Friday, April 8, 2011

Week 6 - PD Journey Take 3

Plan of attack for PD Video: 
We decided to split the load as follows:-
Stacey: 
Scott:
  • Record steps on how Google Earth was used to record the First Fleet's journey, using a program like CamStudio.
  • Use Audacity to record voice overs of the steps.
Me:
  • Developing an assessment item.
  • Benefits of using Google Earth.
  • Teacher's pedagogy in using in the classroom.
  • Conclusion: Old v's New ... What are you gonna do?


Technological Pedagogical and Content Knowledge (TPACK): 

Harris and Hofer (2009, p.99) state that TPACK is the intersection of teachers' knowledge of curriculum content, general pedagogies, and technologies (see Figure below).


Together, we have combined our knowledge to create our own TPACK for the First Fleet's journey assessment:-

Technological Knowledge
Pedagogical Knowledge
Content Knowledge
Information and Communication Technologies (ICTs) Cross-curriculum priority by the end of Year 5 (QSA, 2007. ICT):
Inquiring with ICTs:
·    Identify the inquiry focus and match appropriate ICTs and possible digital information sources and ways of gathering data and information.
·    Evaluate the data and information gathered for usefulness, credibility, relevance and accuracy.
·    Reflect on and analyse how ICTs have assisted in meeting the inquiry purposes and in developing new understandings.
Creating with ICTs:
·    Express and represent ideas, information and thinking.
Operating ICTs:
·    Experiment with operational processes and use the basic capabilities of a range of ICT devices.
·    Access appropriate network, personal system and device information.
·    Reflect on and analyse their operational skills and identify ways to improve their effectiveness.

Programs available for use:
·    Google Earth
·    CamStudio
·    Audacity
·    Word
·    PowerPoint
·    MovieMaker
Our steps in developing an assessment item (using Harris and Hofer’s Five Basic Instructional Decisions):-
Step1: Learning Goals: recreate the First Fleet’s journey to Australia.
Step 2: Pedagogical Decisions: The steps in this inquiry learning model are: tuning in, deciding directions, organising ourselves, finding out, sorting out, drawing conclusions, considering social action, and reflection and evaluation.
Step 3: Activity Types: Read text (various sources: books, web sites); create a timeline; create a map; generate an historical narrative; create an illustrated map; do a presentation.
Step 4: Assessment Strategies: Diagnostic: determine prior knowledge of the First Fleet. Formative: gauge students’ progress through their creation of a timeline and a map. Summative: Historical narrative, illustrated map and presentation (to be created using ICTs).
Step 5: Tools & Resources: Web pages, books, Word or Google Docs, Google Earth, PowerPoint, MovieMaker or iMovie, Audacity.
Studies of Society & Environment (SOSE) Essential Learnings by the end of Year 5 (QSA, 2007. SOSE):
Ways of Working:
·    Collect and organise information and evidence.
·    Evaluate sources of information and evidence to determine different perspectives, and distinguish facts from opinions.
·    Draw and justify conclusions based on information and evidence.
·    Communicate descriptions, decisions and conclusions, using text types selected to match audience and purpose.
Knowledge & Understanding: Time, continuity and change:
British colonisation of Australia is connected with particular events and changes, including ... the landing of the First Fleet.


Developing an assessment item:
Harris and Hofer (2009. p.100) describe the five basic instructional decisions when planning a particular learning event:-
    • “Choosing learning goals.
    • Making practical pedagogical decisions about the nature of the learning experience.
    • Selecting and sequencing appropriate activity types to combine to form the learning experience.
    • Selecting formative and summative assessment strategies that will reveal what and how well students are learning.
    • Selecting tools and resources that will best help students to benefit from the learning experience being planned.”

Our steps in developing an assessment item:-

Step1: Learning Goals: recreate the First Fleet’s journey to Australia.
Step 2: Pedagogical Decisions: Use an inquiry learning model, such as that used in Victoria in the Social Education Framework P-10 (Ministry of Education Victoria, 1987 as cited in Marsh, 2008. pp.202-203). The steps of inquiry in this model are: tuning in, deciding directions, organising ourselves, finding out, sorting out, drawing conclusions, considering social action, and reflection and evaluation.
Step 3: Activity Types: Read text (various sources: books, web sites); create a timeline; create a map; generate an historical narrative; create an illustrated map; do a presentation.
Step 4: Assessment Strategies: Diagnostic: determine prior knowledge of the First Fleet.
Formative: gauge students’ progress through their creation of a timeline and map.
Summative: Historical narrative, illustrated map and presentation (to be created using ICTs).
Step 5: Tools & Resources: Web pages, books, word or Google Docs, Google Earth, PowerPoint, MovieMaker or iMovie, Audacity.

This assessment piece caters to differentiated learners, ranging from an E student being able to create a timeline and map on paper, to a C student being able to create all products at a basic level. An A student would be able create all products at an excellent level.

Benefits of using Google Earth:
Through this assessment piece we are providing students with 21st Century Skills through (Metri Group, 2003. pp.2-3):

"Digital-Age Literacies: Technological Literacy; Visual Literacy; Information Literacy; Multicultural Literacy; Global Awareness.
Inventive Thinking: self-direction; creativity.
Effective Communication: teaming and collaboration; personal responsibility; social and civic responsibility.
High Productivity: prioritising, planning and managing for results; effective use of real-world tools; ability to produce relevant, high-quality products."

Teacher's pedagogy in using in classroom:
An inquiry learning model, such as that used in Victoria in the Social Education Framework P-10 (Ministry of Education Victoria, 1987 as cited in Marsh, 2008. pp.202-203), can be used as follows:-


Questions
Steps of Inquiry
Activities
Why should we investigate this?

What do we already know?
Tuning in: identifying and defining the issue. This involves activities designed to:
·      Generate interest.
·      Establish current knowledge.
·      Draw on past experiences.
·      Identify possible aspects for investigating.
Examining an artefact or document.

Studying maps, photos, posters, cartoons.

Word associations.
What guess could we make about ...?

What do we want to focus on?
Deciding directions: formulation of hypotheses. Involving:
·      Choosing a focus.
·      Extending the scope.
·      Identifying and refining questions.
Brainstorming for suggestions.

Identifying questions to guide activity.

Developing tentative explanations.
How can we plan to do it?

What type of information do we need and how do we find and collect it?
Organising ourselves: An approach to the inquiry is crucial and relates closely to the Deciding directions stage.
Creating an individual project.

Locating resources.

Drawing a time-line.
Who, what, where has/is information we can use?

How relevant or  useful is this information?
Finding out: The collection of data is not an end in itself, but a means towards developing understandings.
Books.

Collecting and analysing maps and charts.

Evaluating primary sources, case students etc.
How can we categorise this information?

Does the information change our view of the issue?
Sorting out: Data collection, processing and analysis; refining the issue. This involves:
·      Organising and presenting data.
·      Forming or modifying concepts through classification strategies.
·      Comparing and contrasting findings.
·      Discussing the issue and hypothesis.
·      Evaluating.
Recording impressions through art, music, drama.

Drafting and editing.

Making and interpreting graphs, charts and diagrams.

Assessing validity of sources of information.

Using computer simulations and databases.
What can we now say about ...?

What evidence do you have to support this?
Drawing conclusions: requires students to express their understandings and communicate them to others. This involves:-
·      Interpreting information.
·      Developing and modifying generalisations.
·      Explaining similarities and differences.
·      Establishing connections.
·      Confirming, rejecting or modifying hypotheses and predictions.
·      Reformulating propositions.
Make a model or mural.

Writing a story.

Making a video or audiotape.
How might we make others aware of what we know?

How can we contribute to, or influence decisions made, in the community or society?
Considering social action: requires students to be active in decision making during their inquiry and at its conclusion. This involves:
·      Identifying action that could be an outcome of the inquiry.
·      Implementing if appropriate.
Involving students in decision-making at various stages.

Negotiating how the investigation will be conducted.

Presenting findings to wider audiences.

Class projects.

Reflection and evaluation





References:

Harris, J., & Hofer, M. (2009). Instructional planning activity types as vehicles for curriculum-based TPACK development. In C.D. Maddux, (Ed.). Research highlights in technology and teacher education 2009 (pp. 99-108). Chesapeake, VA: Society for Information Technology in Teacher Education (SITE).

Marsh, C. (2008). Studies of society and environment: Exploring the teaching possibilities. (5th ed.). Frenches Forest, N.S.W.: Pearson.

Metiri Group & Learning Point Associates (2003). enGauge 21st century skills for the 21st century learners.

Queensland Studies Authority (2007). Information and communication technologies: Cross-curriculum priorities by the end of year 5. Retrieved from http://www.qsa.qld.edu.au/downloads/early_middle/qcar_ccp_ict_yr5.pdf

Queensland Studies Authority (2007). Studies of society and environment: Essential learnings by the end of year 5. Retrieved from http://www.qsa.qld.edu.au/downloads/early_middle/qcar_el_sose_yr5.pdf
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