This week, we covered different types of technology theories and models that are used to evaluate technology integration in eduation.
This was an example of sketchnoting, a tool in which you use drawings and doodles to relate to your notes, therefore creating a more creative and visual note-taking style. My group that I was working with used an article about cats and how/what they dream about. I used my extra time at the end of class to perfect this which isn’t very realistic to what sketchnoting is for as it’s supposed to be quick simple sketches. Due to how quick you need to be to relate doodles to notes when in a lecture setting, I can see how this may be a more difficult note-taking style as many people may want to perfect it/ get distracted with the drawing portion.
More on sketchnoting techniques:
I found a nice and simple website that shares different heading ideas, doodle ideas, as well as a nice explanation on where sketchnoting is applicable. You can find it here 🙂
The age group I would like to teach is grades 4-7 ideally. I can see how sketchnoting can be useful for these age groups as it can created a more engaging note-taking experience as well as assist in postive study sessions in the later grades like middle school.
A large con of this method is similar to what I have written above; it is easy for those students who may be more prone to doodling and drawing all ready to focus too hard on the drawing aspect and miss out on the notes itself. A side step of that is also it may become distracting, especially with elementary school students as they may want to share colours, walk around and show there friends, or potentially lead to talking and interrupting during a learning time.
The TPACK model would help me choose the right tools for my class by ensuring that technology aligns with both my content and teaching strategies. It would prompt me to first consider what I want students to learn (content) and how I plan to teach it (pedagogy). Then, I would have to think about how technology can support both. Instead of using tech just for the sake of it, TPACK would help me select tools that enhance the learning experience.
For example, if I’m teaching a unit on geometry, I might use an interactive app or website that allows students to manipulate shapes and explore properties like area and perimeter. This tool complements the content as well as the teaching approach because it provides students with hands-on experience that reinforces the concepts I’m teaching. Without the TPACK, I might have chosen a less effective tool—like a video—that doesn’t allow for the same level of student engagement and creates a less valuable lesson.
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