Got TPACK: Julie Coiro Keynote
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1. The document discusses a follow-up session focused on the TPACK model for designing technology-integrated instruction. 2. Participants reflected on their own TPACK levels and discussed implications for planning lessons as a team. 3. The session covered using content-area websites wisely by clarifying learning goals, reflecting on current methods, and exploring how websites' interactive features can engage students in deeper learning.
![Follow-Up Session Feb. 16, 2011 Facilitator: Julie Coiro [email_address]](https://image.slidesharecdn.com/gottpackma2011juliecoirokeynote-110218173247-phpapp02/85/Got-TPACK-Julie-Coiro-Keynote-1-320.jpg)
![Where are we headed? ,[object Object],[object Object],[object Object],[object Object]](data:image/gif;base64,R0lGODlhAQABAIAAAAAAAP///yH5BAEAAAAALAAAAAABAAEAAAIBRAA7)
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Got TPACK: Julie Coiro Keynote
- 1. Follow-Up Session Feb. 16, 2011 Facilitator: Julie Coiro [email_address]
- 6. What is TPACK? http://tpack.org/ Mishra & Koehler (2006)
- 9. Implications of TPACK for you… Consider how your pedagogical approaches might be framed to effectively integrate technology into content-area instruction? What new knowledge/skills might you need? How does one small difference influence your remaining “circles of knowledge”?
- 17. Questions/Concerns… Other questions…
Editor's Notes
- Spencer: social theorist who analyzed the role of education in social change
- Recognize this is a process – everyone is different – has lots to do with comfort level and not just knowledge and it can be made better or worse by the TPACK level of others you work with. Most importantly, the overlap between these ideas is critical – because when one new tool or piece of content or way to teach is introduced into the picture, the entire TPACK image gets shifted around. It’s REALLY important to recognize this, determine your strengths, and weaknesses, and plan for what steps you can manage to address first. Give example of preparing for this talk today:
- Give example of preparing for this talk today: PCK: I know the content, although the activity types of Harris & Hofer are new to me, and I’ve taught this material before, so about an 8. TCK: I normally use slides to prompt questions and discussion and I travel around to listen, and then share as a group – but I’m brand new at using a webinar, the tools, not having face to face contact, and navigating responses from 100 different people in the form of text snippets and scrolling boxes); also selecting tools (often select videos to share and prompt discussion; but nervous about navigating all of this and how to make it all work) TPK: This webinar idea is brand new – I have no feedback from anyone, which is how I monitor my teaching style; I also use lots of “zoom ins” to present my material, and I wasn’t sure if it would work, or how it would work, so I didn’t use it, but as a result, I worry about the level of PCK and my ability to communicate the content to you in a way that makes sense and is engaging. So, I took some steps to read a tutorial for Illuminate, attended another webinar to see what it’s like to be on the receiving end, and tried to integrate some of the “pedagogical” strengths (e,g., facilitating discussion) into today’s presentation to see what happens. I’ll monitor the efffectiveness, and use this information to decide how to improve next time.
- So, rank yourself on each, given an individual score, and then a team total > send this along in a text message (15 + 12 + 18 + 25 = TOTAL); Open it up for oral comments about how of your individual and group awareness of these issues may help further progress in planning effective teaching and deep learning with technology.
- So, rank yourself on each, given an individual score, and then a team total > send this along in a text message (15 flow + 12 flexible + 18 fullfiller + 25 flexible = TOTAL); Open it up for oral comments about how of your individual and group awareness of these issues may help further progress in planning effective teaching and deep learning with technology.
- From a TPACK perspective, this represents the TK – what technology features are available and how do I use them; TPK: how do I use them to teach; TPCK: how do I use them to teach this particular content – guided by your learning goals and your awareness of conceptual challenges students face in that content, you can then recognize the “affordances” of this website to address your goals and address needs of particular learners – and then select websites and design learning experiences that point students to these features or offer support in using them (design a “frame” around the website to foster learning)
- From a TPACK perspective, this represents the TK – what technology features are available and how do I use them; TPK: how do I use them to teach; TPCK: how do I use them to teach this particular content – guided by your learning goals and your awareness of conceptual challenges students face in that content, you can then recognize the “affordances” of this website to address your goals and address needs of particular learners – and then select websites and design learning experiences that point students to these features or offer support in using them (design a “frame” around the website to foster learning)
- From a TPACK perspective, this represents the TK – what technology features are available and how do I use them; TPK: how do I use them to teach; TPCK: how do I use them to teach this particular content – guided by your learning goals and your awareness of conceptual challenges students face in that content, you can then recognize the “affordances” of this website to address your goals and address needs of particular learners – and then select websites and design learning experiences that point students to these features or offer support in using them (design a “frame” around the website to foster learning)