Digital Technology in Education

Using Pixton in the classroom.

By: Sayi Bocedi.

Heading:

Class: 6th grade.

Students: 12

Pre-intermediate course.

1 hour lesson.

General Information:

Communicative Goal: Asking about past events.

Grammar Focus: Wh-word questions in the past.

Warmer: (15m)

First, it is of paramount importance to go over what was learnt in previous clases (past contructions and regular and irregular verbs). For this, students will watch a short video of two people having a conversation about one’s vacation. https://www.youtube.com/watch?v=FG0USQaru8o&ab_channel=H%E1%BA%B1ngNguy%E1%BB%85n . Then, they will decide if the following statements are true (t) or false (f).

Mr Rashid’s flight was bumpy.

Mr Rashid did not stay inside the hotel.

Someone stole Mr Rashid’s wallet.

Mr Rashid did not meet anyone during his vacation.

Web:

Students will work in 3 groups of 4. Each group will get a brief biography of a personality (Serena Williams, Jennifer Doudna and Malala Yousafzai).

Serena Williams: https://www.britannica.com/biography/Serena-Williams

Jennifer Doudna: https://www.britannica.com/biography/Jennifer-Doudna

Malala Yousafzai: https://www.britannica.com/biography/Malala-Yousafzai

Then, each team will create a 4-pannel comic on Pixton.com, where they must portrait an interview with the assigned personality. To do so, students must use wh-questions and ask about what they read on the biography. They can choose the setting and must create the 2 characters (the one asking questions and the personality). They may create, for example, a tv show with a host.

What’s next (20m): Once they’re finished, they must present it to the class and explain why they considered those questions relevant and challenge their classmates to create 2 more questions about their personality.

Homework:

Students must choose one of the following options to share next class.

1. Ask a friend or relative to create a character. Write a brief biography about them.

2. Write a brief biography about a friend or relative.

3. Write a brief autobiography.

Theoretical framework.

As it was stated by Bloom’s Digital Taxonomy (2008), working with others fosters a greater interaction and collaboration with peers. This results in what BDT considers the fusion of traditional frameworks and theories with technology to enrich the learning experience and excite 21st. century learners curiosity.

1. Remember: Students must be able to remember grammatical structures.

2. Understan: They must be able to identify, analyze and select the appropriate questions and information.

3. Apply: They must implement and use and all the information to create the comic.

4. Analyze: They must me able to share the comic, so they must examine and test the information.

5. Evaluate: They must justify the questions they’ve chosen for the comic and back it up it with relevant information.

6. Create: They are the ones designing the comic from scratch.

The SAMR model (2006), says that technology provides a substitute for other learning activities without functional change, even in this cases, where the learning activity could have been done without the use of technology, it makes a huge difference since it provides a way more interesting and didactic way in which students can achieve the same results as with traditional tools. However, technology provides an entertaining, amusing and fun path towards learning. This activity is done collaboratively, which Bloom’s Digital Taxonomy considers more entertaining and engaining.

All these roles are present in the activity, enabling a space where it is possible to produce creatively in both Individual and group work, incorporating and make ICT part of their learning process in order to build spaces of imagination and fantasy. As Pixton is such a fun and engaging website, others aims proposed by PLANIED, such as learning English hand in hand with fun and joy, as well as becoming promoters of their own learning process are achieved. Interaction with partners is presented as a way to explore virtual environments. The analysis of texts and the distinction of relevant information provide students with a chance to select, analyse and interpret data in a variety of ways and using different perspectives so as to identify and implement possible actions.

Pixton Video Tutorial.

First, you'll have to sign in. You can use Google, Facebook or Microsoft. Choose if you are :

Educator
Student
Parent
Business

If you choose to be an educator, you'll be able to create a group for your students to join and work in. Choose a name for the group. It'll be free for 1 month!

If you are a student, don't follow the 4 following steps!

Then choose the grade.

And then choose the subject(s),

Choose how your students will join the class. They can create their own Pixton account!

Share the link with them.

Now it's your turn, students. Let's do it!

Choose a title for your comic!

Create your avatar, there are many features you can add and change. Feel free and play with the customization options!

Create the comic using all the different variables: background, characters, faces, dialogues! There are may options to choose from. You can even change someone's expression.

Once you're done, click the "done" button and copy the link so you can share your comic with everyone!

References:

Common sense education (n/d). Pixton edu review for teachers. Retrieved from https://www.commonsense.org/education/website/pixton-edu#:~:text=I%20really%20like%20Pixton%20for,works%20in%20my%20class%20account.

Schrock/, K. (n/d). SAMR. Retrieved November 2020, from https://www.schrockguide.net/samr.html

Staff, T. (2017, August 28). Bloom's Digital Taxonomy Verbs For 21st Century Students -. Retrieved November 2020, from https://www.teachthought.com/critical-thinking/blooms-digital-taxonomy-verbs-21st-century-students/

M. Niall. (2017). Bloom's Digital Taxonomt .Retrieved 2020 from https://www.niallmcnulty.com/2017/11/blooms-digital-taxonomy/

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