Edu 210 module 12
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Module 12 -

Module 12 -

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Edu 210 module 12 Edu 210 module 12 Presentation Transcript

  • Multimedia Reflection on concepts in Educational Technology TPACK By: Deanna Monks
  • What is TPACK? TPACK stands for Technological Pedagogical Content Knowledge. It is a framework that recognizes the knowledge teachers need for effective teaching with technology. (www.tpack.org) // Purposeful use of technology in the classroom. //Effective teaching using technology.
  • The TPACK framework is the interaction, teamwork and entwining of three manifests of knowledge: Content (CK), Pedagogical (PK) and Technological (TK). It's displayed in a Venn diagram.
  • What is CK, PK & TK? O Content Knowledge: areas of expertise, curriculum, subject matter, central facts, concepts, theories and procedures within a given field. O Pedagogical Knowledge: how to teach, classroom management, student thinking and learning, lesson planning, and assessment. O Technological Knowledge: the ability and knowledge to use install and update software, computers, devices, hardware and skills associated with technology.
  • Before taking this course, CK, PK, and TK were all concepts that I knew were entwined. But I did not realize I had limited knowledge in all three areas. Especially when it came to technology. I was forced to teach myself new tools to keep up with the course requirements. TPACK gave me the knowledge and understanding that using technology in the classroom needs to be purposeful and effective to pedagogy. Where I thought I was at: TK PK CK But in actuality, I was off.
  • Technological Knowledge: I feel like I know a lot about technology because I use it daily for my education and in general life, but I also feel like I have a lot to learn regarding technology. It grows immensely and constantly. Also there are hundreds of technological educational tools/software on and offline that I am not comfortable with or never used. I feel like I would feel comfortable with technology content knowledge but not very comfortable with pedagogical technological knowledge. Making those connections between technology and pedagogy practices in very new to me. TK Content Knowledge: I feel I know the most about content because I’ve study French, Science and Math during my university 7 year career along with taking curriculum courses of all sorts. Technically, all the classes I would be teaching in elementary I’ve already taken in grade school. Also not knowing what grade I’d be teaching but I do know that I’d feel somewhat comfortable teaching the content of kindergarten to grade six. Pedagogical PK and content knowledge has an overlap as I feel confidant in teaching content. Pedagogical Knowledge: I feel I know a lot about pedagogy. My mother is a teacher and I practically grew up within the school environment. Her colleagues helped raise me and are big part in why I followed my mother’s footsteps. I also have worked within a school environment for seven years as a reading assistant and substitute teacher. I’ve shadowed various teachers from K-6. Now, in my last year of education and I’ve taken many pedagogy courses; I feel even more comfortable getting in front of the class, planning well organized lesson plans and use proper classroom management and differentiation instruction. I also think I have lots of experience ahead of me to endure, to learn and to adjust my teaching beliefs. I’m really excited to continue to grow in my teaching skills. CK
  • Pedagogical & Content Knowledge (PCK): O how subjects are adapted or changed to the diverse interest and abilities of learners. O Subject matter transformed for teaching O Knowledge of what teaching strategies fit different subjects O Knowledge that the order in which content is organized creates better teaching O Example: boys and girls like to read different things, so allowing students to choose their own books to read or for a book report would be an example of PCK.
  • Technological Pedagogical Knowledge (TPK): O Teaching and learning can change because of particular technologies like the use of a iPad or tablet O ability to apply teaching strategies for the use of technologies., example: using an interactive white board. O knowledge of the advantages and disadvantage of tool’s that may not fit to a specific outcome O Example: Read & Write GOLD is a tool that allows teachers to provide the differentiated instruction that is necessary to meet the needs of diverse student populations and ensure that all students reach their potential and achieve success. It allows struggling students to access any curriculum and complete reading, writing, and research assignments as well as take tests independently.
  • Technological Content Knowledge (TCK): O Technology and content influence and constrain one another. O Teaching is more then just subject matter O Teachers should understand that subject matter can be changed an applied to particular technologies. O Knowledge that certain technologies are better suited for different subject matter. O O Examples: using the web tool Story Kit to create stories as a class, in groups or individually. It will help students realize their reading fluency. Creating stories to introduce new topics in various subjects to a class.
  • TPACK will impact me as a teacher to continue to encourage me to grow in my knowledge of incorporating technology into effective teaching in my classroom. I want my students to be respectful digital citizens and I want them to be engaged in their learning. I want my students to have success in their learning and with effective and purposeful use of technology that will happen.
  • References: O Koehler, M. J., & Mishra, P. (2009). What is technological pedagogical content knowledge? Contemporary Issues in Technology and Teacher Education, 9(1), 60-70. O Mishra, P., & Koehler, M. J. (2006). Technological Pedagogical Content Knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017-1054. doi: 10.1111/j.14679620.2006.00684.x. O Shulman, L.S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4-14.