This project was loads of fun. We each had to complete a simple cooking task–but with a couple of twists. First, we could only use three items: a plate, a bowl and a utensil. All the items had to be selected blindly by somebody else. We then randomly selected from among 5 possible cooking tasks. My wife selected a plate, a small bowl, and a spoon. I had to make a fruit salad.
This exercise constrained me to immediately focus on the technology I had available in the context of my goal (make the salad). I didn’t consider the basic principles of fruit salad construction separately from the technology. Neither did I separate either of these from cooking technique. If I frame the cooking project with TPACK, then:
Implements = Technology
Cooking techniques = Pedagogy
Recipe (fruit salad) = Content
I was also struck by the immediate relevance of Dr. Punya Mishra’s definition of an educational technology in his talk on YouTube. That is, any technology we repurpose for teaching and learning. In the exercise, I had to repurpose the spoon, mostly, in place of a knife.
On a personal level, I was struck by the authenticity of the TPACK exercise. Technology integration can often feel artificial. This simple, well designed exercise didn’t just integrate the technology. It made the technology integrate feel urgent, even desperate. What we don’t always need to rethink our use of educational technologies? Might we instead rethink our learning goals and strategies for the 21st century? For example, let’s assume tests indicate learning goals. If you can beat a test with your fancy new Apple Watch–did you cheat? Or did you integrate the technology available to solve a problem?
You lost me at brunch & Bingo & fruit balls! Otherwise, right on with the repurposing of a spoon to make your lovely fruit salad.