Tech-No-Drama: Using Technology to Elevate the Stage

 


Last month, I decided to liven up my drama class. We were deeply involved in developing characters for our upcoming school play, and the energy in the class seemed stagnant. So, I introduced a new activity called "Improvisation on the Fly." Students were split into small groups and given a random scenario and a prop (drawn from a hat) to use in a short, improvised scene. The catch was that they had access to iPads loaded with a green screen app, allowing them to create imaginative backdrops for their scenes, turning an empty classroom into a spaceship, a pirate ship, or a bustling marketplace.

Reflective Observations: The Power of Play and Technology

Witnessing the students' excitement while exploring the green screen possibilities was genuinely inspiring. Their creativity soared as they brainstormed scenes using the props and backdrops. Shy students, who usually remained on the sidelines, came alive, confidently taking centre stage. It was clear that technology, used effectively, could be a powerful tool for engagement and self-expression.

Abstract Conceptualization: Rethinking Traditional Techniques

This experience was a powerful reminder of the importance of play in learning (Poole, 2009). By incorporating technology into a classic improv exercise, a more dynamic learning environment was created to cater to diverse learning styles. This aligns well with the principles of constructivism, where students actively construct knowledge through hands-on experiences (Foley, 2014). Furthermore, the success of the activity highlighted the significance of the "TPACK framework" (Mishra & Koehler, 2006). By combining my knowledge of drama pedagogy (improvisation techniques) with technological know-how (green screen app) and content knowledge (character development), I fostered a richer learning experience for my students.

Application: Integrating Technology for All

I am planning to integrate technology more seamlessly into my drama curriculum. This may involve using online platforms for collaborative scriptwriting, incorporating virtual reality experiences to explore historical settings for plays, or creating digital portfolios for students to showcase their work. However, it is crucial to remember that technology is a tool, not a replacement for the core elements of drama education (Brown, N.d.). Active participation, collaboration, and critical thinking skills will remain paramount.

The crucial point is to find balance. We should utilize technology to improve engagement and accommodate different learning styles while still upholding the essence of drama to encourage creativity, communication, and social-emotional learning in our students (Seifert & Sutton, 2009). In this way, technology becomes a significant component in the ongoing drama of education, enabling each student to excel on their stage.


References:

Brown, N. (n.d.). Reflective model according to Kolb. Nicole-Brown. http://www.nicole-brown.co.uk/reflective-model-according-to-kolb/

Foley, S. (2014, May 4). Effective pedagogy- teaching the whole child [Video]. YouTube.  (5:03)

Mishra, P., & Koehler, M.  J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108 (6), pp. 1017-1054. https://one2oneheights.pbworks.com/f/MISHRA_PUNYA.pdf 

Poole, B.J. (2009). Reflections of education for an information age. In Education for an information age teaching in the computerized classroom (7th. Ed.). Internet Achieve WayBackMachine, 329- 353. https://web.archive.org/web/20181025041649/http://www.pitt.edu/~edindex/InfoAge7thEdition/Chapter13.pdf

Seifert, K., & Sutton, R. (2009). Educational psychology. The Saylor Foundation. https://www.saylor.org/site/wp-content/uploads/2012/06/Educational-Psychology.pdf licensed under CC 3.0.



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