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Running head: TPACK ADAPTATIONS TO 21ST CENTURY FLUENCIES

TPACK Adaptations to 21st Century Fluencies

Steven K. Crain

OTL545 Technology and Innovation

Colorado State University Global Campus

Brenda Bagwell, PhD

2 July, 2017
TPACK ADAPTATIONS TO 21ST CENTURY FLUENCIES

Performance Expectations and Goals

Integrating 21st Century fluencies into everyday activities and lessons is essential in order

to develop these crucial skills in modern students. By using these skills daily, whether the

student is explicitly told they are using them or not, immerses the student in the new fluency,

which is one of the most effective ways to master a new skill or language (Fortune, 2012).

Having to constantly use those skills in a wide range of real-world and simulated tasks

encourages deep knowledge and proficiency. Teachers that consciously plan their lessons with

those fluencies in mind and how to use those fluencies in the lesson to achieve the standards as

well as become more fluent in the 21st Century fluencies will have students that are more

successful towards both.

In this assignment, we identified some Colorado Standards and developed ideas using the

TPACK framework that helped students move toward mastery of the standards as well as

increase their fluency in one of the 21st Century Fluencies (Graham, Kereluik, Koehler, Mishra,

& Shin, 2013; Churches, Crockett, & Jukes, 2012). We then adapted and developed lessons and

activities that would increase student understanding and proficiency toward both the standard

and a 21st century fluency. After the adaptations were completed, one of the modified activities

was selected to be taught to a class where they would complete the activity and produce some

evidence that they are understanding the standards and becoming more proficient.

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TPACK ADAPTATIONS TO 21ST CENTURY FLUENCIES

Section 1: Lesson Adaptations

Colorado Social Fluency Technological Pedagogical Content

Studies Standards Knowledge (TPACK) ideas

The interconnected Solution Fluency Students are given a scenario where they have

nature of the world, to plan a trip from Denver, CO to a certain

its people and places. part of the world chosen at random. They will

travel with different equipment and

restrictions and develop real-world solutions

to overcome the distance and equipment

limitations to reach their destination. They

have to define the problems they will have,

research solutions and options, and develop a

solution that could work, at least in theory.

Extensive web searching using search engine

(google.com and bing.com) would be required

to find export/information, geographic

features, routes of travel, and many other

obstacles that would need to be overcome.

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TPACK ADAPTATIONS TO 21ST CENTURY FLUENCIES

Students develop some mechanism that would

allow a local group of people to solve or help

solve a global problem. For defining problems

and to assist in discovery, students can use a

site like Newsela (https://newsela.com/text-

sets/156/i-want-getinvolved) or other

philanthropic groups to gather ideas and

discover processes.

Purpose and Information Fluency Students identify credible online sources (Easy

organization of the Bib Toolbar Extension can help rate credible

US government. sites

https://chrome.google.com/webstore/detail/eas

ybib-

toolbar/hmffdimoneaieldiddcmajhbjijmnggi)

on how government functions and uses those

sources to determine strengths and weaknesses

of the current system of government.

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TPACK ADAPTATIONS TO 21ST CENTURY FLUENCIES

Students propose a change to the current

government. They have to identify the purpose

of the change, hypothesize benefits and

drawbacks to their change, and highlight ways

to achieve that change in real life, to include

online petitions, social media campaigns, etc.

They then submit their proposal to the class

and have a vote on whether they agree or

disagree with the proposal.

Research, formulate Creativity Fluency Students identify a change or issue in their

positions, and engage community, and brainstorm ways to convince

in appropriate civic others that their issue or change needs to be

participation to addressed.

address local issues

or policies

Students design a social media campaign

(Facebook, Twitter, Snapchat, Instagram, etc.)

that would inform and involve the most

community members around a topic that the

students choose.

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TPACK ADAPTATIONS TO 21ST CENTURY FLUENCIES

Analyze a geographic Media Fluency Students use online videos, articles, and social

feature using several media to determine how a geographic feature

Geographic tools. is viewed and what impact that feature has on

the people.

The significance of Collaboration Students form Facebook groups (or another

ideas as powerful Fluency social media site) to discuss and determine

forces throughout broad ideas that have influenced the town

history where they live.

Group theorizes way for a small company to

effect a major change in the world. Group

assigns roles, develops vision statement and

mechanism for success. Students can use

resources like

https://topnonprofits.com/vision-mission/ to

gather ideas.

Design, analyze, and Global Digital Students develop a long term financial goal

apply a financial plan Citizenship (This is and create a budget that will help them

based on short- and not called a Fluency, achieve that goal

long-term financial but it is the goal) (https://www.budgetpulse.com/ is a good

goals (PFL) budget planning resource). They they

determine what impact achieving that goal

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TPACK ADAPTATIONS TO 21ST CENTURY FLUENCIES

might have on others with competing goals.

Students should consider scarcity, global

economy, taxes, etc..., when making their

determination.

Students identify the benefits of being

personally responsible with money and

resources. Using Powerpoint, each student

creates a slide to show their benefits, then the

group develops a list of common benefits to

publish on the first page.

Section 2: Implementing an Adaptation

A lesson was taught to a student using the Colorado State Geography Standard The

interconnected nature of the world, its people and places, which integrated Solution Fluency,

which is multi-level problem solving. The student was tasked with researching a logistical

problem of moving a camel from Denver, Colorado, USA to a church in Los Alamos, CL. The

student had to define the problem, discover information about the problem and conditions, dream

up solutions (called brainstorm in the assignment), design the solution that would be

implemented, and then reflect on what they learned from the exercise.

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TPACK ADAPTATIONS TO 21ST CENTURY FLUENCIES

PROBLEM F F F F F F F F FDF EF F IFNF EF F F F F F F F F F F F F F F F F


You work in Denver, Colorado, USA at a worldwide I have to deliver a: FFF DDF AF
logistics company. A client needs you to deliver a Dromedary camel
certain item to certain city. You have to Define the
problem, Discover roadblocks, and facilitators, My destination is:
Brainstorm ideas on how to solve the problem, and Church of Parroquia San Juan Maria Vianney
Design the solution that you will use to achieve your Los Alamos, Chile
objectives.

BR AI N STORM
DISCOVER SOLUTIONS
Relevant information about my object:
It eats a wide variety of plants and can eat tough and hard
- AI R TR AVE L
plant parts that other animals can't chew or digest. It prefers
salty plants. - L AN D TR AVE L
Water - OC E AN TR AVE L
Oxygen * AME RI JE T

Relevant information about my destination: - DE N VE R AI RPORT TO


WATER VI C TORI A AI RPORT I N
Trans-continental C HI LE . THE N HAVE I T
Different country SHIPPED THROUGH
No apparent laws against camels in Chile
L AN D TO THE C HURC H
I N L OS AL AMOS USI NG
Things that can prevent my delivery:
Camel prohibition laws HI G HWAY N E ARBY

Things that can help my delivery:


Airports in nearby areas
Main Highways nearby destination

Student Organizer 1

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Student Organizer 2

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Section 3: Lesson Reflection

The lesson was conducted online with video chat, instant messaging, file sharing, and

screen sharing through Skype. The student received the graphic organizer and was given a brief

summary of the steps in Solution Fluency and instructions on the scenario and her task to

complete, which was to develop a logistical solution to move a camel from Denver, Colorado to

Los Alamos, Chile by a route that was fast and within a reasonable budget. The student then

started using online search engines, shipping websites, and other online resources to define the

problem, discover information about her cargo, her destination, geographic barriers between the

origin and the destination, customs information, and other factors that a real-world logistician

would have to take into account to achieve their objectives in this scenario. The role of the

teacher in this scenario was to help guide the student to perform better searches and to follow the

Solution fluency process in order to solve the problem presented (Churches, Crockett, & Jukes,

2012).

When the student started, they were not familiar with Solution Fluency, but said that they

were familiar with using online search tools to find information. That was soon tested as the

student discovered that the solution would require much more information than they had

previously thought. Through the discovery phase, they learned that a lot of information was

available online, but since this was a piece of non-standard cargo, much of the information didnt

necessarily apply to this situation. This prompted a change in how they used the search engines,

by refining their search parameters to include additional words like livestock, import export

licenses, and dropping some specific terms like camel to return different results that would

get more useful information. By learning how to manipulate search terms to discover more

information, the student was able to increase the knowledge base in the discovery phase and

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TPACK ADAPTATIONS TO 21ST CENTURY FLUENCIES

identify potential roadblocks and potential enablers that would hinder or help the achievement of

the objective. From the information, the student was able to dream potential solutions and

ultimately design a solution that would meet the requirements and could actually work in the

real-world.

One change for future lessons that could enhance the experience would be to have the

students develop two solutions to the problem and then create a cost/benefit analysis table of

both solutions to determine which solution would better fit their stated objectives and their

unstated objectives (humane treatment of animal, time, space, amount of effort, etc.). This would

help the students understand that there is usually more than one solution to any problem, it is just

a matter of finding a solution that would better fit all their goals. Another change to implement in

the future would be to have the students explain why they used a particular search engine and

why they used the specific terms that they did initially. By having the student self-reflect on their

thinking process and how they are currently using the technology, the student can start to

understand how to manipulate the technology that they are using in order to adjust the type and

quality of information that they can gather from it.

The student was able to use available online resources and search engines to successfully

complete her objective: Shipping a camel from Denver to Los Alamos. The student organized the

thought processes and information learned through the use of a graphic organizer and laid out a

plan that factored in various obstacles that could hinder the achievement of her objective. She

also learned how to adjust search parameters and use that information to search for more

information, which led the student to discover previously unknown information and potential

solutions to the problem. The student, intrigued by the unusual nature of the exercise, put forth

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more effort than in previous lessons and tried to find the best solution to the problem and seemed

engaged the whole time of the lesson.

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TPACK ADAPTATIONS TO 21ST CENTURY FLUENCIES

References

Churches, A., Crockett, L., & Jukes, I. (2012). Literacy is not enough: 21st-century fluencies

for the digital age. [Kindle DX version]. Retrieved from Amazon.com

Fortune, T.W. (2012). What the research says about immersion. Retrieved 29 June, 2017 from

http://carla.umn.edu/immersion/documents/ImmersionResearch_TaraFortune.html

Graham, C. R., Kereluik, K, Koehler, M. J., Mishra, P., & Shin, T. S. (2013). The Technological

Pedagogical Content Knowledge Framework. Retrieved 28 June, 2017, from

http://www.punyamishra.com/wp-content/uploads/2013/08/TPACK-handbookchapter-

2013.pdf

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