I feel iteration has been something that seems to be reoccurring quite often throughout my summer, mainly through this degree I am working on. As I think about it, I recall briefly having opportunities in my schooling to redo an assignment, whether it was before or after submission. Sometimes it was not possible and I would feel disappointed or upset because what I received as a grade was not to my standards!
I think to myself, why is iteration so important in the EdTech world? Maybe not just the EdTech world but in school overall. What opportunities does iteration give for students? Another chance to submit a sloppy assignment? To make an assignment perfect? Or another chance to understand that iteration can help a student grow from their mistakes and try again to complete something different or extend on what they started?
Step 1: C R E A T E
I created an innovative learning experience using two different tech tools, MakeyMakey and Scratch. In this experience, I am giving students the opportunity to use both tech tools to create a project of an animal’s internal and external structures and explain their functions. I wanted a focus on science due to my previous third graders’ high interest. Every time I mentioned science or when science was on our schedule, my students would get so excited! Their engagement with activities such as Mystery Doug and planting seeds was incredible! Due to the emphasis of reading and math in the education system, it tends to be difficult to fit in. Therefore, I created a purposeful lesson that would gauge students’ interests and engage them meaningfully in technology in the classroom. Thinking through this experience, I kept in mind concepts I have learned through some of my masters classes, one being TPACK. Coined by Drs. Matthew Koehler and Punya Mishra (2006), TPACK is an effective framework to support educators to focus on the content, instructional strategies, and technology to meaningfully have integrated in the lesson. By having the combination of those three areas, students should be able to master and understand the content presented.
Step 2: GIVE F E E D B A C K
Once I created my innovative learning experience, it was time for peer feedback. At one time, I was a naysayer for feedback. I did not like it and it was usually presented to me in a negative format. Now, I am more appreciative of feedback, as it supports my understanding and mastery of content. My colleagues had to put two different “hats” on: One for universal design for learning and the other for intersectionality, specifically, a student with attention hyper-activity disorder (ADHD). Focused feedback like this makes analyzing a piece of work more meaningful. Not only did I receive feedback, but I also gave feedback to my colleagues on their experiences. It was great to see what others were doing and how they were integrating technology into the classroom. Overall, the feedback steered me to question aspects of my learning experience and to think of areas that could strengthen it to better fit my students and their needs.
"Innovative Experience Feedback Screenshots" by Stephanie Check
Step 3: R E F L E C T
Feedback was given in a timely manner and I reflected on what I did or did not have, on what I needed to add or take out, and what both colleagues said or did not say. I took time during this section so that I could effectively have a better innovative learning experience. Shown below are things I added to my learning experience:
Added a single-point rubric so educators could see what I want to implement with justification
Added extensions for students to have opportunities to use BOTH tech tools if they choose to
Explained the process of pair programming
Added research to support my experience in areas of collaboration and iteration
With feedback, some people pick and choose what they want to change. But honestly, I took all feedback given to me and made changes based on that. I did not disregard the helpful feedback received. It was meaningful and helped support my learning experience.
What’s next? I guess it’s time to repeat the process. Stay tuned!
References
Check, S. (2020). Screenshots of innovative learning experience feedback. [Screenshots of feedback taken with computer].
Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017-1054.
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