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Activity types
The document discusses instructional planning activity types that can help teachers develop curriculum-based technological pedagogical content knowledge (TPACK). It describes five steps of the planning process: choosing learning goals, making pedagogical decisions, selecting and sequencing activity types, selecting assessments, and choosing tools. Learning activity types represent what students do during learning and can be combined into lesson plans, units or projects. The document advocates for standards-based, student-centered planning rather than a technocentric approach that focuses on technologies over student learning needs.
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Activity types
- 1. Activity Types HARRIS ANDHOFER Harris, J., & Hofer, M. (2009). Instructional planning activity types as vehicles for curriculum-based TPACK development. In C. D. Maddux, (Ed.). Research highlights in technology and teacher education 2009 (pp. 99-108). Chesapeake, VA: Society for Information Technology in Teacher Education (SITE).
- 2. Basis: TPACK Reproduced bypermission of the publisher, © 2012 by tpack.org
- 3. Focus: Teacher Planning Harris,J., & Hofer, M. (2009). Instructional planning activity types as vehicles for curriculum-based TPACK development. In C. D. Maddux, (Ed.). Research highlights in technology and teacher education 2009 (pp. 99-108). Chesapeake, VA: Society for Information Technology in Teacher Education (SITE).
- 4. Planning: Learning Events 1.Choose learning goals 2. Making practical pedagogical decisions about the nature of the learning experience 3. Selecting and sequencing appropriate activity types to combine to form the learning experience 4. Selecting formative and summative assessment strategies that will reveal what and how well students are learning 5. Selecting tools and resources that will best help students to benefit from the learning experience being planned Harris, J., & Hofer, M. (2009). Instructional planning activity types as vehicles for curriculum-based TPACK development. In C. D. Maddux, (Ed.). Research highlights in technology and teacher education 2009 (pp. 99-108). Chesapeake, VA: Society for Information Technology in Teacher Education (SITE).
- 5. Rationale: Standards-based activities LearningActivity Types: ◦ Planning Tools ◦ What students do when engaged in learning ◦ Build/Describe Plans for standards-based learning experiences ◦ Can be technology-enhanced ◦ Combinations: lesson plans, units, projects Harris, J., & Hofer, M. (2009). Instructional planning activity types as vehicles for curriculum-based TPACK development. In C. D. Maddux, (Ed.). Research highlights in technology and teacher education 2009 (pp. 99-108). Chesapeake, VA: Society for Information Technology in Teacher Education (SITE).
- 6. Standards-based/Studentcentered Technocentric Harris, J., &Hofer, M. (2009). Instructional planning activity types as vehicles for curriculum-based TPACK development. In C. D. Maddux, (Ed.). Research highlights in technology and teacher education 2009 (pp. 99-108). Chesapeake, VA: Society for Information Technology in Teacher Education (SITE).
- 7. "Unfortunately, many teacherswishing to incorporate educational technologies into curriculum-based learning and teaching begin with selecting the digital tools and resources that will be used. When instruction is planned in this way, it becomes what Seymour Papert (1987) calls “technocentric”– focused upon the technologies being used, more than the students who are trying to use them to learn. Technocentric learning experiences rarely help students to meet curriculum-based content standards, because those standards did not serve as a primary planning focus. Accompanying pedagogical decisions (including the design of the learning experience) often focus more upon use of the selected technologies than what is most appropriate for a particular group of students within a particular educational context." Harris, J., & Hofer, M. (2009). Instructional planning activity types as vehicles for curriculum-based TPACK development. In C. D. Maddux, (Ed.). Research highlights in technology and teacher education 2009 (pp. 99-108). Chesapeake, VA: Society for Information Technology in Teacher Education (SITE).