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A teacher’s knowledge base for the 21st century postitulo oct 2013_pub
 

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    A teacher’s knowledge base for the 21st century postitulo oct 2013_pub A teacher’s knowledge base for the 21st century postitulo oct 2013_pub Presentation Transcript

    • A Teacher’s Knowledge Base for the 21st Century Technology, Pedagogy, Content Knowledge and the rise of standards October 2013. Universidad Alberto Hurtado
    • L ook
    • Setting context • • • • • Who are the students? Who are the teachers? Where are they? What objects can you see? What are they doing?
    • What good teachers need to know • A solid knowledge of our discipline; • A well-grounded knowledge of pedagogy based on literature, discussions, and reflective experience; • A sound knowledge of the students we teach (context); • A sound knowldge of where we teach (institutions); • A theoretical and practical knowledge of resources and technology;
    • The problem: lack of sustained learning & knowledge  Strong content manangement but little pedagogical knowledge and experience;  Rich and strong experience with little theoretical foundations;  Practical approach to technology which does not match good pedagogical practice;  Lack / deficit in all 3 areas: content, pedagogy and technology; Possible examples? What does research say?
    • The problem: policy making at loose ends In the teaching profession we may encounter: Too many standards No standards Too much assessment No assessment A variety of approaches and foci on what makes a good teacher
    • Content vs? Pedagogy
    • Shulman’s position on Content and Pedagogy Shulman, 1987
    • Shulman’s position on Content and Pedagogy
    • Mishra’s position on Content, Pedagogy and Technology
    • Mishra’s TPACK Mishra, 2006
    • Cases: ICTs & Resources / Learning 1. Juan’s students are often distracted in the first 5 minutes of the lesson. He decides to use photographs to begin his lesson. Juan asks students to guess the topic of this morning’s lesson. 2. Valeria decides to show a 20-minute documentary on junk food. Students watch the video. After this movie ends, Valeria asks, what do you think about the video? 3. Pedro knows that his students love rock music. He decides to begin his lesson with a rock song with captions. Students listen to the song, some laugh, others try to sing the song. Pedro then says, “ok, please, open your books to page 40” 4. Marta takes the students to the computer lab. Students recieve a worksheet with grammar practice they need to complete to improve the use of present simple. Where is the teacher using technology to enhance learning?
    • Cases: ICTs & Resources / Learning What assumptions underlie these teachers’ choices? What is the focus on learnig in each of these cases?
    • Cases: ICTs & Resources / Learning 1. Juan’s students are often distracted in the first 5 minutes of the lesson. He decides to use photographs to begin his lesson. Juan asks students to guess the topic of this morning’s lesson. 2. Valeria decides to show a 20 minute documentary on junk food. Students watch the video. After this movie ends, Valeria asks, what do you think about the video? 3. Pedro knows that his students love rock music. He decides to begin his lesson with a rock song with captions. Students listen to the song, some laugh, others try to sing the song. Pedro then says, “ok, please, open your books to page 40” 4. Marta takes the students to the computer lab. Students recieve a worksheet with grammar practice they need to complete to improve the use of present simple. Where is the teacher using technology to enhance learning?
    • TPACK game 1. Each group gets 3 cups: T, P, C; each one contains its corresponding set of situations /prompts; 2. In the first round Ss pick 2 slips of paper only, from the C and P cups. They discuss a possible resolution. (not thinking of technology); 3. In the second round Ss pick 3 slips, one from each cup, and discuss how technology could be a meaningful tool and/or problem solver in the situation they got; 4. Each group shares thoughts with whole class; 5. T /SS round up the discussion asking about possible benefits of technology and about the types of knowledge SS resorted to while working out the situations discussed.
    • TPACK: implications  Sharing thoughts: challenges and Mishra, P. & Koehler, M. Technological solutions Pedagogical Content Knowledge: A Framework for Teacher Knowledge. Teachers College Record Vol. 108 Número 6, 2006, p. 1017-1054 http://www.tcrecord.org ID Number: 12516 Schulman, L (1987) Knowledge and Teaching: Foundations of the New Reform. Harvard Educational Review, vol. 57 (1), 1-22.
    • Why do teachers need standards? the Technology Standards can provide an opportunity for the ELT community to clarify expectations regarding the integration of technology in teaching and learning.  to recognize the need for integrating technology in their teaching;  to know what is expected of them in terms of knowledge, skills, and curriculum implementation;  to understand the need for continual learning throughout their professional careers;  to challenge themselves to reach a higher level of proficiency in using technology in their teaching (“expert” skill level) The Technology Standards may the Technology The rationale for the Standards is also help in minimizing the Standards to level the playing field and digital divide that exists not only are also necessary in guide teachers toward more between countries but also helping educators and effective practice within countries policy makers take the first step in technology implementation: actually using (TESOL Technology Standards Project Team, 2008) computers.
    • TESOL Technology Standards: overview Foundational knowledge and skills in technology for profesional purposes Teachers integrate pegagogical knowldge and skills with technology to enhance language teaching and learning Teachers use technology to improve communication, collaboration and efficiency Teachers apply technology in record keeping, feedback and assessment 2
    • TESOL Technology Standards: Goal 1 Foundational knowledge and skills in technology for profesional purposes  S1: Language teachers demonstrate knowledge and skills in basic technological concepts and operational competence, meeting or exceeding TESOL technology standards for students in whatever situation they teach  S2: Language teachers demonstrate an understanding of a wide range of technology supports for language learning and options for using them in a given setting  S3: Language teachers actively strive to expand their skill and knowledge to evaluate, adopt, and adapt emerging technologies throughout their careers  S4: Language teachers use technology in socially and culturally appropriate, legal and ethical ways
    • TESOL Technology Standards: Goal 2 Teachers integrate pegagogical knowldge and skills with technology to enhance language teaching and learning  S1: Language teachers identify and evaluate technological resources and environments for suitability to their teaching context  S2: Language teachers coherently integrate technology into their pedagogical approaches  S3: Language teachers design and manage language learning activities and tasks using technology appropriately to meet curricular goals and objectives  S4: Language teachers use relevant research findings to inform the planning of language learning activities and tasks that involve technology
    • TESOL Technology Standards: Goal 3 Teachers apply technology in record keeping, feedback and assessment  S1: Language teachers evaluate and implement relevant technology to aid in effective learner assessment  S2: Language teachers use technological resources to collect and analyze information in order to enhance language instruction and learning  S3: Language teachers evaluate the effectiveness of specific student uses of technology to enhance teaching and learning
    • TESOL Technology Standards: Goal 4 Teachers use technology to improve communication, collaboration and efficiency  S1: Language teachers use communication technologies to maintain effective contact and collaboration with peers, students, administration and other stakeholders  S2: Language teachers regularly reflect on the intersection of professional practice and technological developments so that they can make informed decisions regarding the use of technology to support language learning and communication  S3: Language teachers apply technology to improve efficiency in preparing for class, grading, and maintaining records
    • How do TTS relate to Standards in Chile? Foundational knowledge and skills in technology for profesional purposes Teachers integrate pegagogical knowldge and skills with technology to enhance language teaching and learning Teachers use technology to improve communication, collaboration and efficiency Teachers apply technology in record keeping, feedback and assessment
    • Implications in the classroom (1)  Can fix regular / simple technology glitches  Can use word processors, spreadsheets, etc. to prepare lesson materials  Can choose and adapt digital resources  Can share information on available technology with colleagues  Can evaluate the appropriateness of specific technology options  Can use technology to expand a classroom activity  Can participate in online/offline communities of practice  Can adapt resources according to social and cultural settings  Can understand privacy and copyright policies when using a digital resource Foundational knowledge and skills in technology for profesional purposes
    • Implications in the classroom (2)  Can identify and make use of available technologies to meet learning goals (e.g., language lab)  Can evaluate digital resources in alignment with course objectives  Can evaluate digital resources in alignment with students' interest and diverse levels  Can recognize my own teaching styles and choose technologies in this light  Can use technologies that support sound pedagogical approaches  Can see the limitations and potentials of technology  Can embed technology in my teaching, as opposed to making it an add-on.  Can work around the limitations of technology  Can help my peers with the use of technology  Can choose from a variety of technology-based resources to design tasks and activities  Can evaluate the level of my students digital competence  Can develop evaluation skills in my students when they choose among technology options  Can help my students think critically on the what's, when's, how's, and why's when using technology  Can understand, interpret, discuss, and apply research findings on the use of technologies Teachers integrate pegagogical knowldge and skills with technology to enhance language teaching and learning
    • Implications in the classroom (3) Teachers apply technology in record keeping, feedback and assessment  Can use different tools for record keeping  Can use computers for formative and summative kinds of assessment  Can give feedback to my students through digital tools  Can use technology-based assessment results to plan on next actions  Can collect my students' output for analysis (chat logs, concordancer)  Can use appropriate procedures for evaluating students (rubrics, checklists, etc) through digital environments
    • Implications in the classroom (4) Teachers use technology to improve communication, collaboration and efficiency  Can collect lesson plans and teaching ideas posted online  Can discuss, adapt and implement lesson plans and resources posted online  Can upload my own lesson plans and resources to a larger community of practice (other language teachers)  Can participate in mailing lists, blogs, and other kinds on online groups for teachers  Can be reached by students, administrators, parents through a safe and professional email account  Can start and maintain my own blog or website to interact with students safely and professionally  Can advise administrators on the use of technologies to improve communication  Can engage in research and share / publish results  Can systematically collect, organize and retrieve materials and students' data  Can encourage students to do likewise with their own data.
    • Workshop Working with videos The flipped classroom http://ed.ted.com/
    • Creating learning opportunities with digital videos Let’s begin: • Choose a class; • Proficiency level; • Topic: • Learning goals; • Language involved; Select a video: • Think / questions; Dig Deeper • Connect with other subject(s) • Connect with (local) culture Discuss • Offer an opportunity for exchange Ed.ted.com