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.