Theoretical Framework
The oral digital storytelling project is situated within the principles of the TPACK framework. Koehler, Mishra, and Cain (2013) contend that the principles of the TPACK framework are enacted when knowledge of technology, pedagogy, and content are integrated and intersect with one another. Technology must interact with content knowledge and with pedagogical knowledge in meaningful ways.
Firstly, technological content knowledge (TCK) is “an understanding of the manner in which technology and content influence and constrain one another” (Koehler et al., p. 16). Koehler and Mishra argue that teachers need to understand more than just the subject matter but also have a deep understanding of the technologies that are best suited to address the subject matter. The technology that is utilized in this project is directly enabling students to meet the content objectives of this project.
Secondly, Koehler et al. highlight the importance of technological pedagogical knowledge (TPK). TPK is an understanding of “how teaching and learning can change when particular technologies are used” (Koehler et al., p. 16). The oral storytelling project is designed for students to work collaboratively to assess their own work and the work of their peers. This is being support by the use of interactive Web 2.0 technologies. Nelson, Christopher, and Mims (2009) note that “to teachers who have well developed TPACK, Web 2.0 is an additional set of tools and resources to be us when facilitating student learning” (p. 62). The Web 2.0 tools used in this project allow leaners to collaborate and solve problems. Furthermore, pedagogical practices such as collaboration with peers and scaffolded learning opportunities are used in conjunction with technology in this project.
Finally, technology, pedagogy, and content knowledge (TPACK) is the understanding that emerges from the “interactions among content pedagogy, and technology knowledge” (Koehler et al., 2013, p. 16). Further Nelson et al. comment that the TPACK framework is an understanding that “quality teaching and learning do not occur when the three knowledge bases exist separately, but that meaningful and engaged learning happens when there is an interplay and relationship among the three” (p. 82). The oral storytelling project aims to merge all components of the TPACK framework purposefully. This project uses technological tools like Google Slides, videos, and VoiceThread to enhance content knowledge and pedagogical practices.
Below are the list of objectives for this project plan and the pedagogical techniques and technology that is used together to meet the objectives of this project.
Objective 1 – Students will experiment with different ways of exploring and developing stories, ideas, and experiences
Firstly, technological content knowledge (TCK) is “an understanding of the manner in which technology and content influence and constrain one another” (Koehler et al., p. 16). Koehler and Mishra argue that teachers need to understand more than just the subject matter but also have a deep understanding of the technologies that are best suited to address the subject matter. The technology that is utilized in this project is directly enabling students to meet the content objectives of this project.
Secondly, Koehler et al. highlight the importance of technological pedagogical knowledge (TPK). TPK is an understanding of “how teaching and learning can change when particular technologies are used” (Koehler et al., p. 16). The oral storytelling project is designed for students to work collaboratively to assess their own work and the work of their peers. This is being support by the use of interactive Web 2.0 technologies. Nelson, Christopher, and Mims (2009) note that “to teachers who have well developed TPACK, Web 2.0 is an additional set of tools and resources to be us when facilitating student learning” (p. 62). The Web 2.0 tools used in this project allow leaners to collaborate and solve problems. Furthermore, pedagogical practices such as collaboration with peers and scaffolded learning opportunities are used in conjunction with technology in this project.
Finally, technology, pedagogy, and content knowledge (TPACK) is the understanding that emerges from the “interactions among content pedagogy, and technology knowledge” (Koehler et al., 2013, p. 16). Further Nelson et al. comment that the TPACK framework is an understanding that “quality teaching and learning do not occur when the three knowledge bases exist separately, but that meaningful and engaged learning happens when there is an interplay and relationship among the three” (p. 82). The oral storytelling project aims to merge all components of the TPACK framework purposefully. This project uses technological tools like Google Slides, videos, and VoiceThread to enhance content knowledge and pedagogical practices.
Below are the list of objectives for this project plan and the pedagogical techniques and technology that is used together to meet the objectives of this project.
Objective 1 – Students will experiment with different ways of exploring and developing stories, ideas, and experiences
- Videos to explore different ways to develop stories
- Google Slides to brainstorm different reasons to tell a story
- Videos to explore a variety of stories
- Google Slides to brainstorm different story ideas
- Checklist to examine the components of a good narrative
- Collaborative group work to assess different digital stories
- Storyboard on Google Slides to help students create narratives with a logical sequence
- Sentence frames and stems to help students organize their work
- VoiceThread to record their narratives
- VoiceThread to share their narratives with their peers and teachers
- Rubric to evaluate their work and the work of their peers
- Sentences frames to help with sentence structure
- VoiceThread will allow learners to revise and edit their personal narratives as well as opportunities for teacher to provide feedback with respect to sentence construction
- Rubric presented on VoiceThread also addresses sentence structure
- VoiceThread will allow students to hear their voice and make improvements
- Teacher feedback on VoiceThread will help students achieve this objective
- VoiceThread will enable students to listen to their peers work and offer suggestions for improvement
- Students will work together to help each other refine their work