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  • 1. <TITLE> ! What would John Dewey do: ! Programmatic design for ! developing TPACK for 21st ! Century Learning </TITLE><a na me=”J <BLOCKQUOTE> ohn D ewey” > ! Education is not preparation for life; ! education is life itself—John Dewey ! The self is not something ready-made, ! but something in continuous formation ! through choice of action—John Dewey </BLOCKQUOTE>
  • 2. <TITLE>What would John Dewey do: Programmatic design for developing TPACK for 21st Century Learning </TITLE> <INFO> March 2012, Austin TX </INFO>
  • 3. Introduction<a name=”Denise Schmidt-Crawford” affiliation=”Iowa State University”>
  • 4. <START>What would John Dewey do: Programmatic design fordeveloping TPACK for 21st Century Learning Introduction — Denise Schmidt-Crawford Dewey or dont we — Punya Mishra Rethinking the foundations of the Total PACKage — Michelle Schira Hagerman & Jodi Spicer Tools to think with: Exploring learning & development — Kristen Kereluik, Laura Terry, & Punya Mishra <BR> Towards lifelong creativity and leadership — Michael DeSchryver & Sean Leahy Program (re)design 2.0: Social media — Leigh Graves Wolf Does it work? Tracking TPACK development over 4 years — Tae Seob Shin & Matthew Koehler Reflecting on process and product — Petra Fisser </START>
  • 5. On designing an experience: Dewey or don’t we <a name=”Punya”>
  • 6. <BLOCKQUOTE> The belief that all genuine education comes about through experience does not mean that all experiences are genuinely or equally educative — John Dewey</BLOCKQUOTE>
  • 7. The challenge….
  • 8. Developing a program v.s. a set of courses
  • 9. Overseas
  • 10. On campus / f2f hybrid
  • 11. Fully online!
  • 12. MasterTechnology + Pedagogy + Content (in an integrated manner)
  • 13. Pedagogy Content Technology Context
  • 14. Pedagogy Content Technology Context
  • 15. Pedagogy Content Technology Context
  • 16. An “inchoate” or ordinary experience remains embryonic and never comes to mean anything... Thus, although there is activity – that is, things happening overtime, there is no coherence, development, or flow to these things.
  • 17. What wouldJohn Dewey Do?
  • 18. On designing an experience
  • 19. What is an experience?
  • 20. ...we have an experience when the material experienced runs its course to fulfillment. Then and then only is itintegrated within and demarcated in the general stream of experience from other experiences. A piece of work is finished in a way that is satisfactory; a problem receivesits solution; a game is played through; a situation, whether that of eating a meal, playing a game of chess, carrying ona conversation, writing a book, or taking part in a political campaign, is so rounded out that its close is a consummation and not a cessation. Such an experience is a whole and carries with it its own individualizing quality and self-sufficiency. It is an experience.
  • 21. Elements of an experience
  • 22. Transformative Compelling UnifiedHaving a dramatic quality Aesthetic
  • 23. Experience as a transaction An experience is an emotional state that fuses actions, events, and emotion into a unified whole One of [Deweys] main points is that experience isnot a psychological phenomenon. It is not somethingthat happens exclusively “within us, though it may certainly have components that we commonlydescribe in psychological terms. Rather, experience takes place in the world itself. It is made up of our continuous interaction and participation with objects, situations, and events that constitute our environment. (Jackson, 1995, p. 194
  • 24. What does this mean for a Master’s Program?
  • 25. Key elements
  • 26. Unified TPACKFocus on Repurposing / Creativity Deep Play Dramatic Quality (Predictable v.s. Postdicdtable)
  • 27. UnifiedTPACKRepurposing / creativityDeep PlayDramatic Quality Multiple levels
  • 28. UnifiedTPACKRepurposing / creativityDeep PlayDramatic Quality Multiple levels Mechanical | Meaningful | Generative
  • 29. UnifiedTPACKRepurposing / creativityDeep PlayDramatic Quality Multiple levels Mechanical | Meaningful | Generative Program | Courses | Assignments
  • 30. UnifiedTPACKRepurposing / creativityDeep PlayDramatic Quality Multiple levels Mechanical | Meaningful | Generative Program | Courses | Assignments Students | Instructors
  • 31. The zoom… program, courses (or sets ofcourses) to semesters, assignments, days… The idea of dewsign!
  • 32. Year 1
  • 33. So with that...
  • 34. <START>Rethinking the foundations of the Total PACKage —Michelle Schira Hagerman & Jodi SpicerTools to think with: Exploring learning & development— Kristen Kereluik, Laura Terry, & Punya Mishra<BR>Towards lifelong creativity and leadership — MichaelDeSchryver & Sean LeahyProgram (re)design 2.0: Social media — Leigh GravesWolfDoes it work? Tracking TPACK development over 4 years— Tae Seob Shin & Matt KoehlerReflecting on process and product — Petra Fisser</START>
  • 35. Thank You&#33;Punya Mishra mailto:punya@msu.edu
  • 36. Rethinking the Foundation<a name=”Michelle”> <a name=”Jodi”>
  • 37. <h2>Rethinking the Foundation</h2>Michelle Schira Hagerman & Jodi Spicer
  • 38. Rethink?Learning Alignment Place Play
  • 39. “ardent curiosity, fertile imagination and a love ofexperimental inquiry” John Dewey
  • 40. Learning What are your personal learning goals forthe Master’s in Educational Technology? Putanother way, what do you really hope to get out of this program?
  • 41. Pre-MAET Goals 1 2 9 2 2 3 3 8 5 7Learn ways to scaffold and differentiate instructionLearn about the research base that supports technology integration in classroomsInstrumental Goals: Job security, Change Jobs, PD CreditsLearn new ideas that I can share with colleagues in my schoolLearn to enhance student achievement and comprehensionStreamline administration and grading workflowCollaborate & learn from other teachersLearn to use specific technologies that I’ve heard of but have not yet used or masteredBecome more proficient and knowledgeable with a broader range of technologiesLearn to integrate technology effectively in my classroom
  • 42. Alignment• 5 common assignments• Wikis• Common activities with common technologies• Planned for cross-Atlantic peer collaboration using social media and video- conferencing
  • 43. Colleague Connections Page
  • 44. HootCourse #maety1
  • 45. Place
  • 46. PlaceContent Connections Assignment• Create a website• Connections between MSU/E. Lansing or Rouen, France & a topic they teach• Design a student assignment that is inquiry-based that you deliver via this website• Embed multimedia
  • 47. Conflict and Community Project Grade 11 English
  • 48. Number Line Jumping -Third Grade
  • 49. Place
  • 50. Play
  • 51. Thank You&#33;Michelle Schira Hagerman mailto:schiraha@msu.eduJodi Spicer mailto:spicerj@msu.edu
  • 52. Tech tools to think with <a name=”Laura”> <a name=”Punya”><a name=”Kristen”>
  • 53. <h3>Tech tools to think with:Exploring learning and developmentthrough technology</h3>Kristen Kereluik, Laura Terry, & Punya Mishra
  • 54. Tech tools to think with
  • 55. exploring learning anddevelopment through technology
  • 56. Activities Learning Experience
  • 57. Layers
  • 58. Layers #1 Obvious Technology Activity
  • 59. Layers #1 Obvious Technology Activity #2 Ed Psych
  • 60. Layers #1 Obvious Technology Activity #3 7Cognitive #2 Ed Psych Tools
  • 61. Layers #1 Obvious Technology #4 TPACK Activity #3 7Cognitive #2 Ed Psych Tools
  • 62. Alphabits
  • 63. Alphabits
  • 64. UnderstandingUnderstanding using video
  • 65. Literature search Develop protocolConduct video interviews Edit video Create website
  • 66. How do we taste?
  • 67. Identify problem of practice Use TPACK to address the problem
  • 68. Going beyond right/wrong in an English class ! !
  • 69. Representingeducational tensions
  • 70. And now repurposed!
  • 71. Thank You&#33;Kristen Kereluik mailto:kereluik@msu.eduLaura Terry mailto:terrylau@msu.eduPunya Mishra mailto:punya@msu.edu
  • 72. Towards lifelong creativity and leadership<a name=”Mike”> <a name=”Sean”>
  • 73. Towards lifelong creativity and leadership <a name=”Kristen”><a name=”Mike”> <a name=”Sean”>
  • 74. <h4>Towards lifelong creativity andleadership</h4>Mike DeSchryver & Sean Leahy
  • 75. Creativity DesignLeadership Vision
  • 76. Why Creative Thinking?
  • 77. Perceiving Patterning AbstractingEmbodied Thinking Modeling Deep Play Synthesizing
  • 78. iImages
  • 79. iVideos
  • 80. ...and so much more...
  • 81. “Hard” quickfires Sparks explores the notion of “schooling the imagination” in detail. Several apparent dichotomies are presented: knowing and understanding illusion and reality hand knowledge and symbolic knowledge mind and body intellect and intuition synthetic and eclectic learning truth and fiction In this context, the authors assert:By checking and crosschecking fiction with fact, experience withknowledge, by creating each in the image of the other, the writer [or in our case, the learner] ever more closely approximates recognized truths (p. 23).
  • 82. Short quickfires
  • 83. And some, a bit longer, “quick” fires...46 hours or so
  • 84. a few teaching“innovations...”
  • 85. time...
  • 86. Read &Tweet
  • 87. deep-play.com
  • 88. studentfeedback:
  • 89. “Never in my lifehave I taken a classthat allowed me thetime and flexibilityto practice creative thinking...”
  • 90. Thank You&#33;Mike DeSchryver mailto:deschry2@msu.eduSean Leahy mailto:leahysea@msu.edu
  • 91. Q&A (1) These presentations can bedownloaded from punyamishra.com
  • 92. Short Break (15 minutes)
  • 93. <TITLE> ! What would John Dewey do: ! Programmatic design for ! developing TPACK for 21st ! Century Learning </TITLE><a na me=”J <BLOCKQUOTE> ohn D ewey” > ! Education is not preparation for life; ! education is life itself—John Dewey ! The self is not something ready-made, ! but something in continuous formation ! through choice of action—John Dewey </BLOCKQUOTE>
  • 94. <START>What would John Dewey do: Programmatic design fordeveloping TPACK for 21st Century Learning Introduction — Denise Schmidt-Crawford Dewey or dont we — Punya Mishra Rethinking the foundations of the Total PACKage — Michelle Schira Hagerman & Jodi Spicer Tools to think with: Exploring learning & development — Kristen Kereluik, Laura Terry, & Punya Mishra <BR> Towards lifelong creativity and leadership — Michael DeSchryver & Sean Leahy Program (re)design 2.0: Social media — Leigh Graves Wolf Does it work? Tracking TPACK development over 4 years — Tae Seob Shin & Matt Koehler Reflecting on process and product — Petra Fisser </START>
  • 95. Leveraging social media <a name=”Leigh”>
  • 96. <h5>Program (re)design 2.0:Leveraging social media</h5>Leigh Graves Wolf An experience is an emotional state that fuses actions, events, and emotion into a unified whole
  • 97. Text
  • 98. A REALLY LOUDPUBLIC SUCCESS
  • 99. http://msu.edu/social
  • 100. ANALYTICS
  • 101. A REALLY LOUDPUBLIC SUCCESS
  • 102. Thank You&#33;Leigh Graves Wolf mailto:gravesle@msu.edu
  • 103. Tracing TPACK development over 4 years<a name=”Tae”> <a name=”Matt”>
  • 104. Does it Work?Tracking TPACK DevelopmentOver Four Years
  • 105. Tae Seob ShinHanyang University, Seoul, Korea
  • 106. Matthew J KoehlerMichigan State University
  • 107. Punya MishraMichigan State University
  • 108. it Wo rk?D oes
  • 109. it Wo rk?D oes TPAC K In tegra tion
  • 110. it Wo rk?D oes TPAC K In tegra tion
  • 111. Course Goals esigned ow well-d ooted in erstand h ects are r elp teachers und logy proj propriateH al techno so how ap n y, and al logy ofte e ducation g tional psycholo l psycho educa d ucationa applic ation of e h nologies rging tec benefits from eme
  • 112. Major AssignmentsCogni tivism M in C oncep t Map i-Vi o n P d eo P hys ro je ics ct DreamIT Grant Proposal ing nd ing sta nd er sta Und er Und
  • 113. ?
  • 114. ?Did the year -2 in-service change as a r teachers’ TPA esult of their CK experiences? course
  • 115. Measuring PA CK T
  • 116. Measuring PA CK T
  • 117. Measuring PA CK TSchmidt et. al (2009)Archambault &Crippen (2009)
  • 118. Measuring PA CK TSchmidt et. al (2009)Archambault &Crippen (2009)
  • 119. Measuring PA CK TSchmidt et. al (2009) Koehler, Mishra,Archambault & & Yahya(2007)Crippen (2009)
  • 120. Measuring PA CK TSchmidt et. al (2009) Koehler, Mishra,Archambault & & Yahya(2007)Crippen (2009)
  • 121. Measuring PA CK TSchmidt et. al (2009) Koehler, Mishra,Archambault & & Yahya(2007)Crippen (2009) Harris et al. (2010)
  • 122. SURVEYS TPACK
  • 123. SURVEYS TPACKSchmidt, D. A., Baran, E., Thompson A. D., Koehler, M. J., Mishra, P. &Shin, T. (2009). Technological pedagogical content knowledge (tpack): Thedevelopment and validation of an assessment instrument for preserviceteachers. Journal of Research on Technology in Education, 42(2), 123-149
  • 124. 1 Content Deconstructing T Knowledge (CK) PAC2 Pedagogy (PK) Knowledge 3 K3 Technology Technology Knowledge (TK)4 PCK5 TPK 5 6 76 TCK 47 TPACK Pedagogy Content 2 1
  • 125. SURVEYS TPACKTPK - Technological Pedagogical Knowledge
  • 126. SURVEYS TPACKTPK - Technological Pedagogical Knowledge “I can choose technologies that enhance the teaching approaches for a lesson”
  • 127. SURVEYS TPACKTPK - Technological Pedagogical Knowledge “I can choose technologies that enhance the teaching approaches for a lesson” “I am thinking critically about how to use technology in my classroom”
  • 128. SURVEYS TPACK 45 questions3-7 questions for each of the 7 sub-categories
  • 129. ? How did the in-service teachers’ kn owledgechange in ea ch of the sev components en of TPACK?
  • 130. D es ign
  • 131. D es ign74 teachers
  • 132. D es ign74 teachers of data ears 4-y
  • 133. D es ign74 teachers of data ears 4-yPre-p ost surveys
  • 134. Expected ? s su ltRe
  • 135. 1 Content R Expected Knowledge (CK) esu2 Pedagogy (PK) Knowledge 3 lts3 Technology Technology Knowledge (TK)4 PCK5 TPK 5 6 76 TCK 47 TPACK Pedagogy Content 2 1
  • 136. PrePost Res CK ult s 5 3.74 * 4 3.51 3.82 3.50 3.62 3.83 3.93 3.41 3 2 1 Math d=.24 Social Studies Science 0 d=.11 d=.20 Literacy d=.11
  • 137. PrePost PK & PCK Re sul 5 ts 4.13 4.23 * 4 3.70 3.42 3 2 1 PK 0 d=.17 PCK d=.37
  • 138. PrePost ALL e R THE TS sul ts * * * 5 3.72 4.07 3.77 4.05 4.42 * 4.10 4 3.30 3.63 3 2 1 TK d=.50 TCK d=.63 TPK 0 d=.65 TPACK d=.73
  • 139. Co nclusions?
  • 140. Co nclusions?
  • 141. Co nclusions? Course = Success
  • 142. Co nclusions?
  • 143. Co nclusions? TPACK Integration = Working as Intended
  • 144. Co nclusions?
  • 145. Co nclusions? Use of TPACK looks promising
  • 146. Making the simple I tried projects I had not even complicated is commonplace; considered before. It’s a small step, butmaking the complicated simple, awesomely simple, I feel an important step, to fully thats creativity. integrate technology into the classroom — Charles Mingus — Teacher Thank you! TPACK SIG Wed, 12:15 pm TPCK Handbook for http://tpack.org mkoehler.educ.msu.edu Educators mkoehler@msu.edu Consider a Ph.D. in Educational Technology - http://edtechphd.com
  • 147. <h6>Does it work? Tracing TPACKdevelopment over 4 years</h6>Tae Seob Shin & Matt Koehler
  • 148. Thank You&#33;Tae Seob Shin mailto:shinmeister@gmail.comMatt Koehler mailto:mkoehler@msu.edu
  • 149. Reflecting on the process and product <a name=”Petra”>
  • 150. <h7>Reflecting on the process andproduct</h7>Petra Fisser
  • 151. Thank You&#33;Petra Fisser mailto:P.H.G.Fisser@utwente.nl
  • 152. Q&A (2) These presentations can bedownloaded from punyamishra.com