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Using Tech in the Classroom Goes Beyond TPACK.pptx
- 1. Rutgers Online Learning Conference Using Tech in the Classroom Goes Beyond TPACK and ASSURE By Matt Marino
- 2. TPACK Model Rutgers Online Learning Conference Key Components: Pedagogical Content Knowledge Pedagogical Knowledge Content Knowledge Technological Pedagogical Knowledge Technological Knowledge Pedagogical Knowledge Technological Content Knowledge Technological Knowledge Content Knowledge Picture Source: https://upload.wikimedia.org/wikipedia/commons/ e/e8/TPACK-new.png
- 3. ASSURE Model Rutgers Online Learning Conference Key Components: Preparation/Planning Development Usage Student Interaction Review Picture Source: https://educationaltechnology.net/wp- content/uploads/2015/11/ASSURE-model- stages.jpg
- 4. Rutgers Online Learning Conference TPACK and ASSURE Are a Good Start
- 5. Research Suggests This information was collected as part of my dissertation research. Educators tend to Use technology they are comfortable/familiar with Use cheaper technology based on availability Use technology based on availability professional development Rutgers Online Learning Conference
- 6. Educator familiarity does not equate to student familiarity Educator familiarity does not guarantee appropriateness of technology Ease of use for educator does not guarantee connection to content Technology may not match learning outcomes/course requirements Rutgers Online Learning Conference Reasons Tech Fails Poor choice in technology can lead to a poor experience for students and educators.
- 7. Important Questions Why are we using this tool? How does this tool enhance and/or supplement my classroom instruction? How do I address my needs? How do I address my student needs? Does my choice in technology meet administrative standards? Rutgers Online Learning Conference Picture Source: https://cdn.pixabay.com/photo/2015/10/30/12/24/questions- 1014060_960_720.jpg
- 8. Why Are We Using This Tool? Is the technology appropriate for the content? Is the technology appropriate for the learner? Is the technology available to students? Is the technology reliable? Is the technology safe? Rutgers Online Learning Conference
- 9. How Does This Tool Enhance and/or Supplement My Classroom Instruction? Does using this technology add anything to the course? Does using this technology benefit students? Does using this technology re-emphasize/assess course concepts? Do students agree? Rutgers Online Learning Conference
- 10. How Do I Address My Needs? What course goals/objectives does this tool help me address? Does my course need an overhaul to implement this tool? Do I have the necessary tools to implement this tech? Is there training needed? Rutgers Online Learning Conference
- 11. How Do I Address My Student Needs? Is training needed? Is the technology accessible? Is the technology costly? Is there an alternative? Is there value? Rutgers Online Learning Conference
- 12. Does My Choice in Technology Meet Administrative Standards? Are licenses needed for computers? Is the program in accordance with university standards? Is support available for the technology? Potentially beyond the university if needed. Is the company legitimate? Rutgers Online Learning Conference
- 13. Rutgers Online Learning Conference Technology in the classroom is not one size fits all Picture Source: https://upload.wikimedia.org/wikipedia/commons/thumb/9/9f/Tech_Elevator_Java_Classroom.jpg/800px- Tech_Elevator_Java_Classroom.jpg
Editor's Notes
- Be specific and direct in the title. Use the subtitle to give the specific context of the speech. -The goal should be to capture the audience’s attention which can be done with a quote, a startling statistic, or fact. It is not necessary to include this attention getter on the slide.
- Use the background points to post details that are not common knowledge, or that the audience will need to understand the context of the speech. -Do not read these main points from the PowerPoint, instead elaborate on these points during the speech.
- Use the background points to post details that are not common knowledge, or that the audience will need to understand the context of the speech. -Do not read these main points from the PowerPoint, instead elaborate on these points during the speech.
- Dedicate this entire slide to the thesis statement. It is the reason the speech is being given. Use this time to reveal the three main points of the speech (slides 4,5,6) as an overview for the direction of the speech: -[type main point #1 here] -[type main point #2 here] -[type main point #3 here] Be sure to transition to the first main point and the next slide.
- The title of main point #1 should be clear and concise. Each piece of evidence should be summarized for clarity and cited correctly. Do not simply read the pieces of evidence, but elaborate where needed. [type notes for elaboration here] Be sure to transition to main point #2 and the next slide.
- The title of main point #2 should be clear and concise. Each piece of evidence should be summarized for clarity and cited correctly. Do not simply read the pieces of evidence, but elaborate where needed. [type notes for elaboration here] Be sure to transition to main point #3 and the next slide.
- The title of main point #3 should be clear and concise. Each piece of evidence should be summarized for clarity and cited correctly. Do not simply read the pieces of evidence, but elaborate where needed. [type notes for elaboration here] Be sure to transition to the counterargument and the next slide.
- The counterargument should be the most common argument against the topic. The goal for this slide is to address the counterargument in such a way as to actually strengthen the original topic. Be sure to address each piece of evidence against the topic. As you address each piece of evidence elaborate on the text found on the slide. Remember to transition to the final slide, the action step.
- The counterargument should be the most common argument against the topic. The goal for this slide is to address the counterargument in such a way as to actually strengthen the original topic. Be sure to address each piece of evidence against the topic. As you address each piece of evidence elaborate on the text found on the slide. Remember to transition to the final slide, the action step.
- The counterargument should be the most common argument against the topic. The goal for this slide is to address the counterargument in such a way as to actually strengthen the original topic. Be sure to address each piece of evidence against the topic. As you address each piece of evidence elaborate on the text found on the slide. Remember to transition to the final slide, the action step.
- The counterargument should be the most common argument against the topic. The goal for this slide is to address the counterargument in such a way as to actually strengthen the original topic. Be sure to address each piece of evidence against the topic. As you address each piece of evidence elaborate on the text found on the slide. Remember to transition to the final slide, the action step.
- The counterargument should be the most common argument against the topic. The goal for this slide is to address the counterargument in such a way as to actually strengthen the original topic. Be sure to address each piece of evidence against the topic. As you address each piece of evidence elaborate on the text found on the slide. Remember to transition to the final slide, the action step.
- The action step is what the audience is supposed to do or think about the topic. It should be one sentence that is written clearly and with much thought. It may also be the thesis statement restated as an action. The goal of this slide is to leave the audience with a clear message as to what they are to do or think at the end of the speech. It may be a good idea to end with a powerful quote or image.