TPCK: Case Study 1.3, cross curricular story writing

In Istambul, Ozge, an English teacher as a second language, decided to create with her 5 or 6-year-old ss a talking book based on same imaginary characters. The aim of this project was to make ss practice the vocabulary seeing in class.

This was a cross-curricular project, which means that other departments were also involved in it. For example in “art lessons”, ss had to design the characters of this book and their animations.

The idea here was that ss could integrate the vocabulary learnt in class by recording and writing a narrative for the story.

Later on, these ss published an e-book with the characters they had invented. Besides, they produced an online game with characters of their e-book in order to help other ss around the world practice the vocab from the talking book.

Analysis of this project according to TPCK model:

-         Context: Instambul, at Terakki Foundation School.

-         Content: Vocabulary learnt in the English class.

-         Pedagogy: Ss were asked to write collaboratively a narrative integrating learnt vocabulary. Besides, these ss were asked to design games where they could practice the new vocabulary contextually.
There was collaborative work throughout the project.

-         Technology: One of the technological devices used here by ss was the “sound recorder”, which was used by some ss to record the narratives they had written.

Personal reflection:

This case study was a great example of how technology can be integrated in the classroom in a meaningful way and with a clear pedagogical purpose behind.

This project, then, proved that TPCK model is interested in the learner, his/her needs and most importantly, how to make him/her overcome his/her difficulties using technology in a significant and relevant way.