Individual reflection on the design process-

Individual reflection on the design process

In this reflection, the final assignment “The design of a lesson based on the TPACK framework” specifically “Technological Knowledge” in TPACK model will be analyzed.

The process of designing a course as an educational designer and working with TPACK:

For the final assignment, as a group, our starting point was Technological Knowledge(TK) in TPACK model which has basically three knowledge bases (Technological knowledge, Pedagogical knowledge and Content knowledge). Technology-enhanced learning enables the learners to connect to others as well as continuous access to learning resources. As Moonen (2001) states with TPACK model, flexibility of technology mainly refers to as combination on information and communication technologies. In this final assignment, the technology chosen for the final assignment was “Gaming”. The starting point was “Technology” instead of pedagogy in TPACK model, therefore while choosing our game, Geo-Challenge, the criteria was the chosen game should contain both technology and game. Geo-Challenge is an online free game and any “Facebook” user can play it by signing in their accounts and adding the “Geo-Challenge” application.

With respect to TPACK model, the content of the designed course is English and also Geography has been set a subordinate subject. In the process of working with TPACK, first Technology Knowledge has been set by choosing the appropriate game and then setting the Content Knowledge by choosing English as content and Geography and finally appropriate pedagogical approach needed to be chosen. In the designed lesson, “Inquiry Learning” was chosen as a main pedagogical approach because of the content of Geography requires to be acquainted with countries and well-known landmarks in these countries. In addition, in the classroom activities “Cooperative Learning” was also used.

By starting from Technological Knowledge component of TPACK and continuing with Content Knowledge and Pedagogical Knowledge, a lesson plan has been prepared. In the lesson, the main goals and sub-goals which are expected to achieve by the students at the end of the lesson, has been set clearly. After clearly setting the goals of the 2-lessons, activities which will be used during the lesson have been stated. And then the game “Geo-Challenge” will be played by the students.
Since the game Geo-Challenge contains the two main parts of the TPACK model, technology and content, it relatively takes the highest amount of class time (approximately 1/3 of whole course), and the activities were coherently arranged to achieve the goal set.

Individual reflection on the design process- cont'd

Opportunities and Challenges of Flexibility and Implications for instructors:

In order to provide a flexible environment in the lessons, the teacher is provided with number activities and the game “Geo-Challenge”. In addition to that, the teacher is supported before, during and after the lesson.

Before lesson, the teacher can be supported by ICT coordinator about the use of game in the lesson. For content support, the teacher can be supported with the help of his or her collogues. For pedagogical knowledge support, the teacher can be supported with department head or colleagues. The teacher can get support about selection of motivating factors, methods that engage students in gaming such as role play and inquiry learning.

During lesson, the teacher is able to get technological support from ICT coordinator, in case there are problems such as some computers may not be able to connect to the Internet. In terms of pedagogical support, the colleagues of the teacher will observe the lesson.

After lesson, the teacher can be supported with extra help from ICT coordinator for technological support. Pedagogical support can be provided with the feedback from the other teachers who observed the teacher during the lesson. For the content support, the discussion with other teachers will provide for better way of improvement on content knowledge.

For this study, flexibility can be seen as limited for the teachers since most of the things s/he has to follow have been stated in the lesson plan. We proposed a Game “Geo-Challenge” to be used by the teacher. In addition, activities and even in “warm-up” and “wrap-up” parts have been provided to the teacher. Therefore, the teacher may not feel flexible in the application of this design of lesson.

Implications for the teachers, in order for teachers to accomplish a successful implementation of the designed plan, integrated support (Technological Knowledge, Pedagogical Knowledge and Content Knowledge) has been provided. First, context has been analyzed and a broader perspective of TPACK model has been provided. Based on this process, the designed lesson plan first integrates all the suggestions from pedagogical and content support, and then technological support is also incorporated, which makes the revised lesson plan more feasible and usable by the other colleagues. The designed course has the potential to bring improvement in English teaching as well as creates a ripple effect on the whole school.





Conclusion:

The designed lesson based on starting from Technological Knowledge in TPACK model. Whole lesson plan, support and analysis of context created on TPACK model. Although during the designed lesson, most of the support has been provided, it still needs to be improved with a broader environment. Another lack can be due to the sizes of the three knowledge bases the teachers have and relevant support should be given carefully.

References:

Collis, B., & Moonen, J. (2001, second printing 2002). Flexible learning in a digital world: Experiences and expectations. London: Kogan Page.