This document provides information about Learning Episode 4 which focuses on using the TPACK framework to choose appropriate teaching resources for a particular unit. It discusses the intended learning outcomes of applying technological, pedagogical, and content knowledge. The document then explains the TPACK framework and its three main components: technological knowledge, pedagogical knowledge, and content knowledge. It also provides details about the student's plan to complete tasks for the episode, including choosing a topic, finding relevant resources, and developing additional teaching aids. The student reflects on applying their various knowledge areas and how to further enhance their TPACK skills in the future.
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At the end of the module, you should be able to:
1. Assess DE Stakeholder's needs and wants for technology
2. Develop a framework for assessing a DE stakeholder's needs and wants for technology
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The use of technology is a means for empowering students with ex.docxpelise1
The use of technology is a means for empowering students with exceptionalities. It provides an opportunity for students to access grade-level curriculum and activities and engage in meaningful learning opportunities, as well as accomplish tasks that would often involve barriers as a result of physical and/or learning disabilities. For this Assignment, you will demonstrate your understanding of the technology proficiencies and their impact on educational integration to support the learning needs of students with exceptionalities.
To prepare:
Review the Walden Technology Proficiencies. Reflect on your experiences with technology as you read through the proficiencies
Consult and reflect on the course resources as well as outside resources (e.g., peer-reviewed journal articles) that you found and integrated into your work to illustrate and support your Discussion posts and your Assignments—you will use these as resources to complete your work for this Assignment.
Reflect on the training needs of staff working within educational settings regarding technology and advancing from enhancement to transformation.
Ask yourself the following question: How have the resources and the concepts presented throughout the course affected my learning in order for me to implement technology throughout my educational practices and prepared me for ongoing learning on current technology tools?
Section 1: Design of Learning Experiences and Environment (1–2 pages)
Identify two evidence-based teaching strategies to enhance learning through the use of technology. One evidence-based strategy should focus specifically on writing or fine-motor difficulties.
Describe the age level, disability category, and content/skill development, and explain how it will increase the learning and engagement of your students.
Section 2: Facilitation of Learning and Assessment (2–3 pages)
Summarize how your evidence-based strategies that enhance learning through the use of technology can increase student engagement in exploring real-world issues and authentic problems. Provide at least one specific example focusing on writing or fine-motor skills.
Explain how the strategies you identified meet the needs of diverse learners and how you ensure that students have equitable access to digital tools and resources.
Identify at least one evidence-based practice that you will use to support students from diverse cultural and linguistic backgrounds when implementing technology tools.
Explain how you will use appropriate technology to assess and monitor the progress of evidence-based strategies you selected.
Section 3: Communication and Collaboration (8–12 slides)
Using evidence-based practices and course resources, create a PowerPoint presentation to address strategies to improve communication and collaboration through the use of digital media tools. Create 2–3 slides for each topic:
Students
Families (one strategy needs to address collaborating and communicating with families .
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The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
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Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
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Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
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1.4 modern child centered education - mahatma gandhi-2.pptx
Field Study 3 Episode 4
1. LEARNINGEPISODE4 – Tools of the Trade (TeachingAids Bank)
My Learning Episode Overview
Episode 4 provides an opportunity for me to examine my own knowledge about
how to use technology in teaching through the TPACK framework.
My Intended Learning outcomes
In this Episode, I must be able to use my technology pedagogical content knowledge
in choosing appropriate teacher resources to use for a particular unit of study.
My Performance Criteria
I will be rated along the following:
a. Quality of my observation and documentation,
b. Completeness and depth of analysis,
c. Depth and clarity of classroom observation-based reflection,
d. Completeness, organization, clarity of portfolio and
e. Time of submission of my portfolio.
My Learning Essentials
The TPACK Framework
The TPACK is a framework that shows the types of knowledge involved in the
teacher’s capacity to integrate technology in the teaching-learning process. This was
proposed by Mishra and Koehler in 2007. These three types or bodies of knowledge can be
described separately but they work together, each time you (as the future teacher) use
technology for instruction. Reflect on yourself as you read about the three:
1. Technological Knowledge. This refers not only on whether you are computer literate but
also on knowing what technology is best to use and how they should be utilized in
teaching. Technology here can be as simple as the chalk and the blackboard or as
complicated as augmented reality. As technology is ever-changing, your technological
knowledge is also something that must be ever-developing.
FS 3
FIELD STUDY
Learning Episode
2. LEARNINGEPISODE4 – Tools of the Trade (TeachingAids Bank)
2. Pedagogical Knowledge. This refers to the principles and strategies of teaching. It
includes your knowledge of the learners, and in formulating objectives, designing activities
and assessing your learners.
3. Content Knowledge. This refers to how well you know the subject area or topic that you
will teach. It includes how wide and how deep you know about what you will teach.
You can see from the diagram that two circles overlap with each other, while all
three of them overlap as well. Each two-circle overlap indicates the interaction of
technological and content knowledge (TCK), content and pedagogical knowledge (CPK), and
pedagogical and technological knowledge.
The middle most part of the diagram shows the interaction or interfacing of the
three, which is the technological pedagogical content knowledge (TPACK). This is what is
very important for you to be able to use technology effectively in teaching. You need to be
aware of your strengths and weakness in the three and reflect how you can grow in each
one and use them together as best as you can.
Have this framework in mind as you analyze and reflect in this episode about your
own knowledge in using technology in teaching.
3. LEARNINGEPISODE4 – Tools of the Trade (TeachingAids Bank)
My Map
To realize my IntendedLearningOutcomes,Iwill workmywaythroughthese steps:
Step 1. Decide on a specific content
area and the level of learner’s
technology.
Step 2. Find out the learning resources
relevant to topics that are available.
Step 4. Organize them in a box.
Step 3. Develop a pile of teaching aids
(flashcards, pictures, cut-outs
transparencies).
4. LEARNINGEPISODE4 – Tools of the Trade (TeachingAids Bank)
My Tools
Subject Area/Topic: English - Stress
Grade/Year Level: Grade8 Students
Big Ideas about the topic
Degrees of Stress
Word Stress
Noun Construct
Objectives:
At the end of the discussion, students mustbeable to:
Identify the meaning of stress;
Differentiatethe degrees of stress; and
Read sentence that emphasizes the word stress and noun construct.
5. LEARNINGEPISODE4 – Tools of the Trade (TeachingAids Bank)
My Analysis
1. What skills did you have which helped you prepare the materials? What skills did
you lack that made it difficult for you? (Technological Knowledge)
One of my skills that helped me to prepare the materials is I am good in using
computers and I have knowledge making power points but I am impatient in
putting effects on my power point.
2. Discuss some strategies on how you will use the materials you included here in this
episode. (Pedagogical Knowledge)
One of strategies that I will use is I will make sure that my materials can get
the attention of my students so they will nit get bored when I am teaching.
3. How well do you know the topic you have chosen? (Content Knowledge) Discuss the
big ideas of this topic that you would want to focus on.
Before choosing the topic, I make sure that I have knowledge about the topic.
The big ideas of my topic are the degrees of stress: Primary, Secondary,
Tertiary and weak stress. Another big ideas are word stress; the shifting
depending on what the speakers want to emphasize.
An Observation/Survey Guide
1. Are there learning resources useful for your topic in the resource center you visited?
2. Are the available materials appropriate for your target grade/year level?
3. List down those that can be useful for your topic.
4. What other materials can you make? (Like flash cards, posters, cut-outs, transparencies, etc)?
OBSERVATION NOTES
Name of the School Visited
Location of the School
Date of Visit
6. LEARNINGEPISODE4 – Tools of the Trade (TeachingAids Bank)
My Reflection/Insights
1. Reflect how your technological knowledge (TK), pedagogical knowledge
(PK) and content knowledge (CK) worked together in fulfilling the tasks in
this Episode.
By having technological knowledge the teacher can easily discuss his/her
topic thru the help of computers; to get ideas and also it help the teacher
to present and discuss the lesson to the student. And by having a
pedagogical knowledge the teacher can teach the lesson effectively
because of the strategies or principles that will help him/her to get the
attention of the student and to help the student to understand the lesson
easily. And lastly by having a content knowledge you will be have a smooth
discussion to the students because you are familiar to the lesson you are
discussing, you have wide knowledge to the topic. If you will combine
these three you will be having an effective teaching.
2. What are some of the things you can do to enhance and enrich your
technological, pedagogical content knowledge (TPACK) to be able to
facilitate an active, interesting, learning and fun-filled learning
environment in the future?
To enhance my TPACK framework, Create a learning and sharing culture
where there are opportunities for me to develop my technological skills. I
will also make sure that I will make student an opportunity to show their
technological skill so I will learn from them.
7. LEARNINGEPISODE4 – Tools of the Trade (TeachingAids Bank)
Integrating Theory and Practice
Direction:Readthe itemsgivenbelow andencirclethe correctanswer.
1. Miss Anyayahan is planning technology integration in her science lessonin states of matter.
She is applying her pedagogical knowledge when she .
A. looks into the characteristics and interests of the learners in order to choose activities that
would match them
B. studies how to attach a video to her audio-visual presentation
C. researches further on plasma as another state of matter
D. learns how to scan pictures to include in her presentation
2. Mr. Taqueban is planning technology integration in his social studies lessonon the EDSA
Revolution. He is applying his content knowledge when he .
A. consider the learners’ multiple intelligences before preparing his technology integration
lesson plan
B. includes information from EDSA revolution video documentaries
C. uses Prezi as an option to using PowerPoint in his presentation
D. sets up a wiki spaces account for his students to blog about the EDSA Revolution lesson
3. Mrs. Gorres is implementing a technology-integration activity for 4th graders to work on
multiplication of two digit numbers. Which of the following illustrates the interaction of the
teacher’s technological , pedagogical, and content knowledge?
A. The teacher checks the math standards for 4th graders and based on these standards, lets her
students answer multiplication exercises on the blackboard.
B. The teacher makes the children watch a video that she downloaded from you tube and asks
the children to summarize it.
C. The teacher evaluates math apps on multiplication, matches them with her students skill
level, demonstrates how the apps are used, and allows her students to explore and work on the apps.
D. The teacher makes the children play whatever math apps they find in the internet and less
them share in class about their experience.
8. LEARNINGEPISODE4 – Tools of the Trade (TeachingAids Bank)
My Learning Portfolio
Learning Resources on a Specific Content Area
Use this graphic organizer to present the learning resources relevant to the topic
chosen. On the line inside the box, indicate if the resource is already AVAILABLE, MAY BE
PURCHASED, OR WILL BE MADE (by you, of course!)
TOPIC Grade/year level
Specific Content
Area
AVAILABLE:
Books
AVAILABLE:
Laptop/ Projectors
AVAILABLE:
Blackboard/ Chalk
WILL BE MADE:
Power point
presentation
WILL BE MADE:
Visual Aids/
Handouts
MAYBE
PURCHASED:
Manila Papers
MAYBE PURCHASED:
Xerox of hand outs
MAYBE
PURCHASED:
Internet
Connection
9. LEARNINGEPISODE4 – Tools of the Trade (TeachingAids Bank)
My Learning Rubric
Field Study 3, Episode 4 – Tools of the Trade (Teaching Aids Bank)
Focused on: - using technology pedagogical content knowledge in choosing appropriate teacher resources to
use for a particular unit of study.
Name of FS StudentAlexa Jean Q. Colocado Date Submitted: September 22, 2016
Year & Section: Third Year/ SED301 Course:BSE-ENGL
Learning Episodes Exemplary
4
Superior
3
Satisfactory
2
Needs Improvement
1
Learning Activities
All episodes were
done with outstanding
quality; work exceeds
4
All or nearly all
episodes were done
with high quality
3
Nearly all episodes were
done with acceptable
quality
2
Fewer than half of episodes were
done; or most objectives were
met but need improvement
1
Analysis of the
Learning Episode
All
questions/episodes
were answered
completely; in depth
answers; thoroughly
groundedon theories.
Exemplary grammar
and spelling
4
Analysis question
were answered
completely.
Clear connections
with theories
Grammar and
Spellingare superior
3
Analysis questions were
not answered completely.
Vaguely related to the
theories
Grammar and spelling
acceptable
2
Analysis were not answered.
Grammar and spelling
unsatisfactory
1
Reflection/Insights
Reflectionstatements
are profound and
clear; supported by
experiences from the
learning episodes
4
Reflection
statements are clear;
but not clearly
supported by
experiences from the
learning episodes
3
Reflection statements are
shallow; supported by
experiences from the
learning episodes
2
Reflectionstatements andunclear
andshallowandare not supported
by experiences form learning
episodes
1
Learning Portfolio
Portfoliois complete,
clear, well-organized
and all supporting;
documentations are
located in sections
clearly designated
4
Portfolio is
complete, clear,
well-organized and
most supporting;
documentations area
available and
logical and clearly
marked locations
3
Portfolio is incomplete;
supportingdocumentation
are organized but are
lacking
2
Analysis question were not
answered
Grammar and spelling
unsatisfactory
1
Submission of
Learning Episodes
Submitted before the
deadline
4
Submitted on the
deadline
3
Submitted a day after the
deadline
2
Submittedtwo days or more after
the deadline
1
COMMENT/S Over-all Score Rating:
(Base on transmutation)
TRANSMUTATION OF SCORE TO GRADE/RATING
Score 20 19-18 17 16 15 14 13-12 11 10 9-8 .7-below
Grade 1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00
99 96 93 90 87 84 81 78 75 72 71-below
MR. IAN KARLO OLEGARIO _________________
Signature of FS Teacher Date