2. What knowledge is of most worth (when designing instruction)?Spencer, 1859<br />2006: In the midst of fast-paced technological changes, the knowledge of most worth is TPACK…<br />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<br />Mishra & Koehler (2006)<br />
3. TPCK Model<br />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<br />
4. SITE 2006IEA Second Information Technology in Education Study<br />9000 School<br />35,000 math and science teachers in 22 countries<br />How are teachers using technology in their instruction?<br />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.<br />
5. Increased technology use does not lead to student learning. Rather, effectiveness of technology use depended on teaching approaches used in conjunction with the technology. <br />How you integrate matters- not just the technology alone.<br />It needs to be about the learning, not the technology. And you need to choose the right tool for the task.<br />As long as we see content, technology and pedagogy as separate- technology will always be just an add on.<br />Findings<br />
6. Why TPACK?<br />Learning how to use technology is much different than knowing what to do with it for instructional purposes<br />Redesigning instruction requires an understanding of how knowledge about content, pedagogy, and technology overlap to inform your choices for curriculum and instruction<br />
7. 7 Pieces of the TPACK Pie<br />Content [CK]: subject matter to be learned<br />Technology [TK]: foundational and new technologies<br />Pedagogy [PK]: purpose, values & methods used to teach and evaluate learning <br />PCK: What pedagogical strategies make concepts difficult or easy to learn?<br />TCK: How is content represented and transformed by the application of technology? <br />TPK: What pedagogical strategies enable you to get the most out of existing technologies for teaching & evaluating learning?<br />TPCK:Understanding the relationship between elements -- “a change in any one factor has to be ‘compensated’ by changes in the other two”<br />
8. THE QUESTION OF THE WEEK…<br />How can you best use new technologies associated with your content objectives to promote student learning?<br />
9. Throughout the week (and back in your classroom)…<br />Consider how pedagogical approaches might be framed to effectively integrate technology into content-area instruction? What new knowledge might you need?<br />
10. TPACK Guidelines<br /><ul><li> Content focus: What content does this lesson focus on?
11. Pedagogical focus: What pedagogical practices are employed in this lesson?
12. Technology used: What technologies are used?
13. PCK: Do these pedagogical practices make concepts clearer and/or foster deeper learning?
14. 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?
15. TPK: Do the pedagogical practices maximize the use of existing technologies for teaching and evaluating learning?
16. TPCK:How might things need to change if one aspect of the lesson were to be different or not available?</li></li></ul><li>Shifts focus of literacy from individual expression to community involvement.<br />
17. According to Clay Shirky, there are four scaffolded stages to mastering the connected world: sharing, cooperating, collaborating, and collective action.<br />Share<br />Cooperate (connect)<br />Collaborate<br />Collective Action<br />