Incorporating technology into a meaningful way requires a combination of our knowledge of content, pedagogy, and how to combine those with technology. This integration may also require some “repurposing of technology”, which means using unconventional platforms for pedagogical purposes. (Mishra & Koehler, 2009). Prior to reading about TPACK, my department and I drafted a lesson plan in which our students were to produce a podcast. This came after years of using episodes of This American Life in the classroom as supplements. Additionally, the podcast medium was exploding in access and popularity. What started as an extension of talk radio, the pinnacle of uncool, was now becoming a part of the lives of people both young and old. We conceptualized the lesson to happen after we listened to season 1 of Serial. We use Serial as a text that leads into a discussion about our role as a juror and contemporary issues within the justice system. Despite having a clear thematic focus for Serial, we wanted to open the podcast to any of their hobbies and interests. We assumed they would have more enthusiasm for the lesson if they could talk about the things that they love. While we were using the technology as an element of buy-in, we also saw this as an opportunity for our students to understand the creative process, connect it with writing fundamentals, and consider the ramifications of publication in public spaces. While podcasts can be educational, we wanted to repurpose the technology to provide a platform for students to “write”. We saw the value in outlining, organization, and presentation and felt that podcasts were the perfect opportunity to extend conversations that would normally happen with essay writing to this new technology. Having enrolled in gradschool and read several articles on technology and its integration into technology, I was taken by Renee Hobbs’ list of the 5 core competencies as fundamental literary practices and how they apply to the podcast lesson. These five core competencies include: access, analysis, creation, reflection, and action. The first, access, appears to be well-developed. Students do use technology for self-expressions, they have choice, and they are respected on their journey through research and creation. Most topics are welcome, and technology drives decisions. The second, analysis, is also present. The students are their own guide for the creation and recording process. They are pushed to obtain a diversity of voices, move outside the walls of the school, and tap into an aspect of their lives that makes them “feel alive”. Next, we have creation, which does see them considering their audience. They are to publish and share their work, incorporate creative sound effects, performance, etc. Creativity within the limitation of audio is always a challenge, and always a conversation between the students and I. However, the last two elements, reflection and action, are less developed. Yes, they do reflect on their audience and how to present their ideas, but often their topics are not connected to bigger ideas beyond their personal connections. Some additional guidance could get the students thinking beyond their personal experiences with their topic, and to how others engage in the same content. Even my example could benefit from this and help to ignite that conversation. We begin with conversations that tap into the idea of action, but often their podcasts do not. Again, much like reflection, they often analyze their topic through their life experience and personal lens only. This framework does ask a lot of young people, and while I can be critical of their lack of understanding of the outside world and “big” issues, I remember myself as a self centered young person. 21st Century learning requires so much of a global perspective, but we must start that process of understanding at a young age. I look forward to revising the lesson to have a more mindful conversation about how the student’s topics can be connected to the broader world around them. I often say that English class is the most important because it is all about teaching empathy, and modeling that with this assignment is the first step to getting them to think more broadly about education both in, and outside, of the classroom. References:
Hobbs, R. (2011). Digital and media literacy: Connecting culture and classroom. Corwin/Sage. McGregor, D. (2021, March 6). Welcome to the Harvest Phase (No. 1) [Audio Podcast]. The Harvest Phase https://anchor.fm/david-mcgregor9/episodes/Welcome-to-the-Harvest-Phase-erd13b Mishra, P., & Koehler, M. (2009, May). Too cool for school? No way! Using the TPACK framework: You can have your hot tools and teach with them, too. Learning and Leading with Technology, 36(7), 14-18.
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David McGregorI am an English teacher and cat lover from Genesee County, Michigan who is eager to learn new things. Archives
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