Introduction: What are your general and more specific interests in what you want to explore across the Inquiry timeline? This reflects a focus on your practice and the technology education curriculum
While on my practicum I noticed in all 3 of my classes that there were many kids who seemed to have no interest in the projects that they were given. Its not like the projects are super boring or are irrelevant in anyway, but many of the students just weren’t motivated to excel at what they were doing. This got me wondering about what could be added to these already cool projects that would really capture the attention of the ENTIRE class. Is there anything that can be added? Am I the only one who thinks the projects are awesome?
Inquiry Question(s) or Problem: What is the question (or are the questions) that ground(s) your inquiry?
The question/ problem that I am posing is,
Will giving children more control over the final outcome of their projects, whether it be aesthetics, or straight up design, lead to a greater interest in in the task at hand? Will they be MORE engaged?
Now obviously that is a little broad so here is an example, in my drafting class I will be assigning a house plan assignment where the students will create a house plan in which I have already created for them. The purpose of this is to teach them proper dimensioning, measuring and layout skills; all to the standards of the BC building codes. This project is necessary in order to learn how to do it properly, or so I thought. What if I were to leave the layout design of the house to them? I could word it like “ Build your own dream house”, or something like that.
Another example would be in my woodworking class. The first project I will be doing is a cutting board. Now I know what your thinking, that’s pretty exciting stuff!…. NOT. A beautiful cutting board is always nice to bring home to your guardians, but not always the most exciting thing to make. BUT, what if I were to ad a special twist to it? I can turn it into a design challenge where the students can make it any shape and sized approved by me? Maybe we could add a special LASER ENGRAVED quote on the cutting board somewhere? Something that gets the students more excited for the outcome, gives them more control over their education and in return makes them push for that goal. I believe that the more you are able to make something your own, the more you will enjoy making, and using it.
Inquiry Purpose: Why is this important? Who is the potential audience or participants that will likely gain from your inquiry?
This is extremely important because what are kids even learning if they are not fully engaged. I don’t want work to feel like a chore for any of my students, I want them to WANT to succeed, WANT to produce something they are proud of and WANT to make it their own and personalize it. The people who will benefit from this will be, 1 my students, and 2 any other teacher I share my findings with.
Key or Critical Concepts: Identify 2-3 concepts that you intend to explore or focus on in your inquiry. Provide a brief description of these or definitions as related to your interests and inquiry
Aesthetics– will giving students control over the aesthetic features of their projects make them more engaged in their learning. The idea is to let kids make things that are personal to them, and to add things to physical projects that give them more meaning ex. Laser engraving special quotes.
Design– Will giving students more control over their education towards the technology get them more engaged in the projects. An example is provided above in the first question.
Engagement – By engagement I mean really taking control of their education. To come to class and to ask questions, what do I do next? What can I do now? That would be amazing. Having a quiet classroom from all of the students focusing on their assignments. Having the students be excited for the outcome of their project.
Ethical Considerations: Identify any ethical considerations that may arise in your inquiry or ethical problems that will have to be resolved before or during the inquiry
I do not foresee any ethical ramifications that would arise throughout the course of my inquiry. Perhaps I need to be careful of how I test my hypothesis. Am I allowed to directly ask children what they think? Am I allowed to conduct polls in class? I will be sure to search for the proper and “ethical” ways to go about testing my hypothesis.
References and Apps: Add any references or apps that are important.
I did some research and found some authors who have delved down the same road as I.
Along with the insight from these authors, I feel that I have set myself a sturdy ground in which I can build my inquiry.