Evaluating the Learning Module
The learning module success can be evaluated in terms of how well the objectives will have been achieved and how well technology has enhanced students’ learning experience and teachers’ pedagogical and content success. Such evaluation of the learning module can be done during the process of students completing the task and after they finish the task.
During the Task
Teacher observation will be a main strategy for the evaluation of the learning module during the task. The teacher will observe each group to check their behavior, whether they work collaboratively as a team, and whether they are motivated in finishing the task. I may ask these questions:
- Are the students working collaboratively as a team?
- Does each group member participate in speaking?
- Is each group member shares ideas, participates in planning, writing, and movie making?
- Does each group member provide immediate feedback to other group members?
- Are they able to solve problems together as a team?
- Do they assign different jobs to different group members evenly?
- Are they engaged in the use of the technology?
- Do they engage more in story writing and telling when they use the Stop Motion app than just writing and telling a story in the traditional way?
- Did they enjoy the learning task?
- Do they politely communicate with each other during the task accomplishment and peer review process?
After the Task
After the task, I will look at the intersections of the TPACK frame work - How did the use of the Stop Motion app to make movies provide new ways of teaching story writing and telling?
Moreover, I can also use SAMR to evaluate how much the use of the technology will have impact the task, although I did not use SAMR as a framework in this module. Hilton’s (2015) study finds that SAMR is more useful in reflecting on the capacity to use technology, rather than designing instruction to reach a particular level of SAMR. I will ask these questions to evaluate whether the use of this technology reached the modification or redefinition stage that transform learning (Puentedura, 2013):
- What will I and my students gain by replacing the task with this technology?
- Does the technology and new features improve the task?
- Does the modification fundamentally depend on the use of the technology?
- Does the technology allow for creation of new tasks previously inconceivable?
- Did the collaborative work help students to produce a better work, regarding their improvement of use of vocabulary (especially adjectives) and sentence structure (especially similes)?
- Did the creation of rubric enhance their understanding of the expectation?
- Did they have a better understanding of the story plot?
- What did the self-assessment and peer review indicate?
- How much time did they use?
- How much did they enjoy the use of the technology and the whole task?
- How did student perceive this task?
- How did the use of technology and collaborative work help them in learning?
- what are the challenges they had?
- where do they think it can be improved?