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Activity types final copy

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  • Activity types function as conceptual planning tools for teachers; they comprise a methodological shorthand that can be used to both build and describe plans for standards-based learning experiences. An activity type is the action or performance (the activity) used to arrive at the product or desired outcome of the learning. Activity types are combined to create lesson plans, projects and units. Source:Harris, J., & Hofer, M. (2009). Instructional planning activity types as vehicles for curriculum-based TPACK development. In C. D. Maddux, (Ed.). Research highlights in technology and teacher education 2009 (pp. 99-108). Chesapeake, VA: Society for Information Technology in Teacher Education (SITE)
  • An activity type captures what is most essential about the structure of a particular kind of learning action as it relates to what students do when engaged in that particular learning-related activity (e.g., group discussion, role play, field trip). Activity types are combined to create lesson plans, projects and units. An activity type should help students build their knowledge and understanding of the content, the concept(s) and/or a processes and skills involved in the learning.Source:Harris, J., & Hofer, M. (2009). Instructional planning activity types as vehicles for curriculum-based TPACK development. In C. D. Maddux, (Ed.). Research highlights in technology and teacher education 2009 (pp. 99-108). Chesapeake, VA: Society for Information Technology in Teacher Education (SITE)
  • In the activity types approach, educational technology selections are not made until curriculum-based learning goals and activity designs are finalized. By selecting the technologies that best serve learning goals and activities last, both students’ learning and maximally appropriate educational technology uses are assured, with the emphasis remaining upon the former. Source:Harris, J., & Hofer, M. (2009). Instructional planning activity types as vehicles for curriculum-based TPACK development. In C. D. Maddux, (Ed.). Research highlights in technology and teacher education 2009 (pp. 99-108). Chesapeake, VA: Society for Information Technology in Teacher Education (SITE)Technology decisions should be made after you make the learning decisions.Some things to keep in mind when selecting the right technology for the “activity type” chosen for the lesson are:The learning decisions that have been madeThe types of technology available to the student (in class/within the school/outside of school)Will you be able to capture all of the knowledge and understanding expected of a student from the use of a particular type of technology?
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    • 1. Activity TypesAn activity type is theaction or performance(the activity) used toarrive at the product ordesired outcome of thelearning.
    • 2. Activity Types• An activity type classifies thespecific activity that is chosen bythe teacher seeking to align theproduct of the learning to thelearning goal and objective.• An activity type should helpstudents build their knowledgeand understanding of thecontent, the concept(s) and/or aprocesses and skills involved inthe learning.
    • 3. Activity TypesSome things to keep in mindwhen selecting the righttechnology for the “activitytype” chosen for the lesson are:• The learning decisions that havebeen made• The types of technology available tothe student (in class/within theschool/outside of school)• Will you be able to capture all of theknowledge and understandingexpected of a student from the useof a particular type of technology?

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