Etec442 Denduang Timeline
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This document provides a personal timeline of the author's experiences with educational technology from kindergarten through college. It outlines the schools they attended from 1987 to 1999 in Thailand and their goal of obtaining a master's degree. It prompts the author to define educational technology, provide resources on the history of ed tech, and reflect on vivid learning experiences, technologies they want to use, their vision for the future classroom, and challenges of teaching with technology.
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The document discusses strategies for integrating technology into the classroom in a way that supports critical thinking and deeper learning. It suggests focusing first on developing strong curriculum, instruction, and assessment, and then beginning to integrate appropriate technologies to enhance learning without replacing "real learning." It also emphasizes the importance of teacher reflection on how and when technology use supports learning goals and outcomes. Finally, it describes characteristics of authentic learning environments supported by technology, including providing real-world contexts, opportunities for collaboration and reflection, and coaching from teachers.
Professional Learning Plan
Sara Perrin created a professional learning plan with goals focused on standards-based teaching, collaboration, continued growth, and helping all students reach their potential. Her goals as a graduate student include incorporating educational technology and reflection into her coursework using the TPACK framework. As an educator, her goals are to thoughtfully integrate technology into lessons and take a leadership role in technology integration at her school. She plans to meet these goals through application of TPACK in lesson planning, choosing appropriate technologies, reflection, and joining a technology integration committee.
Ctl2010 Survey Data
A survey of 1126 students and 156 faculty at a university asked about their views on technology in the classroom. Students responded that they want professors to be more interactive with course material and make better use of technology like posting slides and grades online. They would like to be able to collaborate more using technologies like wikis and video. Faculty were encouraged to ensure technology supplements rather than replaces learning and to utilize online materials so class time can be spent engaging with concepts rather than just reading slides.
Edu 210 module 12
The student reflects on how their understanding of the TPACK framework for integrating technology, pedagogy and content knowledge has changed since starting their educational technology course. They note that their content and technological knowledge are now more balanced, and they have a better understanding of how to use technology to effectively teach course content. While their pedagogical knowledge remained the same, the overlap between pedagogy and technology increased as they now have more tools to adapt technology to their teaching style. The student recognizes that continuing to develop all areas of the TPACK framework will make them a more efficient teacher throughout their career.
Tpack intro
This document provides an introduction to the Technological Pedagogical Content Knowledge (TPACK) framework. It discusses the history and components of TPACK, which integrates knowledge of technology, pedagogy and content. Key aspects of TPACK include understanding how these three bodies of knowledge overlap and influence each other. The document also summarizes findings from research studies that show effective technology integration depends on the pedagogical approaches used, not just the technologies themselves.
APEKX - Tpack
The document discusses TPACK (Technological Pedagogical And Content Knowledge), which refers to the integration of technology, pedagogy, and content knowledge in teaching. It explains the different components of TPACK - CK (content knowledge), PK (pedagogical knowledge), PCK (pedagogical content knowledge), TK (technological knowledge), TCK (technological content knowledge), and TPK (technological pedagogical knowledge). When these components are integrated effectively, it can enhance teaching and learning. However, simply using technology for technology's sake without relating it to pedagogy and content is less effective. The document also discusses how TPACK can improve classroom instruction through collaborative learning opportunities and
Online Instruction Types: O'Connor
Ways to use online courses & the web in education and communication; an overview by O'Connor in 2006 (to Moscow State University via a virtual conference)
My TPACK Development
The document discusses the author's development of their Technological Pedagogical and Content Knowledge (TPACK) through an education course. It begins by explaining what TPACK is and its importance for teachers to understand the interplay between technological, pedagogical and content knowledge. The author then shares their initial understanding of TPACK and how it has grown through various course modules that exposed them to new technologies, content knowledge and ways to integrate technology into teaching different subject areas. In conclusion, the author feels more prepared as a future teacher to identify appropriate technologies to coincide with their teaching practices and content.
Introducing Technology Power Point
The document discusses the benefits of incorporating technology into the classroom. It outlines three main advantages: 1) technology can reach students of all learning styles, 2) it induces interest and motivation in students, and 3) it better prepares students for the future. Some examples of how teachers can use technology are through PowerPoint, the internet, email, and videos. The document also discusses how technology positively impacts students' ability to learn, motivation, and development of skills needed for their future.
Technology in Education
This document discusses three articles about using technology to enhance learning in the classroom. It summarizes that effective technology use in the classroom involves:
1) Setting up computers, networks, and projection systems to allow instructors to demonstrate lessons and show websites.
2) Teachers preparing lessons that incorporate technology to interact with students and help them learn.
3) Students having access to computers and networks in the classroom to actively participate and interact.
Technology in Education
This document discusses three articles about using technology to enhance learning in the classroom. It summarizes that effective technology use in the classroom involves:
1) Setting up computers, networks, and projection systems to allow instructors to demonstrate lessons and materials.
2) Teachers preparing lessons that incorporate technology to interact with students and help them learn.
3) Students having access to computers and networks during class to encourage participation and hands-on learning.
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Etec442 Denduang Timeline
- 1. Technology and Me A personal timeline of educational technology
- 3. My definition of educational technology replace this with your personal definition - think carefully about what you read and don’t just use the one you learned in the lesson or found on the web