WPP: Part B - Application of TPACK

Wicked Problem of Practice: The Kindergarten Font

Part B: Application of TPACK

TPACK is the intersection of Technological Knowledge (TK), Pedagogical Knowledge (PK), and Content Knowledge (CK). TPACK is the "sweet spot" where new kinds of knowledge are found. An ideal lesson or material strives to reach the intersection of TK, PK, and CK. This is commonly referred to as the TPACK framework or method. 

For the second part of my Wicked Problem of Practice, I am considering how "The Kindergarten Font" falls into the TPACK framework. For this post, I will describe how I will reach the "sweet spot" by using technology to solve my problem of practice.  

To review, my problem of practice is the need for a font that accurately represents print handwriting. Kindergartners, especially, need a font that correctly represents their writing. Most early childhood educators, like Kindergarten teachers, use "Comic Sans". "Comic Sans" is a popular font, but still does not provide a true representation of 1, 4, 8, and 9.

For my solution, I will create a font called "The Kindergarten Font". I chose an application for my iPhone to create the font. The technology is called MyRealFont. This is a web-based technology available on Android, iPhone, Samsung Apps, and Windows 8.  

MyRealFont is the car that is going to get me where I need to go. Without this technology I would not be able to accomplish the objective of this problem of practice. By creating a font with web-based technology, I can easily download it, distribute it, and use it. MyRealFont allows anyone to turn their handwriting into a usable font. Once I create “The Kindergarten Font”, teachers can use it on a tablet, a computer, or anywhere!

The creation of The Kindergarten Font addresses each of the TPACK objectives: technological, pedagogical, and content. 

First, I will evaluate my problem of practice from a pedagogical standpoint. The solution of creating The Kindergarten font makes the content more intellectually accessible in the following ways:

• Project based (reading and writing projects that incorporate print text that matches written text);
• Writing assignments (students create writing pieces from reading from The Kindergarten Font);
• Active learning (using KWL assessment charts by using The Kindergarten Font to extract information, represent letters and words to reproduce, and summarize);
• Critical learning (analyzing writing, reading, and reproducing letters based on true representation and using the KWL);
• Discussion (prompted by the teacher bringing notice to the change of font);
• Independent work (students read and write independently from font).

The chosen technology, MyRealFont, makes the content more intellectually accessible from a technological standpoint by:

• Meeting the ISTE standards
• Communication and Collaboration (Teacher and students are able to communicate through the creation of a new font and collaborate making a new font together using the MyRealFont technology.)
• Research and Information Fluency (Teachers are able to research the needs of their students, determine which part of the technology best suits their classroom, and use that technology to make the target information more fluent.);
• Critical thinking, problem solving, and decision making (Teachers are able to critically assess learning needs, solve problems, and decide on how to use the technology to solve their problem of practice.);
• Technology Operations and Concepts (Teachers demonstrate knowledge, skills, and conceptual understanding of the technology. In addition, teachers identify and locate technolgy resources and evaluate them for accuracy and suitability. )
• Teaching new things in new ways. (Using MyRealFont teaches teachers and students about fonts, font creation, how to upload and use new fonts, and how to share the technology with others.)

The technology (MyRealFont) and the solution that I have reached (creation of The Kindergarten Font) supports teaching strategies and methods by:

• Addressing State Standards and GLCE's (Strand 1: Word recognition and word study(WS), fluency(FL), narrative text(NT), informational text(IT), comprehension(CM), meta cognition(MT), and reading attitude. Strand 2: Process(PR), Personal Style(PS), Handwriting (HW), Writing Attitude (AT).)
• Covering all of Bloom's Taxonomy (creating, evaluating, analysing, applying, understanding, and remembering)
• Assessing student's comprehension
• Encouraging student appreciation of the content

Where three objectives overlap is called "the sweet spot". 

Web/Video Conferencing Lab

My group decided to use Google Hangout for our video conferencing tool. It was new to all of us and it was really fun to try something new. We were all used to Skype, which has it's limitations when considering video conferencing. During our group's session, we used the screenshare option and the chat feature. The screenshare option was really easy to use, and I liked that I could select a specific window to use and not have to broadcast my entire computer screen. Unfortunately, we did not explore much with the other apps and resources available (YouTube, Google Effects, and Google Drive.) We did not decide which video conferencing tool we will use for future meetings, we decided to do this in our group folder in Angel. I can really see using Google Hangout being very helpful in a classroom setting. I can see it workly perfectly for group work, students will not need to physically meet to collaborate on group work. Video conferencing is integral for flipping a classroom. I am excited to re-enter the teaching profession and try it out!

For our second video conference, we chose Adobe Connect because we could easily record our session. I found Adobe Connect to be really easy to use. I liked how I could go in an prepare for the meeting, set up polls, agendas, etc. I am so impressed with Adobe Connect, I hope to use it with my classroom.

WPP: PART A -Description of Need or Opportunity

Definition of my WPP:

For CEP 812, I have chose the topic of "The Kindergarten Font" for my Wicked Problem of Practice. Just this morning, my Kindergartner looked at a worksheet and pointed to an "a". He said, "Mom, what's this letter? Is this "a"? I'm going to try and write it like that." I said, "You don't have to, that's just a fancy "a", you can write it normal." He replied, "No, I want to write it like this." This is a problem in early childhood education. New readers and writers are seeing the squiggly "a" all over the place and it's creating some confusion. I even remember as a child trying to master writing the "a" all squiggly and fancy. Why do we write the "a" one way, and type it another? It's not just the letter "a" that is misrepresented in text, the "t", "y", "1", "4", "8", and "9" are not correctly represented in most fonts. There is a great need for parents, and early childhood educators to have a Kindergarten Font available. "Comic Sans" is often the font early childhood teachers choose, but it still does not offer a true representation of: 1, 4, 8, and 9. We need "The Kindergarten Font" because it address the Universal Design for learning; children need to see accurate representation of the content and be given multiple ways to express themselves with the content (Center for Applied Special Technology). 

My Plan to address this problem:

New readers and writers need a font that accurately represents their writing. They need this medium to express themselves. The Kindergarten Font will provide numerable means for students to be active with the content being learned (reading and writing). Students will be able to engage with letters, create sentences, explore math, and technology in a clear and real context. Why do educators teach students to write one way and read from different letters and numbers? This can be confusing for a new reader and writer. This has been a long standing problem. 

Today, educators can download fonts online from sites like fontspace.com. The problem is that even the fonts offered at this website do not have true representations of the written 1, 4, 8, and 9. So, for the scope of my WPP, there is no added benefit to downloading fonts from fontspace.com than there is from using "Comic Sans". 

Thankfully we are in an age of apps and new web-based technologies that offer cost efficient and easily accessible solutions. There are apps available for the iPhone and iPad that allow the user to custom design their own font. This is the avenue I choose go. Below is my review of the apps available to create custom fonts:

iPad/iPhone App: Font Maker
Cost: Free
My review: You cannot create original work with this app. This app will not help solve my WPP.

iPad App: ifontmaker
Cost: $6.99
My review: I have not purchased the app to review it. I decided to explore other free apps before, since keeping costs down is part of my WPP solution.

iPhone/Android/Samsung/Windows8 app: MyRealFont
Cost: Free
My review: This app is available on a number of devices. It allows you to create original work for letters, numbers, symbols, etc. It is not available on the iPad, and it is hard to mimic handwriting by using finger. A stylus would be helpful. I would choose this app to solve my WPP.

iPhone app: MyFont
Cost: Free
My review: This app is a lot like MyRealFont, (see above). This app would work as well to solve my WPP.

An alternative to using an app would be to use "Comic Sans" and whiteout - the whiteout is for numbers 1, 4, 8, and 9. Teachers would need to rewrite these. Obviously, this is not technologically advanced and definitely not convenient. All joking aside, this is a real problem that we have overlooked. If we are reforming education to be Universally Designed, we need to provide accurate representation of content. 

Logistics:

After researching what web-based technologies and apps are available I have decided to go with MyRealFont, an iPhone app to create the font. This technology is free and allows me to create a font that accurately represents written letters. (1) Once I create the font via MyRealFont, (2) I will email the font to my daughter's Preschool teacher, and my son's Kindergarten teacher. I will ask these teachers to use the font in their class and provide me with feedback. (3) After ironing out any wrinkles, (4) I will then distribute the font through online social media and social bookmarking sites, like Delicious.com and Pinterest.com. (5) I will also send the font to my school district. My hope is that the Kindergarten Font will go viral. Or at the very least, educators will no longer need to say, "I wish I could make my own font." Instead, I want them to do it via technology.

My WPP timeline:

During this course:
I plan to create the Kindergarten Font and distribute to my children's teachers, and to social media and social booking marking sites. I will create a survey using Google Forms and have each teacher complete the survey testing the validity of the project. To see the survey, click here. 

After the class:
I plan to distribute the font to my school district. I also hope to teach a class to teachers in my district about "How to create your own font". I may do this via an online screencast and distribute it via email to the early childhood teachers in my district.

If I see teachers using either my Kindergarten Font in their class or even if I see evidence that teachers have created their own font I will feel that I have succeeded in solving my WPP. Success is going to be determined in the text around me. When I see typed student work having letters and numbers accurately representing early writing, I will know that my WPP made a difference.

Source:

Center for Applied Special Technology (CAST). Transforming Education through Universal Design for Learning. © CAST, 2012. Web. 8 Nov. 2012.

Self Reflection (CEP 811)

How have you grown as a professional in the last few weeks? 

I have a better understanding of interactive computer technology and how I can use it in my classroom. I have become more fluent with the latest online technologies (Jing, Screencast, Slideshare, etc.) and how I can use them in my professional setting. I am much more confident with FTP files, and how to edit and publish new materials to the web.  I have enjoyed collaborating, sharing new materials, and finding new materials online (MACUL space, MERLOT, Google Drive). I have learned how to prepare lesson plans so that they are better suited for today's learners (Universal Design, Instructional Design).

How have you met your own personal goals for learning about technology integration? How have you made progress towards your goal? 
My goal at beginning of this course was to become more fluent with the web 2.0, post regularly to my blog, and follow RSS feeds. I definitely feel more fluent with web 2.0 and how I can use it in an educational setting. I do post more regularly to my blog, but it is often associated with a class assignment. I have not followed my RSS feeds, but I have added some new feeds. In another class, CEP 812, I have learned how to have my own feed through Feedburner. 

What are your goals for after this course? What are your plans for reaching those goals? 
 I still have "writer's block" when given a blank template without an assigned topic. My goal for after this course is to continue to pursue technology and write about my journey on my blog. I plan to follow MACUL space and learn about new ways teachers are using technology in the classroom. I also plan to contribute more French materials to MERLOT because I saw that there really wasn't much offered for my subject area. 

What are some things that you have learned about effective teaching strategies when integrating technology?
I have learned effective teaching strategies and principles by learning about Instructional Design, Universal Design for Learning, and Assistive Technologies. 

Instructional Design principles are:  

1. Identify a problem or need
2. Fit the objectives in to a real-world activity
3. Determine an instructional objective based on the final outcome/activity/test
4. Have a set of essential content
5. Evaluate often by test or observation
6. Design the method/lesson to deliver the content

When the three principles listed below overlap, Universal Design for learning happens:
1. Representation (Teacher provides various representations of the content)
2. Action and Expression (Teacher gives students multiple ways to express themselves and be active with the content)
3. Engagement (Teacher gives students choices to fuel student engagements. Teacher encourages students to take risks and learn from mistakes)

Assistive Technologies ensure universal access to the content or material to be covered. AT help more than the students that they were initially designed for.

How did integrating web-based technologies help you think about and evaluate uses of technology?

By using web-based technologies for educational needs, I was able to see how important the role of the web 2.0 and how it impacts my classroom. I now know various web-based technologies that I can use in my classroom to support and foster student learning.

Do you have any long-term goals? What are your plans for reaching your long-term goals? 
My long term goal is to re-enter the teaching profession and teach secondary French. I plan to teach to the TPACK model and continue to collaborate with educators both within my district and online.  

And as a side note...

My journey through Educational Technology hasn't been all roses. I also had to have my first eye exam yesterday. It turns out that all the time that I've spent on the computer has worn out my eyes. I now have to wear reading glasses when I work on the computer. If you are reading this, I would consider using a pair of reading glasses when you work to lessen the work your eyes do when you are learning online. I wear a +1.0 and it's helping.

Online Teaching Experiences

Web Wise Kids is a resource that I'd like to use with my course's online learning. Children need to be mindful and aware of what they share, navigate, and participate with online. The purpose of Web Wise Kids is to "empower students to safely enjoy all the benefits of technology, recognize and avoid dangerous or unethical online activities, and confidently manage issues like piracy, fraud, online romances, cyber stalking, sexting and other detriments." 

• What content could this help you teach?
Online Safety and Ethics
• What type of pedagogical strategies might you use with your students? Some appropriate pedagogical strategies to teach these concepts are: role playing, think-pair-share, journals, compare & contrast and debates.
• What technologies do you think would be harder to use with your students? Why?  Web Wise Kids offers a technology that "features stories, video clips and fun activities to teach and reinforce online safety concepts. Most importantly, it introduces real issues to you in a practical and convenient way and offers proven solutions." They also provide other resources for parents, educators, and students. This technology does present a barrier, there is a suggest donation of $7.99 in order to play the game, and even suggests users pay $19.99 for the newest version. My concern is that Internet Safety games and interfaces aren't the most enticing topic for our youth to play-- it is unlikely that a child (or even parents) will pay the suggested fee to play.  

A Screencast Bio

Check out my sidebar to watch a video bio about me.

First Podcast

https://www.msu.edu/~banninga/FunnyTechMoment.mp3

A Funny Thing Happened with Technology

We've all had some sort of funny moment in technology. I remember one time in my classroom I was setting up the projector so that students would be able to use an online site for further content practice. But instead of having the website up, I left my personal email account up on my screen. I was a little embarrassed that my students read my email, but my students thought that was quite funny.

Another technology blunder that happens every so often is when I accidentally send a text to the wrong recipient. It is especially embarrassing when it's a private conversation. This sort of thing also happens to me with email too. I use gmail, and it remembers just about every email address that I have ever sent to. This can be both great and not so great! Click on this link to hear the full story.

MACUL Space Contribution

For this Participation Assignment, I shared a useful poster creatively displaying educational technology buzzwords. I found this to be a valuable resource for students and teachers alike. It is a visual reminder of the numerous ways we can use technology in education.

Wiki Lab

This week my classwork focused on using wikis in education. I created two personal wikis using wikispaces and pbworks. I also created a wiki for my children's school, as there was not one already in place.

I had previously created a wiki last Spring when I took CEP 810. I had designed this wiki to serve as an online site for collaboration.

For my CEP 811 Wikis lab, I did much more experimenting with wikis. I created multiple pages, embedded links, uploaded files, and invited others to collaborate to my created wikis.

First, I created a new wiki, using wikispaces.

I created this wiki to represent myself and the work I am doing in CEP 811. I embedded a link to an Instructional Design lesson plan that I had previously published to the Internet. I also embedded a video. The various pages of this wiki have links that move a user throughout the pages. It is definitely a "work in progress."

After playing around and getting familiar with wikispaces, I visited pbworks.com and created a wiki at that site. I found pbworks to be more user friendly. I explored the various content types that you can include and use.

I edited the content in my sidebar to include two important links for the MATC program. I also changed the color themes, and added a logo.

I embedded the Google calendar for our CEP 811 class.

I added a Skype contact feature and a Google Translator gadget.

I also uploaded a file to the wiki that pertains to the MATC Portfolio requirement for my Graduate program. 

To complete the Wikis Lab, I looked for my children's school wiki. There was not one created yet, so I created one and added one notable fact- the school hours. I also invited other parents and my Professor to contribute/view/visit the wiki. 

After completing this lab, I am much more familiar with wikis and how they work. I really like that anyone can edit the wiki. It is a great source for online collaboration.