Wicked Problem Project

Wicked Problem - How can distance be taught to students ensuring that they understand the concept so it can be used in a real-world setting?

Wicked Problem Solution - For students to successfully grasp the concept of distance, we will teach them geocaching.  Using a mobile device with GPS capabilities, students will learn how to download latitude and longitude coordinates, search within the community, and input this information into a computer mapping application such as Google Maps or Google Earth.

Technological Content Knowledge - Distance will become a tangible variable that can be manipulated for understanding by having students explore with GPS devices and compare with maps on the Internet.

Technological Pedagogical Knowledge - By using either dedicated GPS units or mobile devices in addition to computer mapping applications, these teaching strategies will allow students to have a practical, real-world experience in calculating distance.

Pedagogical Content Knowledge - In order to help our students understand distance, I need to know what they know.  This will be accomplished by discussing physical, topographic, and road maps.  Students will be encouraged to ask questions in order to acquire the same basic understanding of maps.  I will use this information to explain the hemispheres, latitude, and longitude.  This will directly lead to understanding GPS.  By combining these elements, students will have a concrete representation as we go outside and use our GPS devices to find pre-determined locations.  

Group Leadership Project

     For our Group Leadership Project, we decided to create a presentation regarding wikis.  It is a quick overview of what wikis are, benefits of using one, and how to setup an account for an educator to use in a classroom.  

     To deliver the content of our project, we chose several methods.  A PowerPoint presentation was first used.  Within the PowerPoint, a Jing based on how to setup the educator wiki was embedded.  For our narration, an audio program, Audacity, was used to record our script.  Finally, our presentation was uploaded to YouTube in order to share it effectively.  We chose these methods of delivery because the PowerPoint enabled us to present the material and easily embed the wiki Jing.  There are many options we could have used to record the narration, so this was a personal choice made by Julie based on its availability and ease of use.  

     Working within a group for a presentation when we are all located at different places with no chance for us to meet face-to-face is always a daunting challenge.  However, I am constantly amazed how we are able to synchronize our online time in order to collaborate and lay the foundation for a project.  During the development process of the final project, I learned how we could use Google Docs to share files and receive immediate feedback.  This was especially helpful as we had three different areas of technology converging in order to create one flowing, cohesive, final project.  

     If I had to develop a similar project again, instead of waiting for one person to finish and send out their progress, I would want to coordinate a schedule with the group members so that we could receive vital progress reports and updates on given days.  This would ensure that feedback could be provided and changes implemented.  Our group functioned very well, but not having a common time to collaborate after our initial web conference, it sometimes became a matter of "hit or miss."  A definitive schedule that could be shared through Google Docs or even an email program would be beneficial so everyone was constantly aware of what progress was being made and who may need extra support.  This would ultimately relieve unwanted stress and headaches as deadlines would enable all participants to know when to expect a product and provide feedback.  

Professional Learning Plans

     Here are some of my final reflections regarding my Professional Learning Plans for CEP 812.

Professional Learning Plans on Prezi

Part D - Findings and Implications

In implementing my Wicked Problem Project of relating real-world distances to a map either on a computer screen, on a wall, or in a book, I had the opportunity to take my nieces and nephew out to geocache around town. This observation allowed me to gauge whether or not they understood what I was trying to teach. Little did they know, but they were learning the whole time when they thought that they were simply searching for "treasure."
As I prepare to start the 2011 - 2012 school year in less than three weeks, I am able to reflect on what I have done and improvements I can make. After initially teaching the concept of geocaching and how it will enable students to better understand distance, I would create a series of assessments. They would begin as formative, allowing me to guide the students with verbal cues, take notes on problematic issues, and provide instant feedback. Through this approach, students will have the opportunity to experience real-time feedback while they are utilizing a GPS device to locate their goal. Therefore, if they found something to be frustrating, rather than waiting for them to have arguments or meltdowns, I could provide them helpful tips designed to keep them focused and learning before attitudes escalate.
Once they have proven that they understand how to read their device and follow its lead, I will be able to assess them through summative means. By this time, I would understand which students are more independent with the technology and which ones have difficulties. The summative assessments will be designed to take place throughout the school year and not simply once they have demonstrated learning with the GPS device. I foresee this learning experience to be something that is reviewed and utilized throughout the school year, thus tying it into other subjects such as math, reading, social studies, and even art. With the summative assessments, students working in groups would be required to find hidden locations around the school, retrieve an item or take a digital picture from that location, and move onto the next point. Once they have completed this portion of the assessment, they would utilize a computer application such as Google Maps where they could pinpoint and label the locations and upload their picture.
From my own experiences of working with this concept this summer, I know that the solution to my Wicked Problem will work because students will begin to understand the importance of understanding distances and how it can be translated into a real-world setting. Even without a handheld device at their disposal, once they have used this technology, they will be able to accurately estimate the distance to a certain location based on the information they have learned.
For example, this past week, I took my nieces and nephew to a new location this past week. We had an endpoint highlighted on our GPS device, but did not know where it was located. My eldest niece (age 12) had the device and I asked her to keep us posted with the distance to our goal. When we were within 500 feet, I asked my other niece (age 10) and my nephew (age 7) to estimate where they thought we would find our goal. Not surprisingly, they calculated with an acceptable degree of accuracy. It is my hope and anticipation that my future students will be able to understand similar concepts and scenarios and thus gain a better understanding of distance.
I know that my solution to this Wicked Problem is what I intended to address because students will be able to actively participate in their learning through hands-on experience. Their learning will not be confined to a certain space, but it will be encouraged through outdoor trial and error. Also, through thinking with this project, it is important for students to gain an understanding that goes beyond our school campus. I would like to design a check-out system so that students could take a device home, and with the guidance of an adult, they would be able to locate other hidden caches and report their findings (and frustrations) with the class. To understand distance will also give them the skills to accurately convey their knowledge by identifying various distances in other towns and cities on maps. By knowing that it is "three point four miles from our school to the fairgrounds," students will then be able to calculate the same distance between other locations such as the Roman Colosseum and another Roman tourist destination.
Also, I will know that my Wicked Problem is being solved because students will be able to give me a general location based on latitude and longitude. Through using the GPS devices, they will see that every place in the world has its own unique set of coordinates, so by understanding this, they can synthesize this information and make educated guesses as to where other coordinates are located. This, in turn, will also help students understand the eastern, western, northern, and southern hemispheres.

Data Visualization Learning Lab

     I tried out a lot of different programs for this lab and finally came across "Google Gadget Fusion Charts."  I stress literacy with my students, and in the past I have given them challenges on how much they can read.  They turn in a small report and then I fill in the number of pages they read.  It gives them a visual idea of their progress.  

     I am notorious for making lists and keeping track of everything.  My favorite obsession is to keep a running spreadsheet of every book I read.  I log them into my spreadsheet by Title, Author, Number of Pages, and the Date I finish reading the book.  Below you will find the visual representation of the number of pages I have read since 1994.  I did not include this year because 1) the year is not over and 2) I haven't had much time to read for my own enjoyment, so it's kind of embarrassing.  :^)

Mobile Learning Lab

     For this lab, I joined Classroom 2.0 and read a lot of posts about using cell phones in schools.  I work at an elementary school, K - 4, so we do not have a lot of students with mobile devices.  However, after reading posted submitted by other educators, it is interesting to see how they are embracing this technology and using it to create a bridge to their students.
     I also tried the site www.polleverywhere.com.  I have never heard of this site before and found it to be fascinating.  What a great idea: to have instant feedback from all students without the risk of someone not answering because s/he was embarrassed.  I think that this would be incredibly helpful in almost any educational environment because it gives voice to the students without the most boisterous ones taking over, and it enables the teacher to receive immediate feedback, so that s/he knows what material is understood and what needs to be retaught.  What an excellent idea!  I have attached a screen shot of my Classroom 2.0 comment.
     I would like to use polleverywhere with my classes.  Granted, I work with elementary students who do not have cell phones/mobile devices, but since the site gives a web address, I can direct my students to that site and receive the same information as if they were texting.  I am just very impressed with the concept.  This would be helpful when asking students about a particular concept or even if they had finished a writing assignment we were working on.  However, the major challenge for me with this is locating a projector for the students to see the instant results.  Also, I do not have but one computer in my classroom, so this would only be effective when we go to the computer lab twice a week.  But I must admit that my biggest challenge when it comes to using a cell phone (in particular) in the class is that I don't have one.  Yeah, you read that right.  I do not own a cell phone.  Yes, I embrace technology, but when it comes to cell phones, I am a pariah.  I used three different computers in order to try out this poll though.  Here is a link to the poll and the results are pasted below as a screen shot.