1. Rethinking teacher education in the
digital age: New technologies, new
pedagogies
Evrim Baran, Ph.D.
Dept. of Educational Sciences
Middle East Technical University
9. If We Didn’t Have the Schools
We Have Today, Would We
Create the Schools We Have
Today?
Thomas Carroll (2000)
Ref: http://www.citejournal.org/vol1/iss1/currentissues/general/article1.htm
12. “If the changes in education over the
last 100 years had been as dramatic
as the changes in medicine over that
time, what would our schools look
like today?”Papert (1996)
Papert, S., & Negroponte, N. ( (1996). The connected family: Bridging the digital generation gap . Longstreet Press.
13. Discrepancy between educational
settings and everyday life
• Analog to digital
• Tethered to mobile
• Isolated to connected
• Generic to personal
• Consumers to creators
• Closed to open
(Wiley and Hilton, 2009)
http://www.irrodl.org/index.php/irrodl/article/view/768/1414
14.
15. “If you wouldn’t create today’s
schools, what are you doing about
it? “ Carroll (2000)
16. If we continue to prepare teachers as we
have always prepared them, we are going
to continue to recreate the schools we
have always had. We have to start
preparing teachers differently.
Carroll (2000)
17. If we are going to continue preparing
educators to work as solo, stand-alone
teachers in self-contained, isolated
classrooms, we are going to
perpetuate the schools we have today.
Carroll (2000)
18. If we want schools to be different, we must
start today to prepare teachers
differently… significantly differently
Carroll (2000)
19. Change in Modes of
Learning
• Sources of information
• The ways we exchange and interact with
information,
• How information informs and shapes us.
21. Endemic Problems in Technology and
Teacher Education
• Technocentrism
• Rapid technology change
• One-size-fits-all approaches
• Traditional teacher-centered teacher
education environments
• Lack of collaboration/communication between
schools and universities, teacher education
programs, community
• Lack of resources/equality
27. Because of the unstable patterns
of online teaching at the
teaching, organization, and
community levels, many online
learning practices are employed
as the replication of traditional
classroom environments,
reinforcing the “status-quo” and
the “defensive strategy” in higher
education
Garrison & Anderson (2003)
Traditional
teacher-
centered
pedagogies
dominate the
classrooms
47. TPACK Research
Denise A. Schmidt, Evrim Baran, Ann Thompson
Center for Technology in Learning and Teaching
Punya Mishra, Matthew J. Koehler, Tae S. Shin
48.
49.
50. TPACK Survey Impact
• Technological Pedagogical Content Knowledge
(TPACK): The development and validation of an
assessment instrument for preservice teachers, Denise A
Schmidt, Evrim Baran, Ann D Thompson, Punya Mishra,
Matthew J Koehler, Tae S Shin
52. • Focus is no longer upon the
technology
• TPACK provides a framework to
think about teacher technology use
and staff development in both higher
education and K-12 environments
• The emphasis is on the intersection
of technology, content and
pedagogy
Teachers need TPACK
53.
54. The TPACK Workshops
TPACK Workshops
– Preservice Science Teachers
– In-Service Math Teachers
– Research assistants
– Computer education preservice
teachers
58. The TPACK-LBD: A set of principles to develop TPACK
with LBD in teacher education contexts
TPACK-
LBD
Plan for
design Design of
technology
integration
artifacts
Examination
of design
examples
Engagement
in
theoretical
knowledge
Investigation
of ICT tools
Reflection on
design
experiences
Teaching in
authentic
settings
Collaboration
within design
teams
62. Publishing a Course Book on Wikibooks
• TPACK Wikibook Project
with EDS-536 Students
Published
http://en.wikibooks.org/wiki/
The_Many_Faces_of_TPACK
63. Creating a Course Trailer
EDS-536 Research and Practice on
Technology in Teacher Education Course
http://www.youtube.com/watch?v=ryGTG_O47OU
64. Impact
(1) Improved understanding of theory to
practice,
(2) Readiness to use TPACK in their authentic
teaching settings,
(3) Increasing awareness towards
technologies,
(4) Developing a more sophisticated
understanding about technology integration,
(5) Contributing to the society while taking
actions on sustainability
66. Creating Videos on the Purpose of Education
http://www.youtube.com/watch?v=RAxSsj5CLMQ
https://www.youtube.com/watch?v=VBq1vIjh_6E
67. Creating Videos on the Purpose of Education
“When i finished my project, I realized
that using visuals to illustrate and
explain topics are very useful and easy.
Although I am really keen on
technology, I realize that I cannot use
technology for my profession learning
how to use a video is a good start for
me. In my future career, I am planning
to prepare some online multitasks
about hearing evaluating daily live
speeches. Using visuals would be good
for the tasks.”
68. Online Discussions and Debates on the
Course LMS
Case: Ministry of Education (MOE) has decided to establish a pilot school.
The MOE consulted on education professionals for offering proposals on a
school that will be founded on a particular educational philosophy/theory.
To ensure representation of various ideas, five groups of professionals are
selected: Idealists, realists, pragmatists, existentialists, postmodernists. The
MOE will select the professionals who defend their position the best.
69. Online Discussions and Debates on Course
LMS
“The most significant thing I have learned from
completing the online discussion project is that I can
approach matters from different sides. Because in
this project we defended the ideas even we accept
them as a philosophy or we were against the idea
which the philosophy gave. Also, another significant
thing I learned through the project is that there are
other ways for group works It isn’t necessary to face
to face team work.”
71. Examining Professional Vision with
the Observer Tool
“In all videos there are some teaching techniques which
I love it. I loved the video the one with French
teacher. In his class, he used materials to include all
the children. He made them participate to class not a
boring way. I understood that being a teacher does not
mean to command the students. It means to make
them think. I would love to use these teaching
techniques in my teaching profession. I would want to
make them feel comfortable with me while
participating . Using materials and giving examples from
the real life can help them understand the lesson
easily.”
73. Creating Infographics on Education Reports
“My infographic help people to
understand the facts more clearly.
Everything in the infographic such as
statistics, details that hard to
remember are seen clearly. It
visualize the written complex details.
Making details visual is important
factor for presenting subjects more
easily.This type of presentions are
enjoyable for both framers and the
receivers. Preparation part of the
infographic was really good.”
81. Going Mobile in Teacher Education
Supported by the European Commission’s Marie Curie Career
Integration Programme
82. Learning science outdoors and with
mobile devices
Mobilizing with our mobile devices
within buildings
A group gathering to explore the Sun and
Constellations
Exploring mobile apps in a classroom
stations activity
85. Learning with Technology
Using technology is more effective as a learning
tool when embedded in a broader education
reform movement that includes improvements
in teacher training, curriculum, student
assessment, and a school's capacity for change.
86. Attend
• AERA Computer and Internet
Applications Special Interest Group
(SIG-CIAE)
• AERA, TACTL (Technology as an Agent
for Change in Teaching and Learning)
http://tactl.unt.edu/
91. Technology Integration into Teacher
Education in Germany
• COMMON ICT TOOLS USED IN TEACHERS´ DAILY WORK: CURRENT STATE
DESCRIPTION (2009)
– http://www.2agepro.psy.lmu.de/download/del_2_2.pdf
• In Bavaria, all schools have computers and internet access (Bildungsstatistik,
2008).
• On the average, 9 pupils share a computer with 100 students ranking below
average with respect to other European schools (Korte & Hüsing, 2007)
• Primary schools have the lowest computer/pupil ratio whereas Upper
Secondary schools the highest.
• In Germany, 63% of all schools are equipped with a broadband connection
• Most computers are located in computer labs (average: 85.8%).
• Approximately 66% of German schools using computers for teaching use
them in classrooms, with the highest percentage being achieved in Primary
schools (80%).
92. Technology Integration into Teacher
Education
• COMMON ICT TOOLS USED IN TEACHERS´ DAILY WORK: CURRENT STATE
DESCRIPTION (2009)
– http://www.2agepro.psy.lmu.de/download/del_2_2.pdf
• Computer science is taught as a separate subject in almost 80% of both,
lower and Upper Secondary schools and in almost 60% of Vocational schools.
• According to the survey of the European Commission for Information Space
Innovation & Investment in R&D Inclusion in 2007, 78% of German classroom
teachers had used computers in class within the last 12 months prior to the
study.
• Most teachers use computers for presentation purposes but also let the
pupils use them in class.
• In Germany, the older the teachers, i.e. the more years of teaching
experience, the less use they make of computers and the internet in schools
• 22% of teachers in Germany still do not use computers in class.
• When asked why, these teachers state:
• lack of computers in the school (49%), no benefit of using computers in
class (48%) and 46% believe that they lack the necessary skills to utilize
computers in their teaching (EU, 2006a)
