Mobile Learning and
Technology Integration
Strategies for the Dynamic
Classroom
Nicholas Yates
Instructional Designer
Appl...
Wicked Problems fast
“few hard and
rules”
“complex
”
“not clear
cut”
“illstructured”
“convoluted interaction of multiple
f...
Solutions
“unique and
novel”

“no definitive
solution”

“satisficing
”

“dynamic
”

“customdesigned”

Koehler & Mishra (20...
Where’s your focus for
technology integration?
Where’s your focus for
technology integration?
Where’s your focus for
technology integration?
Outline
• Nature of Wicked Problems + Solutions
• TPACK
• Relationships: An Example
• Our Mobile Context
• Pedagogy
• Cont...
TPACK

http://tpack.or
g
[insert verb here]
with TPACK
with TPACK
Technolog
y
TPAC
K
Content

Pedagogy
Technolog
y

TPAC
K
Content

Pedagogy
Technolog
y

TPAC
K
Content

Pedagogy
Technolog
y

TPAC
K
Content

Pedagogy
Technolog
y

TPAC
K
Content

Pedagogy
Technolog
y

TPAC
K
Content

Pedagogy
Technolog
y

TPAC
K
Content

Pedagogy
Technolog
y

TPAC
K
Content

Pedagogy
Relationships
Activity > Project
Activity > Project
Relationships
•
•
•
•

Language focused
Lack of engagement
Activity based
Prescribed output
Relationships >
Community
•
•
•

Inquiry based

•
•
•

Language focus

Communicative
Scaffolded & Community
outreach

Inte...
Our Mobile Context
student
understanding
technique
s
evaluatio
n

Pedagogy
applied to
students
method
s

practice and process of teaching and...
Pedagogy
What are some of the pedagogical
elements
we must think of in a mobile context?
http://tinyurl.com/UAEU1
3
Content
nature of
inquiry
established
practices

concept
s

subject
matter
application of propositional
knowledge
Koehler ...
Content
What are some of the content
elements
we must think of in a mobile context?
http://tinyurl.com/UAEU1
3
Technology
problem /
solution

adaptive
disposition

IT
literacies

mobile
literacies

Digital
literacies

effectiveness &...
Technology
What are some of the technological
elements
we must think of in a mobile context?
http://tinyurl.com/UAEU1
3
Individual Reflection
Think of an activity, lesson,
assignment, project, or unit of
work. Think of how the three
elements ...
Tell your friend!
Questions or
Comments?
References
Koehler, M., & Mishra, P. (2008). Introducing
TCPK. In J. A. Colbert, K. E. Boyd, K. A. Clark,
S. Guan, J. B. H...
Image references
Relationship Activity > Project: http://www.flickr.com/photos/16210667@N02/8755031604/
Relationship: http...
@digitalemerge
@digitalemerge
@digitalemerge
@digitalemerge
@digitalemerge
@digitalemerge
@digitalemerge
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Mobile Learning and Technology Integration Strategies for the Dynamic Classroom

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Mobile Learning and Technology Integration Strategies for the Dynamic Classroom

Presented at the UAEU Mobile Learning Conference 2013.

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  • Technology integration - seen as wicked by Koehler and Mishra.
    When we start to integrate, some factors are known, some are unknown.
    not clear cut - things spring up and teachers (and students) need to be
  • unique - no problem or technology integration is the same so no solution is the same
    definitive - each integration is fluid, with many choices along the way. ask 3 different teachers on how they incorporate mobile devices in their class and you’ll get three different integrations.
    satisficing - achieving a satisfactory solution
  • using the term “teaching and learning practice” - lesson, activity, face-to-face, blended, online learning
  • We need a flexible and integrated base of knowledge p.3
  • Designing, implementing, planning, reflecting,
    Any gerund
  • I think it is easier to know where we are going to, that is the emergent knowledge from the interaction of our knowledge of technology, content and pedagogy
  • Think about them in isolation if we need to
  • We may need to think about the interplay between technology and content - like how language or the human anatomy can be manipulated on a tablet
  • Or perhaps we need to think the content and how different pedagogy results
  • But we always come back to TPACK
  • Tell a story of what was and what became.
    I’ll talk about the outline of a teaching and learning instance that I changed based on TPACK thinking and designing.
  • When I first taught with the relationships unit, there was a small project or active learning task. I wasn’t able to change too much of it, due to time, the first time around.
    It did have a language focus that students should focus primarily on the conditionals to talk about relationships. It was described to the teachers as activity based with a prescribed output, a written script.
    Activities included reading some unrelated stories from the text.
  • An example based on Relationship Project
    TPACK - when understanding all the elements, Less about relationships and more about authenticity and community involvement
    Pedagogy - inquiry based - go into community to explore and discover - communicative
    Content - scaffolded question - communication oriented so any language necessary to communicate but guiding towards conditionals in pre-activities - some readings but i searched for relevant readings - included more discussions between students
    Technology - integrated device - portable - students prepared for interviews, went out and did interviews - app based and transferrable data and information - workflows - As Michael Shaunessey said, always on.
    It certainly helped to think of where I wanted to go with the teaching and learning and almost simultaneously think of isolated components, like the technology, and instantly draw upon my knowledge of content and pedagogy. It is a dynamic interaction.
    Instead of a prescribed output, students were free to choose! Most did a video (not of themselves) but some did PuppetPals and one or two did a Keynote. All featured the language
  • Pedagogical knowledge is deep knowledge about the processes and practices of teaching and learning… (it) applies to student learning, classroom management, less plan development and implementation and student evaluation… it includes knowledge about techniques or methods used in the classroom, the nature of the target audience and strategies for evaluating student understanding.
  • learning styles
    integrated
    communicative
    inquiry based
    constructivist
  • knowledge of the actual subject matter at the depth needed for different educational contexts
    knowledge of concepts, theories, ideas, organisational frameworks, knowledge of evidence and proof, nature of inquiry,
    established practices and approaches towards developing such knowledge
    discreet knowledge and application of it
  • subject matter
    concepts
    organizational theories
    what constitutes evidence and proof in discipline
    nature of learning
    nature of inquiry
    curriculum
    learning outcomes - content (lessons) and assessment
  • Proficiency of IT (FITness) goes beyond traditional notions of IT literacy to how we apply it in the many contexts.
    knowledge of knowing the technology and to function with it.
  • What type of
  • Mobile Learning and Technology Integration Strategies for the Dynamic Classroom

    1. 1. Mobile Learning and Technology Integration Strategies for the Dynamic Classroom Nicholas Yates Instructional Designer Apple Distinguished Educator @digitalemerge nicholas.yates@zu.ac.ae
    2. 2. Wicked Problems fast “few hard and rules” “complex ” “not clear cut” “illstructured” “convoluted interaction of multiple factors” Koehler & Mishra (2008), p.9
    3. 3. Solutions “unique and novel” “no definitive solution” “satisficing ” “dynamic ” “customdesigned” Koehler & Mishra (2008), p.10
    4. 4. Where’s your focus for technology integration?
    5. 5. Where’s your focus for technology integration?
    6. 6. Where’s your focus for technology integration?
    7. 7. Outline • Nature of Wicked Problems + Solutions • TPACK • Relationships: An Example • Our Mobile Context • Pedagogy • Content • Technology
    8. 8. TPACK http://tpack.or g
    9. 9. [insert verb here] with TPACK with TPACK Technolog y TPAC K Content Pedagogy
    10. 10. Technolog y TPAC K Content Pedagogy
    11. 11. Technolog y TPAC K Content Pedagogy
    12. 12. Technolog y TPAC K Content Pedagogy
    13. 13. Technolog y TPAC K Content Pedagogy
    14. 14. Technolog y TPAC K Content Pedagogy
    15. 15. Technolog y TPAC K Content Pedagogy
    16. 16. Technolog y TPAC K Content Pedagogy
    17. 17. Relationships Activity > Project Activity > Project
    18. 18. Relationships • • • • Language focused Lack of engagement Activity based Prescribed output
    19. 19. Relationships > Community • • • Inquiry based • • • Language focus Communicative Scaffolded & Community outreach Integrated & Ubiquitous Freedom to create
    20. 20. Our Mobile Context
    21. 21. student understanding technique s evaluatio n Pedagogy applied to students method s practice and process of teaching and learning Koehler & Mishra (2008), p.15
    22. 22. Pedagogy What are some of the pedagogical elements we must think of in a mobile context? http://tinyurl.com/UAEU1 3
    23. 23. Content nature of inquiry established practices concept s subject matter application of propositional knowledge Koehler & Mishra (2008), p.13
    24. 24. Content What are some of the content elements we must think of in a mobile context? http://tinyurl.com/UAEU1 3
    25. 25. Technology problem / solution adaptive disposition IT literacies mobile literacies Digital literacies effectiveness & efficiency nature of communication / collaboration Koehler & Mishra (2008), p.14
    26. 26. Technology What are some of the technological elements we must think of in a mobile context? http://tinyurl.com/UAEU1 3
    27. 27. Individual Reflection Think of an activity, lesson, assignment, project, or unit of work. Think of how the three elements interplay within this context. think of how you develop it through the interaction of TPACK.
    28. 28. Tell your friend!
    29. 29. Questions or Comments?
    30. 30. References Koehler, M., & Mishra, P. (2008). Introducing TCPK. In J. A. Colbert, K. E. Boyd, K. A. Clark, S. Guan, J. B. Harris, M. A. Kelly & A. D. Thompson (Eds.), Handbook of Technological Pedagogical Content Knowledge (TCPK) for educators (pp. 3 - 29). Milton Park: Routledge.
    31. 31. Image references Relationship Activity > Project: http://www.flickr.com/photos/16210667@N02/8755031604/ Relationship: http://www.flickr.com/photos/60875338@N03/5550535464/ Relationship > Community: http://www.flickr.com/photos/45372714@N07/9066347103/ Our Mobile Context: http://www.travelforboomers.com/wp-content/uploads/2012/09/c5324__ehh-630-using-ipad-outside-istock-630w.jpg Pedagogy: http://www.flickr.com/photos/52798669@N00/3248483447/ Content: http://www.flickr.com/photos/7941044@N06/4850731034/ Technology: http://www.flickr.com/photos/86122102@N00/410274984/ Group Discussion: http://www.flickr.com/photos/58746120@N00/48405833/ http://www.flickr.com/photos/76283035@N00/274628990/ http://www.flickr.com/photos/70292973@N07/7205413194/ Questions or coments: http://www.flickr.com/photos/51035555243@N01/7453930240/
    32. 32. @digitalemerge @digitalemerge @digitalemerge @digitalemerge @digitalemerge @digitalemerge @digitalemerge

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