BED Science  Technology integration in Education 26 th  April 2010
Playing with technology <ul><li>iPod </li></ul><ul><li>Camera </li></ul><ul><li>Wikipedia </li></ul><ul><li>GPS </li></ul>...
<ul><li>Wiki </li></ul><ul><ul><li>A wiki can establish a sense of community and task ownership. The usefulness of sharing...
<ul><li>iPod touch </li></ul><ul><ul><li>Multimedia resources accessible on mobile devices support situated learning and p...
Technology enhanced learning <ul><li>Technology-enhanced learning’ is gaining favour since it emphasises how technology ad...
Technology integration in science and mathematics teaching <ul><li>Teaching is a complicated practice </li></ul><ul><li>It...
TPACK for Teachers <ul><li>TPACK: a framework for teacher knowledge for  technology integration </li></ul><ul><ul><li>Teac...
Where to begin? <ul><li>How can teachers integrate technology into their teaching? </li></ul><ul><li>There is no “one best...
The TPACK Framework
Technological Pedagogical and Content Knowledge <ul><li>Technological (ICT) Knowledge </li></ul><ul><ul><li>Skills necessa...
Technological Pedagogical and Content Knowledge <ul><li>Technological pedagogical Knowledge:   </li></ul><ul><ul><li>How p...
TPACK <ul><li>TPACK is the basis of effective teaching with technology and requires an understanding of;  </li></ul><ul><u...
TPACK and Activity Types <ul><li>Identification of 42 distinct learning activity types </li></ul><ul><li>The activity type...
Technology for knowledge-building
Technology for convergent knowledge expression
Technology for divergent knowledge expression
A model of learning activity design
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  1. 1. BED Science Technology integration in Education 26 th April 2010
  2. 2. Playing with technology <ul><li>iPod </li></ul><ul><li>Camera </li></ul><ul><li>Wikipedia </li></ul><ul><li>GPS </li></ul><ul><li>Online game </li></ul><ul><li>Weblogs </li></ul><ul><li>Television </li></ul><ul><li>Computer </li></ul><ul><li>MP3 </li></ul><ul><li>e-portfolio </li></ul><ul><li>CMS </li></ul>
  3. 3. <ul><li>Wiki </li></ul><ul><ul><li>A wiki can establish a sense of community and task ownership. The usefulness of sharing ideas on a wiki increases if the tutor contributes, but avoids taking charge. </li></ul></ul><ul><li>Weblogs </li></ul><ul><ul><li>Integrating comments from the blog into tutorial discussions extracts full value from the activity: a course blog should be central rather than peripheral to a course </li></ul></ul><ul><li>Digital audio </li></ul><ul><ul><li>Feedback is essential to student learning. Providing feedback in different media reinforces the message and gives students a more personal learning experience. </li></ul></ul><ul><li>VLE/CMS </li></ul><ul><ul><li>e-Learning content frequently requires adaptation for use in another context. Helping tutors to resource their courses appropriately is as important as developing their ICT skills. </li></ul></ul><ul><ul><li>Skilful combinations of online resources and face-to-face activities can promote independent, self-directed learning. </li></ul></ul>
  4. 4. <ul><li>iPod touch </li></ul><ul><ul><li>Multimedia resources accessible on mobile devices support situated learning and provide opportunities for reinforcement and revision. </li></ul></ul><ul><ul><li>Video tutorials can level the playing field for students with some disabilities and those dependent on a visual learning style. </li></ul></ul><ul><li>Digital video </li></ul><ul><ul><li>Problem-based learning scenarios based around virtual resources enable students to learn from their mistakes in safety. </li></ul></ul><ul><ul><li>Simulations can be significantly enhanced by evidence on video; as a medium, video can evoke powerful affective responses </li></ul></ul><ul><li>E-portfolio </li></ul><ul><ul><li>Learners need assistance in understanding the advantages and disadvantages of using different platforms for their learning. </li></ul></ul><ul><ul><li>Opportunities for self-evaluation need to be introduced early to help learners grasp the importance of reflective, e-portfolio-based learning. </li></ul></ul>
  5. 5. Technology enhanced learning <ul><li>Technology-enhanced learning’ is gaining favour since it emphasises how technology adds value to learning </li></ul><ul><li>Technology-enhanced learning enables: </li></ul><ul><ul><li>Connectivity to information and to others </li></ul></ul><ul><ul><li>Greater choice over the time, place and pace of study </li></ul></ul><ul><ul><li>Alternative modes of study: distance, blended work-based, partially or wholly campus-based </li></ul></ul><ul><ul><li>Opportunities for reflection and planning in personal learning Rapid feedback on formative assessments </li></ul></ul><ul><ul><li>More active learning by means of interactive technologies and multimedia resources </li></ul></ul><ul><ul><li>Participation in communities of knowledge, inquiry and learning </li></ul></ul><ul><ul><li>Learning by discovery in virtual worlds </li></ul></ul>
  6. 6. Technology integration in science and mathematics teaching <ul><li>Teaching is a complicated practice </li></ul><ul><li>It requires integration of many kinds of specialized knowledge </li></ul><ul><li>Effective teaching depends on flexible access to reach, well-organized and integrated knowledge from different domains, including </li></ul><ul><ul><li>knowledge of student thinking and learning, </li></ul></ul><ul><ul><li>knowledge of subject matter, and increasingly, </li></ul></ul><ul><ul><li>knowledge of technology </li></ul></ul>
  7. 7. TPACK for Teachers <ul><li>TPACK: a framework for teacher knowledge for technology integration </li></ul><ul><ul><li>Teachers often have inadequate (or inappropriate) experience with using technology for teaching and learning </li></ul></ul><ul><ul><li>Many teachers earned degrees at a time when educational technology was at a very different stage of development than it is today </li></ul></ul><ul><ul><li>They do not consider themselves sufficiently prepared to use technology in the classroom </li></ul></ul><ul><ul><li>They do not appreciate its value or relevance to teaching and learning </li></ul></ul>
  8. 8. Where to begin? <ul><li>How can teachers integrate technology into their teaching? </li></ul><ul><li>There is no “one best way” to integrate technology into curriculum </li></ul><ul><li>Integration efforts should be designed for particular subject matter ideas in specific classroom contexts </li></ul><ul><li>According to Mishra and Koehler (2009), at the heart of good teaching with technology there are three core components: content, pedagogy, and technology, plus the relationships among and between them. </li></ul>
  9. 9. The TPACK Framework
  10. 10. Technological Pedagogical and Content Knowledge <ul><li>Technological (ICT) Knowledge </li></ul><ul><ul><li>Skills necessary to operate particular technologies </li></ul></ul><ul><ul><li>The ability to learn and adapt to new technologies </li></ul></ul><ul><ul><li>A functional understanding of technologies </li></ul></ul><ul><li>Pedagogical knowledge </li></ul><ul><ul><li>Students’ prior knowledge </li></ul></ul><ul><ul><li>How to use resources </li></ul></ul><ul><ul><li>Classroom management </li></ul></ul><ul><ul><li>Lesson plan development & implementation </li></ul></ul><ul><ul><li>Student evaluation </li></ul></ul><ul><li>Content or Subject matter knowledge </li></ul><ul><ul><li>Knowledge of central facts, concepts, theories & procedures </li></ul></ul><ul><ul><li>Explanatory frameworks </li></ul></ul><ul><ul><li>Evidence for proof </li></ul></ul>
  11. 11. Technological Pedagogical and Content Knowledge <ul><li>Technological pedagogical Knowledge: </li></ul><ul><ul><li>How pedagogies change because of ICT </li></ul></ul><ul><li>Technological Content Knowledge: </li></ul><ul><ul><li>How subject matter changes because of ICT </li></ul></ul><ul><li>Pedagogical Content Knowledge: </li></ul><ul><ul><li>How particular aspects of subject matter are organized, adapted and represented for instruction </li></ul></ul>
  12. 12. TPACK <ul><li>TPACK is the basis of effective teaching with technology and requires an understanding of; </li></ul><ul><ul><li>the representation of concepts using technologies </li></ul></ul><ul><ul><li>pedagogical techniques that use technologies in constructive ways to teach content </li></ul></ul><ul><ul><li>knowledge of what makes concepts difficult or easy to learn and how technology can help readdress some of the problems that students face </li></ul></ul><ul><ul><li>knowledge of students’ prior knowledge and knowledge of how technologies can be used to build on existing knowledge to develop new knowledge </li></ul></ul><ul><li>There is no single technological solution that applies for every teacher, every course, or every view of teaching </li></ul>
  13. 13. TPACK and Activity Types <ul><li>Identification of 42 distinct learning activity types </li></ul><ul><li>The activity types are divided into 13 knowledge-building and 29 knowledge-expression structures. </li></ul><ul><li>Knowledge-expression activity types are further divided into activities that emphasize either convergent (6 types) or divergent (23 types) thinking processes </li></ul><ul><li>In the article of Harris, Mishra & Koehler these content-driven pedagogical strategies are connected with specific technologies </li></ul>
  14. 14. Technology for knowledge-building
  15. 15. Technology for convergent knowledge expression
  16. 16. Technology for divergent knowledge expression
  17. 17. A model of learning activity design

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