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Roberts history & tpack


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Roberts history & tpack

  1. 1. Technological PedagogicalContent Knowledge in history education Philip Roberts Assistant Professor, Teacher Education CRICOS #00212K
  2. 2. PCK•  Lee Shulman (1986) argued that teachers subject knowledge and pedagogy knowledge were often treated as mutually exclusive domains.•  He proposed PCK (Pedagogical Content Knowledge)•  ‘The most regularly taught topics in one’s subject area, the most useful forms of representation of those ideas, the most powerful analogies, illustrations, examples, explanations, and demonstrations – in a word, the ways of representing and formulating the subject that make it comprehensible to others’ (Shulman, 1986 p.9) CRICOS #00212K
  3. 3. Technological Pedagogical Content Knowledge •  TPACK: Three primary forms of knowledge: Content (CK), Pedagogy (PK), and Technology (TK). •  Effective ICT Integration requires all three areas • •  ishra, P., & Koehler, M. J. (2006) Technological Pedagogical Content M Knowledge: A new framework for teacher knowledge. Teachers College Record. 108(6), 1017-1054 •  ACTE (2008) The Handbook of Technological Pedagogical Content A Knowledge for Educators. AACTE & Routledge CRICOS #00212K
  4. 4. TPACK Model CRICOS #00212K
  5. 5. CRICOS #00212K
  6. 6. CRICOS #00212K
  7. 7. Which Technology?Technology Education Educational Technology•  Aims to increase •  Aims to improve learning technological capability •  About pedagogy•  About ICT & its use •  Just another teaching tool•  Technology the object of study CRICOS #00212K
  8. 8. Rethink your approach•  Digital technology encourage us to move from teacher- centred to student-centred activities, or as Erica McWilliam says from ‘sage on the stage to the sage on the side’. Maybe even a bit of a ‘meddler in the middle’•  Digital technology allow us to spend more time on the higher levels of Blooms taxonomy. This is because the amount of time spent on transferring information to students is reduced.•  Digital technology need only be a minor tweak on traditional teaching. CRICOS #00212K
  9. 9. Can be flash textbooks, or CRICOS #00212K
  10. 10. A digital perspective… CRICOS #00212K
  11. 11. Change class room time CRICOS #00212K
  12. 12. & Learning Theories... CRICOS #00212K
  13. 13. It’s about•  Classroom relationships•  Quality Tasks•  Having a go•  Practice (YouTube) CRICOS #00212K
  14. 14. L.E.A.R.N.•  Limit•  Expect & Engage•  Accept•  Relinquish•  Network CRICOS #00212K
  15. 15. Enhancing Pedagogy•  Higher order thinking•  Skills development•  Student centred•  Historical literacy•  Historical thinking•  ‘History pedagogy’ CRICOS #00212K
  16. 16. HistoricalLiteracy From:  Taylor,  T.  and  C.   Young  (2004)  Making   history:  a  guide   for  the  teaching  and   learning  of  history  in   Australian  schools.   CRICOS #00212K
  17. 17. Thinking Historically Substantive Knowledge Procedural Knowledge•  Content •  Structuring, giving sense•  What history is about & coherence •  Concepts that give shape to historical practice & thinking about the past •  Concepts not what history is about but arise in the act of doing history Stephane Lévesque 2008 CRICOS #00212K
  18. 18. Thinking Historically•  Procedural Concepts: –  Historical Significance –  Continuity & change –  Progress & decline –  Evidence –  Historical empathy Stephane Lévesque 2008 CRICOS #00212K
  19. 19. Rethink your approach•  Oral presentations - Podcasts, movies•  Presentations - Documentaries, picture essays•  Text - Google Docs, wiki, blog, mind maps, diagrams•  Tests - edit wikipedia, online surveys, blogs, Wiki•  Group work - wiki, blog,•  Researching - email, guided search, video conf.•  Explicit Teaching - Projection, animation, Adobe, Guided web quests, Hyperlinked docs. CRICOS #00212K
  20. 20. Some easy appsAnimoto Garage band & ImovieWindows Movie Maker Survey MonkeyAudacity Adobe CreativeGoogle Docs Free mindEdublogs SkypePBWorks (Wiki) Google GroupsNing DeliciousWeebly DiigoWet Paint Wordle CRICOS #00212K
  21. 21. Some free online resources to start with…Your Online environment: National LibraryThe Learning Federation http:// Newspapers Family History Teaching & Learning Exchange http:// Trove Australian resources National Archives –VROOMNational Centre for History Education history guide bookMaking history resources National Film & Sound Archive database State Library NSW First Fleet people/ of resources history_nation/terra_australis/journals/index.htmlDepartment of Veterans affairs Syd Uni First Fleet & Early settlement Docs commemorations/education/Pages/index.aspx Old Bailey OnlinePicture Australia CRICOS #00212K
  22. 22. Sample stage 5 task… Students completed the task ‘blind’ without any topic context CRICOS #00212K
  23. 23. Sample stage 5 task… Interviews were: •  ecorded with digital recorders r •  resented as single summary paragraphs on a P school blog – 180 original sources •  ome also presented as podcasts S CRICOS #00212K
  24. 24. Sample stage 5 task… Students; Teachers; •  nalyzed the ‘sources’ A •  upported student S • dentified themes I enquiries •  sked questions A •  ssisted in finding A •  eveloped meaning D answers to questions CRICOS #00212K
  25. 25. Sample stage 5 task… Students; •  uestioned sources Q •  nalyzed sources A •  ompared sources C CRICOS #00212K
  26. 26. Sample stage 5 task… Students; •  sed a range of sources to develop U meaning •  ritically evaluated other summaries C •  rew conclusions about the period D being studies based upon the evidence CRICOS #00212K
  27. 27. Sample stage 5 task… Students; •  sed a range of sources to develop U meaning •  rew conclusions about the period being D studies based upon the evidence CRICOS #00212K
  28. 28. Some indicative findings•  Higher engagement•  Less distractions•  Positive student feedback•  Higher grades•  Improved value added results•  Achieved relevant outcomes CRICOS #00212K
  29. 29. Principles•  Active involvement on the part of the students in constructing their knowledge is essential to effective teaching & learning.•  Moves from knowledge as taught, to learnt.•  Teaches students to unify knowledge rather than separate it. CRICOS #00212K
  30. 30. Learner centered strategies•  Recognise prior •  Construct knowledge knowledge & in different ways experience •  Choice & opportunity•  Real purpose to to follow paths of learning interest•  Understand their own •  Link theory & action process of learning •  Explicit purpose of•  Students are directly activities involved •  Activities recognise•  Opportunity to interaction between process in a range of knowledge-beliefs- ways skills-values-personal expectations CRICOS #00212K
  31. 31. Learner centred strategies•  Risk taking is •  Students reflect on encouraged their learning•  No unnecessary •  Classroom restriction on subject environment boundary encourages self esteem. CRICOS #00212K
  32. 32. What will you do? CRICOS #00212K