80 ĐỀ THI THỬ TUYỂN SINH TIẾNG ANH VÀO 10 SỞ GD – ĐT THÀNH PHỐ HỒ CHÍ MINH NĂ...
Lee Discussantsession
1. Focus of TPCK development
Preservice –
Lee &Young
Coiro & Fogleman
Ketelhut
Inservice Education
Spires, Hervey, &Watson
2. Topics
How best to developTPCK?
Insights gained by teacher-learners (who have
developedTPCK)
Challenges ofTheory to Practice
Research: How to assessTPCK?
TPCK is not enough!
3. Is technology worth it?
Understanding impact.
substitute, proxy,
stand-in, surrogate
enlargement (larger, greater,
stronger); addition of detail
(fuller, clearer); increase in
signal magnitude; detail added
alteration, change,
conversion, revolution,
renovation, makeover
4. Instruction Student
Learning
Curriculum
Replacement
With the addition of technology, aspects of
I, SL, and C remained exactly the same
Amplification With the addition of technology, aspects of
I, SL, and C became more efficient,
obtainable, quicker, etc.
Transformation With the addition of technology, aspects of
I, SL, and C were transformed in ways
unattainable w/o the technology
Hughes, J. E. (2005). The role of teacher knowledge and learning experiences in
forming technology-integrated pedagogy. Journal of Technology and Teacher Education,
13(2), 277-302.
5. Dimensions of
Instructional Methods
Dimensions of Student
Learning Processes
Dimensions of Curriculum
Goals
Teacher’s role in
instruction
Learning Activity/task “Curricular Knowledge” to
be gained, learned, or applied
by student
Interaction with students Thinking process – mental
process
“Curricular
Experience/Process” to be
gained, learned, or applied
by student
Assessment of students Knowledge Transfer
Instructional Preparation Task milieu (individual, small
group, whole-class, others)
Administrative tasks
related to Instruction (e.g.,
grading)
Student Motivation
Student Attitudes
Add Your Own or School/District-specific Dimensions Below*
School/district-specific
Dimensions*
School/district-specific
Dimensions
School/district-specific
Dimensions
6. “I will have to learn
continuously and teach
students to do the same as
new literacies develop
during their lifetime.”
(Spires et al., p. 25)
7. “I will have to learn
continuously and teach
students to do the same as
new literacies develop
during their lifetime.”
(Spires et al., p. 25)
Editor's Notes
TCO and VOI … lead to calculations of how technology impacts current practice. We argue the need for revised perspectives that shift the focus towards transformative uses of technology.
The RAT model is made up of three categories or levels that I call Replacement, Amplification and Transformation.
Our technology-supported lessons or units can be assessed in terms of the instruction, student learning, and curriculum that is happening within them.
Here’s how the framework works ---
To some degree you need to know what the “pre-technology curriculum, instruction, and learning” was. You also need to define and be knowledgeable about SL, I, and C in order to know what is “transformative” - usually degrees of “reform-orientation” - how reformed are you? Her? Your district? School?
You are examining the technology-enriched practice, as compared with the past practices, to determine if there is evidence of replacement, amplification, or transformation. In replacement, nothing has changed except change of media. As the other definitions talked – surrogate.
Amplification uses technology to gain amplified aspects such as covering more content or making learning more efficient, having access to materials more quickly or efficiently.
Transformation – is when technology introduces a complete change in instruction, SL, or curriculum in ways that could not occur without it.
Curriculum:
(i) the range of courses from which students choose what subject matters to study, and (ii) a specific learning program. In the latter case, the curriculum collectively describes the teaching, learning, and assessment materials available for a given course of study.
Here are some suggested dimensions under the themes of instruction, student learning, and curriculum goals.
These are in your handout. I recommend to groups using this to brainstorm the dimensions that are important to your context. Different areas have different focus, such as particular school improvement goals and you’d want those to be reflected in here. Or particular stances on ways students learning, such as student-centered learning theories or in other cases, “back to the basics” approaches.
[provide some examples or R, A, and T in different dimensions]
Curriculum –
Experence = scientific method
Knowledge =
Could show dimensions developed by another district I worked with while they were brainstorming (Parma)
Curriculum:
(i) the range of courses from which students choose what subject matters to study, and (ii) a specific learning program. In the latter case, the curriculum collectively describes the teaching, learning, and assessment materials available for a given course of study.
