PART B - Application of TPACK

What is the TP knowledge for the solution? (i.e., how does the technology you have chosen support the teaching strategies and methods you have chosen?)

Raz-kids differentiates instruction to meet the individual needs of each student. My goal is to get appropriate reading level books in the hands (or eyes) of my students. Using technology, I am able to do this through the Raz-kids program. The teaching strategies I have chosen is that students listen to books, practice reading them, take comprehension quizzes, and record their own voice while reading. Raz-kids supports all of these, while motivate the students to continue on by offering raz rockets points for the students to purchase items in the store for their own rockets.

What is the TC knowledge for the solution? (i.e., how specifically does this technology make the content in your problem more intellectually accessible? Be sure to think about representation.)

Raz-kids makes the content of my problem more accessible by providing a “one shop stop” to meet all of the teaching strategies I mentioned above. The problems we had in the classroom ranged from not having books at the needed reading levels, students not knowing which books were appropriate for them, the temptation to talk to their friends, and simply were not motivated to read. Once enrolled in Raz-kids, the students are placed at a reading level by the teacher and offered many books at that reading level that need to be listened to, read silently, read aloud, and quizzed on  before they can move onto the next reading level. Students are encouraged through the raz-rocket to get as much done as possible. My goal is that students read to become better readers, as research as proven that the best way to become better readers is to practice. Raz-kids offers a great technological alternative to silent reading time.

 

What is the PC knowledge for the solution? (i.e., how specifically do your pedagogical choices make the content in your problem more intellectually accessible?)

Matthew Koehler wrote, “At the heart of PCK is the manner in which subject matter is transformed for teaching. This occurs when the teacher interprets the subject matter, finding different ways to represent it and make it accessible to learners.” Which is found on the www.tpck.org website.

In this case, reading is the subject matter. I’ve already discussed that to become better at something, it takes practice. Adding in this information, practicing reading in different ways and making it accessible to learners should make them better readers. My students have had books in the classroom, we visit the library regularly, I read aloud to them; in other words they have experience with physical books in multiple ways. I am adding a new way for reading to be represented to them and making it accessible through technology in a program called Raz-kids which is a product of learning A-Z of Cambium Learning (http://www.learninga-z.com/).  Students will have plenty of opportunity through Raz-kids to read a large number of books that are appropriate to their reading level and are designed to increase their reading ability, and using a positive motivation technique (raz-rocket) perfect for the elementary age group.

I look forward to the impact Raz-kids will have in my classroom. Stay tuned for details!