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Curriculum Analysis of Cyberchase Educational Television Program for Mathematics Instruction

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Curriculum Analysis of Cyberchase Educational Television Program for Mathematics Instruction Curriculum Analysis of CyberChase Educational Television Program for Mathematics Instruction Farrah Dina Yusop N108 Lagomarcino Hall Center for Technology in Learning and Teaching Iowa State University Ames, IA 50011, USA [email protected] Introduction Current educational movement towards integration of (multi)media technologies into teaching and learning together with vast its wide availability in the market call into the needs for educators to critically examine the technologies being used beyond the examination of matters such as quality of graphics, factual accuracy of the content and the amount of Mathematical skills required (Posner, 2004). In addition to the strategy of determining the relative needs and advantages that technologies could accomplish to support teaching and learning (Roblyer, 1997), educators need to critically examine the aspects of curriculum that underlies the production of an instructional (multi)media in order to help them to justify its usage in their unique teaching and learning contexts. This paper presents the curriculum analysis of CyberChase, a popular Mathematics-driven television program targeted to children age eight to twelve years old, and/or third to fifth grade funded by the National Science Foundation (NSF) using Posner’s (2004) framework of “The process of curriculum analysis”. Expanding on Tyler’s Rationales for Curriculum Planning (Tyler, 1949) as the main framework, Posner suggested four sets of components or “questions” pertaining to analyzing a curriculum: (1) Curriculum documentation and origins, (2) Curriculum proper, (3) Curriculum in use, and (4) Curriculum critique. This paper addresses each of the components and relates it to the design principles undertaken by CyberChase production team. CyberChase: Learning through media and technology CyberChase is an Emmy award winning (Donlevy, 2004; Olsen, 2006), Mathematics-driven animated television series designed for children ages eight to twelve years old funded by the National Science Foundation (NSF) under the “Informal Science Education” category, among other major funding agencies (CyberChase, 2008a). The CyberChase series are produced by the Thirteen/WNET New York and Nelvana International, and broadcasted daily on 340 Public Broadcasting System (PBS) stations since 2001 (CyberChase, 2008a). In Iowa, it is broadcasted via the Iowa Public Television (IPTV) at Channel 11. At the time this paper was written, CyberChase is now entering its sixth season with the campaign, “Math in Action”, an attempt to link Mathematics with Science learning experiences (Thirteen, 2007). The plot of the series is simple. In each episode, the children (i.e. learners) will be presented with a problem caused by a villain named Hacker and his two assistants, Buzz and Delete. The three heroes named Inez, Jackie and Matt who are about the same age as the target audience and their cyber bird helper, Digit, attempt to solve the problem and save the Motherboard planet. However, they need to apply Mathematical concepts and skills in order to save the planet since Hacker is very good at capitalizing on his Mathematical knowledge and skills to cause the planet’s destructions. Each episode of CyberChase is followed by a special segment called For Real. In this five-minute segment, children and/or audiences are presented with the real-world application of the Mathematical knowledge and skills presented (i.e. “taught”) in the episode. The children will be presented with a scenario or dilemma experienced Bianca and Harry, stars of the segment, in their everyday lives that requires the application of the Mathematics concepts highlighted in the episode. This segment is one of the important components of the television series as it assists in scaffolding children to view Mathematics knowledge and skills as practical and contextual-based concepts. Theoretical perspective As a multimedia project that utilizes technology to teach Mathematics as content knowledge, CyberChase, in the form of a television program is viewed as an educational tool that shapes the informal learning experiences, which is “learning that occurs outside the classroom, unofficial, unscheduled, and often occurs in impromptu way” (Cross, 2006). This study views the CyberChase television program beyond the conventional education tool; it is viewed as an “extra curriculum” that comprises all of those planned experiences outside of the school subjects which 395 are responsive to students’ interests and while not hidden, openly acknowledged dimension of the school experience (Posner, 2004). The term “experiences” in this paper refers to (Schwab, 1978) view of the five bodies of learning experiences that needs to be presented in a process of curriculum revision: teacher, learner, milieus, subject matter and curriculum making. Table 1 below presents the adaptation of Schwab’s (1978) five bodies of learning experiences with its representations in CyberChase. Schwab’s five bodies Descriptions Representation of Schwab’s five bodies of learning of learning experiences in CyberChase experiences 1. Teacher Knowledge of the teachers, including The Big Idea or learning objective in teachers’ knowledge, characteristics, CyberChase which is linked to the National personalities, readiness to learn new Council of Teachers of Mathematics materials and new ways of teaching (NCTM) Standards represents the ‘teacher’ (Schwab, 1978b, p.367) because it defines the objectives to be achieved and the ways of how it can be achieved, the tasks that usually carries out by teachers. 2. Learner Knowledge about the learners, divided The viewers of CyberChase television into two: (1) knowledge about the program are the learners. They can include learners’ present state of mind and heart, the children, their parents and family including the age group, prior knowledge, members, teachers and everyone who readiness to learn, aspirations and watches the television program. anxiety, and (2) knowledge about the learners’ development towards being an adult (Schwab, 1978b, p.366) 3. Milieus The milieus of which the child’s learning The milieus is represented by the will take place and “in which its fruits technology, specifically the 30 minutes will be brought to bear” including the television show, broadcasted daily. school and classroom of which learning is supposed to occur, the child’s interaction with the family, community, and particular groupings of religious, class or ethnic genus (Schwab, 1978b, p.367). 4. Subject matter Knowledge about the content and area of The subject matter covered in the learning (Schwab, 1978b, p.367) CyberChase series are Mathematics, Science and Technology Education 5. Curriculum making Knowledge on managing the process of Members of the CyberChase production curriculum making among the four bodies team are actively engaged in designing, of representation of learning experiences: creating, testing and involve in every aspect teacher, learner, milieus and subject of curriculum making decisions matter (Schwab, 1978b, p.367). Table 1: Schwab’s (Schwab, 1978b) five bodies of learning experiences and its representations in the CyberChase television program The analysis of the television program was guided by Posner’s (Posner, 2004) “Process of Curriculum Analysis”. Expanding from Tyler’s (1949) “Rationales for Curriculum Planning”, Posner suggested four sets of curriculum analysis: (1) Curriculum documentation and origins, (2) Curriculum proper, (3) Curriculum in use, and (4) Curriculum critique. Each of these components contains a set of questions that need to be answered. The set of questions relevant to this study is represented in Table 2 below. 396 Component(s) Questions Curriculum documentation and How is the curriculum documented? origins What situation resulted in the development of the curriculum? What perspectives does the curriculum represent? Curriculum proper What are the purposes and content of the curriculum? How is the curriculum organized? Curriculum in use How should the curriculum be implemented? What can be learned from an evaluation of the curriculum? Curriculum critique What are the curriculum’s strengths and limitations? Table 2: Posner’s (2004) framework on curriculum analysis Methods of analysis Working from qualitative research mode of inquiry, the main methods used in this study were media and document analyses. The researcher watched and observed selected episodes from the CyberChase series based on the specific themes that the series addressed. For each episode, the researcher took notes on its structure, timeline, instructional objectives and storyline. In addition, the researcher collected and analyzed information on the television series that are available on the series’ website (http://pbskids.org/cyberchase), including the information under the “Parents and Teachers” section that explained the objectives of each of the episode and suggested ideas on how parents and teachers could use them to expand Mathematics-based discussions and learning with their children at home and schools. Other supplemental information includes the advertisements related to CyberChase series in journals and publications, and information from the National Science Foundation (NSF) website regarding the purpose, history and any other relevant information allied with the series’ production. Findings and interpretations Media and content analyses of CyberChase revealed that this television series has the potential to become an educational multimedia tool for Mathematics learning especially for the
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