliver the lesson on film techniques. The project complements integrating special-needs children such as students with dyslexia, into regular classes. In addition to the availability of the entire range of alphabets on the keyboard which reduces the time needed to remember the right letter shape, the privilege of being able to rearrange, drag and type out answers into the correct blanks or boxes and receive immediate advice from the corrector function can assist in alleviating certain difficulties which these students may face in a regular class. It can also help these pupils understand the content better without getting over consumed by the fear of making mistakes when writing. This also assists in creating a more positive learning environment for the students where they can be more self-reliant as well.

REFERENCE LIST

Reference List

Christie, F. (1991). Teaching literacy: A project of national significance on the preservice preparation of teachers for teaching English literacy. Department of Employment, Education and Training, 1, 212-215.

Killen, R. (2009). Effective teaching strategies: Lessons from research and practice (5th ed.). South Melbourne: Green.

Mishra, P. & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher’s knowledge: Teachers College Record.

New Literacies & Classroom Practice,. (n.d). Retrieved from http://www.newliteracies.com.au/what-are-new-literacies?/138/ Prensky, M. (2001). Digital Natives, Digital Immigrants. MCB University Press, 9(5).