On October 23rd, 2014, we updated our
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What knowledge is of most worth (when designing instruction)?Spencer, 1859 2006: In the midst of fast-paced technological changes, the knowledge of most worth is TPACK… an ability to flexibly draw from and integrate Knowledge of Technology, Pedagogy, And Content (and their relationship to each other) into your curriculum and instructional practices Mishra & Koehler (2006)
TPCK Model There is a new model that helps us think about how to develop technological pedagogical content knowledge. You can learn more about this model at the website: http://tpck.org/tpck/index.php?title=TPCK_-_Technological_Pedagogical_Content_Knowledge
SITE 2006IEA Second Information Technology in Education Study 9000 School 35,000 math and science teachers in 22 countries How are teachers using technology in their instruction? Law, N., Pelgrum, W.J. & Plomp, T. (eds.) (2008). Pedagogy and ICT use in schools around the world: Findings from the IEA SITES 2006 study. Hong Kong: CERC-Springer, the report presenting results for 22 educational systems participating in the IEA SITES 2006, was released by Dr Hans Wagemaker, IEA Executive Director and Dr Nancy Law, International Co-coordinator of the study.
Increased technology use does not lead to student learning. Rather, effectiveness of technology use depended on teaching approaches used in conjunction with the technology. How you integrate matters- not just the technology alone. It needs to be about the learning, not the technology. And you need to choose the right tool for the task. As long as we see content, technology and pedagogy as separate- technology will always be just an add on. Findings
Why TPACK? Learning how to use technology is much different than knowing what to do with it for instructional purposes Redesigning instruction requires an understanding of how knowledge about content, pedagogy, and technology overlap to inform your choices for curriculum and instruction
7 Pieces of the TPACK Pie Content [CK]: subject matter to be learned Technology [TK]: foundational and new technologies Pedagogy [PK]: purpose, values & methods used to teach and evaluate learning PCK: What pedagogical strategies make concepts difficult or easy to learn? TCK: How is content represented and transformed by the application of technology? TPK: What pedagogical strategies enable you to get the most out of existing technologies for teaching & evaluating learning? TPCK:Understanding the relationship between elements -- “a change in any one factor has to be ‘compensated’ by changes in the other two”
THE QUESTION OF THE WEEK… How can you best use new technologies associated with your content objectives to promote student learning?
Throughout the week (and back in your classroom)… Consider how pedagogical approaches might be framed to effectively integrate technology into content-area instruction? What new knowledge might you need?
Content focus: What content does this lesson focus on?
Pedagogical focus: What pedagogical practices are employed in this lesson?
Technology used: What technologies are used?
PCK: Do these pedagogical practices make concepts clearer and/or foster deeper learning?
TCK: Does the use of technology help represent the content in diverse ways or maximize opportunities to transform the content in ways that make sense to the learner?
TPK: Do the pedagogical practices maximize the use of existing technologies for teaching and evaluating learning?
TPCK:How might things need to change if one aspect of the lesson were to be different or not available?
Shifts focus of literacy from individual expression to community involvement.
According to Clay Shirky, there are four scaffolded stages to mastering the connected world: sharing, cooperating, collaborating, and collective action. Share Cooperate (connect) Collaborate Collective Action