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Tpck Presentation

  1. 1. Developing TPCK:Developing TPCK: Impact of experienceImpact of experience and science expertiseand science expertise Diane Jass Ketelhut Temple University djk@temple.edu
  2. 2. 4/14/09 AERA 2009: Diane Jass Ketelhut TPCKTPCK Koehler and Mishra’s TPCK framework
  3. 3. •Elementary ed certification programs: • Low on science • Low on inquiry models
  4. 4. 4/14/09 AERA 2009: Diane Jass Ketelhut Strong Science BackgroundStrong Science Background Something like this should be used in classroom “interactive technology is a great way to use visual and auditory learning styles to reach students with different learning abilities.” “using interactive technologies is essential in these times.”
  5. 5. 4/14/09 AERA 2009: Diane Jass Ketelhut Weak science backgroundWeak science background See no value for it “I don't think that I will do all that much with technology when I get into my classroom ... If we can provide entertainment without the computer how cool are we?”
  6. 6. •80% of K-8 teachers do not teach with inquiry •Pressures of high stakes testing •Few experiences
  7. 7. 4/14/09 AERA 2009: Diane Jass Ketelhut Teaching ExperienceTeaching Experience Something like this should be used in classroom “We are currently living in an age where video games, ipods, laptops and cell phones rule. In order to compete schools must find ways to engage and maintain our students' attention. We have to incorporate more computer based research and activities into our lessons.”
  8. 8. 4/14/09 AERA 2009: Diane Jass Ketelhut Beyond Value…Beyond Value… But: “I am a teacher who has two computers at home, I occasionally use my daughter's ipod, I play video games with my son and who doesn't have a cell phone. I have all of these devices at the tip of my hand and yet I rarely use technology in my classroom.”
  9. 9. •How to achieve TPCK with deficient PK and CK? •Science instruction must be integrated with technology Summer Institute 2008
  10. 10. 4/14/09 AERA 2009: Diane Jass Ketelhut Summer Institute 2008Summer Institute 2008 Exercise physiology in am Pedagogy and technology in afternoon preK-8 teachers
  11. 11. 4/14/09 AERA 2009: Diane Jass Ketelhut Evidence-Team 1Evidence-Team 1 Low on content and technology Struggled to understand
  12. 12. 4/14/09 AERA 2009: Diane Jass Ketelhut Evidence Team 2 and 3Evidence Team 2 and 3 AnaerobicAerobic Stronger on content Struggled to understand how to teach it and integrate technology
  13. 13. 4/14/09 AERA 2009: Diane Jass Ketelhut Biggest learning momentsBiggest learning moments 12%: tpck “how to use technology meaningfully” 25%: pck—real world connections 25%: content
  14. 14. 4/14/09 AERA 2009: Diane Jass Ketelhut “It is simply my unwillingness to think out of the box when it comes to technology. I'll try the latest teaching strategy or do something out of the norm that my colleagues won't do and yet I refuse to give technology a try. Here I go with the excuses: lack of working computers, time, the curriculum, standardized testing, students' behavior, school walkthroughs, etc, etc, etc. In spite of these I know I have to do better by my students. Hopefully, this summer I'll be able to create some lessons and reformat activities that will incorporate more interactive technology. Sadly, this statement sounds familiar. Oh yeah, I think I said it last spring......”
  15. 15. 4/14/09 AERA 2009: Diane Jass Ketelhut ThanksThanks This material is partially based upon work supported by the National Science Foundation under Grant No. ESI-0639646. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author and do not necessarily reflect the views of the National Science Foundation. Catherine Schifter, Susan Varnum, Judith Stull

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