Of course I am going to do something with all the new Technologies in my own classroom. Because the children are really excited about learning English and they love learning about the world I decided to find a combination with those two subject. But how do I integrate the digital world into the project? How do I decide what we are going to do?
Voogt, et al, 2012 have designed a great theory about how to integrate technology. It is called the T-pack model. There are three circles that overlap in the middle.
Voogt, et al, 2012 have designed a great theory about how to integrate technology. It is called the T-pack model. There are three circles that overlap in the middle.
The blue circle is al about the content knowledge. It contains what you have to know about the subject as a teacher. The yellow circle contains the pedagogical knowledge, but you can read it being didactical knowledge. You have to know how you can teach the children the knowledge you want them to learn. A lot of subjects have their own way of being difficult, easy, interesting or strategies which you can use. The pink circle is al about the technology. What choices do you have, which tools do you know and how can you use them?
With this in front of me I decided to design the project.
With this in front of me I decided to design the project.
To make sure the project is a success we need to prepare the conversations in the classroom. The level of English the children speak is not that high. They are between the ages of 8 – 10 and haven’t had a lot of English lessons yet. So the English they know is what they have learned at home. So I need a plan to organize the project.
I decided we are going to start with the introduction of the project using Prowise. What are we going to do and how are we going to do it?
I decided we are going to start with the introduction of the project using Prowise. What are we going to do and how are we going to do it?
All the children got really excited immediately. They wanted to start straight away. So we thought about the questions we could ask them if we couldn’t just ask; ‘Where are you?’. All the questions we divided between groups and also what maps they have to look for.
This is what happened last Tuesday. Today is Friday and all the question are found and the maps are ready. They looked for them on the internet, used dictionaries and a atlas. I didn’t have to remind they had to finish everything in time, so we could practice before the first conversation. They just work really hard during their normal classes, so they had spare time at the end of the day to work on the project. They even came to me to ask if they could take the assignment home so they could work on it there and practice their English with their parents! This means voluntary homework!
This is what happened last Tuesday. Today is Friday and all the question are found and the maps are ready. They looked for them on the internet, used dictionaries and a atlas. I didn’t have to remind they had to finish everything in time, so we could practice before the first conversation. They just work really hard during their normal classes, so they had spare time at the end of the day to work on the project. They even came to me to ask if they could take the assignment home so they could work on it there and practice their English with their parents! This means voluntary homework!
Next Tuesday will be our first conversation and we are looking forward to it!
Voogt, J. Fisser, P., Tondeur, J., & Van Braak, J. (2012). Technological Pedagogical Content Knowledge (TPACK) - a review of the literature. Journal of Computer Assisted Learning 28(6), DOI: 10.1111/j.1365
Voogt, J. Fisser, P., Tondeur, J., & Van Braak, J. (2012). Technological Pedagogical Content Knowledge (TPACK) - a review of the literature. Journal of Computer Assisted Learning 28(6), DOI: 10.1111/j.1365