Wicked Problem Project (Standards 3 & 4, Goal 1)
The Screencast for the project is below. To view the full blog posting, including some of the text for the TPACK framework, please click here.
Artifact Commentary
The Wicked Problem Project was the major project for CEP 812, which I took in the summer of 2011. The project dealt with a problem of practice in our classroom. The artifact I am presenting is merely the culmination of many little parts. We were required to post progress to our blog periodically, with given requirements, and then combine revisions and all elements into a final blog posting, using some sort of media. I elected to use a screencast, using Screencast-o-matic, and then uploaded the video to YouTube.
My problem of practice dealt with the idea of creation in the music classroom. I make reference to the Michigan Benchmarks and focus on the second benchmark with deals exclusively with creation. I implemented podcasting with a small group of students as my solution.
This artifact is my best usage of any type of conceptual framework. The requirement for the project stated that our solution to the problem of practice needed to be based in the TPACK framework. We had to then analyze the different elements of TPACK and show how they played into our solution. After the second blog posting (dealing mostly with TPACK), my instructor suggested revisions, which I then incorporated into my final product. This conceptual framework fits perfectly into the third Standard more than anything else I’ve done during the program. Prior to CEP 812, I had been briefly introduced to TPACK, but had never had to construct any type of unit, exclusively using it’s framework. This project provided a challenge, as I had to not only think about the content that was being delivered, but also the pedagogical methods being used and the benefits and limitations of the technology being utilized.
In addition to working with the conceptual framework, the final part of the project required a large amount of reflection. We had to look back for bumps in the road and areas that will need another looking at before implementing again in our classrooms. As nothing ever goes flawlessly the first time, I had my share of moments to reflect on. The reflection, however, will serve as a tool in hopes that the next implementation, hopefully this fall, will go smoother.
My problem of practice dealt with the idea of creation in the music classroom. I make reference to the Michigan Benchmarks and focus on the second benchmark with deals exclusively with creation. I implemented podcasting with a small group of students as my solution.
This artifact is my best usage of any type of conceptual framework. The requirement for the project stated that our solution to the problem of practice needed to be based in the TPACK framework. We had to then analyze the different elements of TPACK and show how they played into our solution. After the second blog posting (dealing mostly with TPACK), my instructor suggested revisions, which I then incorporated into my final product. This conceptual framework fits perfectly into the third Standard more than anything else I’ve done during the program. Prior to CEP 812, I had been briefly introduced to TPACK, but had never had to construct any type of unit, exclusively using it’s framework. This project provided a challenge, as I had to not only think about the content that was being delivered, but also the pedagogical methods being used and the benefits and limitations of the technology being utilized.
In addition to working with the conceptual framework, the final part of the project required a large amount of reflection. We had to look back for bumps in the road and areas that will need another looking at before implementing again in our classrooms. As nothing ever goes flawlessly the first time, I had my share of moments to reflect on. The reflection, however, will serve as a tool in hopes that the next implementation, hopefully this fall, will go smoother.