WPP Part B - Application of TPACK

Application of TPACK within my Wicked Problem Project

The technology I chose for the WPP was developing teacher skills in using the SMART Board (interactive whiteboard) as a student interactive tool. WIthin my building, almost all classroom are equipped with a SMART Board; however, students are not having the same experiences using the board from classroom to classroom or grade to grade. The methods that I chose to implement are directly related to what I see as being needed to support the teachers in making this transition. The "direct" mini-workshop approach is needed for the teachers who need to the visual of the SMART Board in use. I wanted the teachers to feel a little more in control of the sessions and planning; therefore I incorporated the use of a survey to poll them on there needs and what they want to learn. I also used this tool as a way for the staff to reflect and assess on their strengths with using the SMART Board.

The use of the interactive whiteboard technology (IWB) creates so many classroom possibilities and allows for various presentation methods. The use of the IWB allows for opportunities to engage the recognition, strategic, and affective networks which are the principles of Universal Design for Learning. By engaging these principles, all students will be able to participate and engage in the lessons. Using the IWB to display information, such as videos, websites, photos, the recognition networks will be engaged. I find that with my students, just the mere fact that the SMART Board is larger than they are, helps them focus on the content. Developing a graphic organizer or manipulating data for a meh problem would incorporate the strategic networks. Lastly, using the IWB to create excitement over a topic or allow the topic to become "real" related to the affective network.

The pedagogical choices for the WPP create an accessible learning environment. The solution (WPP plan) utilizes various assessment and teaching strategies. The mixture of direct instruction, time for reflection, peer modeling, and model lessons allow for all individuals to be involved as well as choose which learning method would be best for them. With the direct interaction, the staff will see how the basics of the SMART Board and be able to ask questions. The survey allowed for staff to reflect on their own needs and relay needs on an anonymous basis if they chose to do that. I think this is important for some people who are interested in learning, but are afraid to say they might need help. (Yes, there are still people out there!) The peer modeling and model lesson were something that I think is necessary to truly understand how integration of an IWB can happen. I foresee these are the two sections of the plan will be the most uncomfortable for staff.