Relative Advantage Chart - Theater Arts 9-12

Learning Problem Technologies Relative Advantage Expected Outcomes

1. Lack of ownership in
the education process
Design coursework
as a game:
3-D Game Lab
Student choice and
challenge drives
success.
Students will own
their process.
Students will
achieve higher
standards.
2. Behavior may become
inappropriate during
scene or improv
performance
Teacher can utilize
system to manage
and track behavior:
Class Do-jo
Phone App &
computer software
allow instant
positive & negative
feedback and
documentation.
Behavior
improves. Student,
teacher, parent
and administrator
can see the
process toward
improvement.
3. Collaboration on
written assignments &
projects can be
challenging.
Use the following
collaborative tools:
Google Chat,
Skype,
VoiceThread,
Google Docs
Reduces time for
feedback, allows for
multiple people in-
document, Google
Docs timestamps
revisions, &
screenshare
through Google
Chat can reduce
confusion.
Work output
increases.
Students have a
voice in all
processes. All
students are
accountable via
timestamping.
4. Lack of class time for
teaching & practice
(example - make up)
Study prior to
class, either at
home or using
school network:
FlippedClassroom,
vodcasts,
podcasts, youtube
Greater time to
practice. Students
can use devices in
class. Subject
Matter Experts can
present material.
Skills applying
makeup increase.
Students taught by
experts in the field.
Peer critique &
collaboration
increases.
5. Students are nervous
to perform speeches
in front of class
Write, share, revise
and refine:
ispeechcards,
italkrecorder,
Google Docs,
VoiceThread,
Google Chat,
Skype
Students can
organize their
speech via device,
practice alone &
collaborate both
with written speech
and performance.
Quality &
confidence
increase. Self and
group practice &
collaboration
increases as well.
Students feel
prepared and less
threatened.
6. Funding prevents
travel for performance
and design research
Travel via virtual
field trips and
interviews:
Google Earth,
Oculus Rift, Virtual
Student can visit
places, see
environments,
see/listen to people,
gain knowledge
Productions will
have greater
texture. Students
will want to
conduct live
Field Trips, Online
Interviews, You
Tube, Skype,
Google Chat
previously
unavailable.
interviews and
discusions via
Google Chat or
Skype.
7. Students are
intimidated to perform
and collaborate on
stage in role play
Participate in Live
Action Roleplay
using:
Second Life
Students can
collaborate, outfit
their characters,
explore
characterizations
from any capable
device or computer.
Performers will
gain knowledge of
elements of
characterizations
that are common
to machinima and
the actual stage.
Confidence gained
here will help in
the transfer to live
performances.
8. Students struggle
organizing notes,
research, related web
articles and videos
when studying plays
Encourage student
use of:
Evernote
Program and
related App allow
access to any
device. Work can be
consolidated by
task, play or
research.
Student access to
their notes will
improve. This will
encourage and
foster good habits
and more in-depth
research.
9. Critique &
performance are not
combined. Critique
hard to process
Record student
performances
using:
hudl, coachseye
Critique can be on-
screen, audio
voiceover, or
timestamped to
accompany video
Quality of
performance
increases, debates
cease because
critique is paired to
performance.
10. Construction material
is wasted. Design
students are limited to
pictures of finished
set. Collaboration is
challenging at best.
Performers cannot
visualize blueprints.
Use a variety of
formats to design,
collaborate and
refine:
SketchUp, Design
Workshop Lite,
3DS Max, Autocad
LT, Second Life,
Google Chat
Waste is reduced.
Design students are
able to save step-
by-step plans to
portfolio.
Collaboration can
occur via
screenshare on
Google Chat.
Performers can
visualize and walk-
through performing
space.
Creativity will
increase. Students
own the process &
performers
collaborate with
design team.
Quality of
performances
should rise.