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21st Century Skills & TPACK (Workshop)
21st Century Skills & TPACK (Workshop)
21st Century Skills & TPACK (Workshop)
21st Century Skills & TPACK (Workshop)
21st Century Skills & TPACK (Workshop)
21st Century Skills & TPACK (Workshop)
21st Century Skills & TPACK (Workshop)
21st Century Skills & TPACK (Workshop)
21st Century Skills & TPACK (Workshop)
21st Century Skills & TPACK (Workshop)
21st Century Skills & TPACK (Workshop)
21st Century Skills & TPACK (Workshop)
21st Century Skills & TPACK (Workshop)
21st Century Skills & TPACK (Workshop)
21st Century Skills & TPACK (Workshop)
21st Century Skills & TPACK (Workshop)
21st Century Skills & TPACK (Workshop)
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21st Century Skills & TPACK (Workshop)

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Tijdens een conferentie van de Poolse Centre for education development gaf Petra Fisser een workshop over competenties die leraren nodig hebben om hun leerlingen voor te bereiden op leren en werken in …

Tijdens een conferentie van de Poolse Centre for education development gaf Petra Fisser een workshop over competenties die leraren nodig hebben om hun leerlingen voor te bereiden op leren en werken in de 21e eeuw, waarbij een belangrijke rol is weggelegd voor de integratie van ict in het onderwijs. Daarbij werden 21st century skills gekoppeld aan het TPACK model.

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  • 1. Workshop: TPACK-related competences of teachers in the 21st century, a challenging development! Petra Fisser University of Twente Curriculum Design & Educational Innovation 13 December 2010
  • 2. 21st century skills for students/children
    • Cooperation
    • Communication
    • ICT literacy
    • Social and/or cultural skills
    • Creativity
    • Critical thinking skills
    • Problem solving skills
    • Productivity
    • Learning to learn
    • Self steering
    • Planning
    • Flexibility
    • Math, Science, Languages
    • Taking risks
    • Metacognition
    • Controlling / solving conflicts
    • Initiative and entrepreneurism
    • Interdisciplinary themes
  • 3. 21 st century competences of the teacher
    • Effective teaching depends on flexible access to rich, well-organized and integrated knowledge from different domains, including
      • knowledge of student thinking and learning,
      • knowledge of subject matter, and increasingly,
      • knowledge of technology
    • “ At the heart of good teaching with technology are three core components: content, pedagogy, and technology, plus the relationships among and between them.”
    • (Koehler & Mishra, 2006)
  • 4. TPACK
  • 5.
    • Content or Subject matter knowledge
    • Knowledge of central facts, concepts, theories & procedures
    • Explanatory frameworks
    • Evidence for proof
    • Pedagogical knowledge
    • Students’ prior knowledge
    • How to use resources
    • Classroom management
    • Lesson plan development & implementation
    • Student evaluation
    • Technological (ICT) Knowledge
    • Skills necessary to operate particular technologies
    • The ability to learn and adapt to new technologies
    • A functional understanding of technologies
  • 6. Pedagogical Content Knowledge: How particular aspects of subject matter are organized, adapted and represented for instruction Technological Content Knowledge: How subject matter changes because of ICT (or how ict can support subject matter!) Technological pedagogical Knowledge: How pedagogies change because of ICT (or how ict can support pedagogy)
  • 7. How can we use the TPACK model?
    • As a guide and a reflection tool to make sure that there is always a careful selection of content, pedagogy and technology
    • Using the TPACK model to design courses may give some directions in how to design professional development programs
  • 8. Try it…
    • In the TPACK game!
    • Make groups of 4
    • Pick a piece of paper from all 3 envelopes, and think of a sound classroom activity that uses that technology, content, and pedagogy
    • How does the technology support the content and the pedagogy?
    • Is there an ICT-application that fits the content and/or the pedagogy in a better way? Which one? Why? How?
  • 9. Reasons to do the TPACK game
    • It is fun..
    • It starts a discussion about the relation between technology, pedagogy and content
    • As facilitator of the game you can see/hear how people think about technology in education
    • It can be used to develop a vision on learning
    • It can be adapted to specific needs (content, pedagogy and technology)
    • It can be used in a professional development program (pre-service and in-service)
  • 10. Professional development..
    • Important:
      • Introducing new educational technologies into the learning process changes more than the tools used
      • It has deep implications for the nature of content-area learning, as well as the pedagogical approaches among which teachers can select
    • This is often an overlooked aspect of many technology integration approaches used to date
    • How to proceed?
    • Opportunity: Activity types (Harris, Mishra & Koehler, 2009)
  • 11. TPACK and Activity types
    • Identification of 42 distinct learning activity types
    • The activity types are divided into 13 knowledge-building and 29 knowledge-expression structures.
    • Knowledge-expression activity types were further divided into activities that emphasize either convergent (6 types) or divergent (23 types) thinking processes
    • In the article of Harris, Mishra & Koehler these content-driven pedagogical strategies are connected with specific technologies
  • 12. Technology for knowledge-building (Part of)
  • 13. Technology for convergent knowledge expression
  • 14. Technology for divergent knowledge expression (Part of)
  • 15. Why all these lists?
    • The goal in identifying activity types and specific technologies is
      • to help teachers become aware of the full range of possible curriculum-based learning activity options and
      • the different ways that digital and non-digital tools support this
    • This can help teachers efficiently select among, customize, and combine activity types that are well matched to
      • students’ differentiated learning needs and
      • students’ differentiated preferences and
      • classroom contextual realities (such as computer access, class time, etc.)
  • 16. Try it...
    • Think about your discussions during the TPACK Game
    • Does the list of activity types help you in making more or other choices?
    • Why? How?
    • And.. Just curious… is this approach something that can work in Poland?
  • 17. Want to know more?
    • Literature study (in translation at the moment)
    • Development of TPACK interventions & instruments
    • Studies in the Netherlands, Belgium, Kuwait, Tanzania, Ghana, ….. and Poland????
    • Please contact me!
    • Petra Fisser University of Twente http://users.gw.utwente.nl/fisser [email_address]

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