The Problem
The problem that I encountered in my classroom with technology occurred with a research project that my students write and present each year. The only limitation with this assignment is that the topic must be based on Gandhi's quote, "You must be the change you wish to see in the world." From that, students are encouraged to think about a local, national, or worldwide problem that they truly want to see change. This has consistently been a valuable research project that has helped the students to look beyond themselves and their own needs. I am always impressed with the depth in which they explore their topics and what they learn from them. After all that researching, I feel it is important for the students to share with each other what they have learned about this problem and what solutions are possible. In the past, each student has created and presented a PowerPoint to share information about their paper. After two years of having presentations done this way, I learned that no matter how interesting the topic, all of us become bored after seeing slideshow after slideshow regurgitating information from their paper. I knew there had to be a better way to approach these presentations. The real educational problem faced is that students presenting and those viewing were not getting much benefit from the presentations. I wanted the presentations to be a meaningful learning experience for all involved.
The Solution
The solution to this problem was to have students create public service announcements (PSAs) to present the research as a problem that can be solved through public action. Such a project would be more authentic for both those presenting and those viewing. It also allowed students to be creative in their approach. They could combine a variety of methods, voiceover, video, text, music, and/or images, to get their message across. Each presentation was unique in both the topic and how it was presented, which created an engaging experience for viewers as well.
I knew this project would be considered successful if students were able to critically analyze the information from their research papers to create a public service announcement video that met the criteria I gave them. Another indicator of a successful project was, if all students, both creators and viewers were engaged throughout the presentations.
TPACK
How was technology used with the various types of instruction?
The flip camera and iMovie software were both introduced using a variety of pedagogical strategies. Initially, all students were introduced to both in class and through guided instruction, they got a basic idea of how the tools worked. After the initial class discussion, students were given time to explore the technological tools on their own or through collaborative learning when needed. This time to work hands on with the tools was crucial to gaining an understanding of how to operate them.
How does technology make the content more accessible to the students?
Without the video cameras and iMovie software, the students would not be able to create such moving PSA's. Really, the only other option for PSA's would have had to be through PowerPoint, which lacks the music, recording, and voiceover tools, or through live performances, which likely would not have been as moving. These two pieces of technology made it so that students could get their message across while making a lasting impression.
How do the pedagogical strategies make the content more accessible to those creating the PSA's?
The pedagogical strategies, guided instruction, independent, hands-on learning, and cooperative learning gave the students time and a way to analyze their research papers and decide on the most effective way to present the information to the public. By working with peers at times, they were able to discuss their ideas, and by working independently, they were able to create their own visions for demonstrating their research topic.
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