The case I choose to study in this post is the one that describes a project created by an Argentinian Teacher, Digital Storytelling in Argentina. The project took place at Instituto San Francisco de Asís. In 2008 the EFL department started feeling that they needed to change the way they were teaching English in order to provide their students with better tools and opportunities to learn the language.
One of the main problems that they were experiencing is that by sticking to the coursebook and trying to finish it before the end of the year, they didn't have time to work on more interesting and empowering projects. So they decided to drop the coursebook and create a project based curriculum, where the projects were designed by teachers, taking into consideration their students interests. They opened a wiki (http://isfa.wikispaces.com/) to share the projects the different forms were working with.
The project that I am going to analyse was created with a group of students, aged 17. During this project students were divided in groups and had to recreate a part of Shakespeare's Midsummer Night's Dream using different tools, and recording their own voices for the animations.
According to the SAMR approach I think this project should be in the redefinition stage. While there is substitution, since they aren't writing an essay, but creating an animated presentation, I think the whole idea of the project is to re-interpret the play, and for the students to be able to show their own thoughts in an dynamic way.
Looking at the project from a TPCK point of view, this is my analysis:
Technological Knowledge: The wide range of tools used during the project, from wikis, to movie maker, require a certain technological knowledge, from the teacher and the students.
Pedagogical Knowledge: The pedagogical knowledge was necessary in order to organize the tasks. The teacher decided to organize groups in order to accomplish the goal, and the pre and post tasks.
Content: The content chosen for this task was the classical play Midsummer Night's Dream.
Regards,
Eugenia
One of the main problems that they were experiencing is that by sticking to the coursebook and trying to finish it before the end of the year, they didn't have time to work on more interesting and empowering projects. So they decided to drop the coursebook and create a project based curriculum, where the projects were designed by teachers, taking into consideration their students interests. They opened a wiki (http://isfa.wikispaces.com/) to share the projects the different forms were working with.
The project that I am going to analyse was created with a group of students, aged 17. During this project students were divided in groups and had to recreate a part of Shakespeare's Midsummer Night's Dream using different tools, and recording their own voices for the animations.
According to the SAMR approach I think this project should be in the redefinition stage. While there is substitution, since they aren't writing an essay, but creating an animated presentation, I think the whole idea of the project is to re-interpret the play, and for the students to be able to show their own thoughts in an dynamic way.
Looking at the project from a TPCK point of view, this is my analysis:
Technological Knowledge: The wide range of tools used during the project, from wikis, to movie maker, require a certain technological knowledge, from the teacher and the students.
Pedagogical Knowledge: The pedagogical knowledge was necessary in order to organize the tasks. The teacher decided to organize groups in order to accomplish the goal, and the pre and post tasks.
Content: The content chosen for this task was the classical play Midsummer Night's Dream.
Regards,
Eugenia
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