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This document summarizes research on developing teachers' technological pedagogical content knowledge (TPCK). It discusses topics like how to best develop TPCK in preservice and inservice teachers, insights from teachers who have developed TPCK, challenges of applying theory to practice, and how to assess TPCK. The document also includes a framework that categorizes ways technology can impact instruction, student learning, and curriculum as replacement, amplification, or transformation.
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Technology Integration: The RAT – Replacement, Amplification, and Transformat...
Technology Integration: The RAT – Replacement, Amplification, and Transformat...Joan E. Hughes, Ph.D.
The reference is: Hughes, J.E., Thomas, R., & Scharber, C. (2006, March). Assessing Technology Integration: The RAT – Replacement, Amplification, and Transformation – Framework. (SITE) Conference Proceedings (CD-ROM).
Abstract: This brief paper will introduce an assessment framework, called RAT – Replacement, Amplification, and Transformation, that can be used with preservice and inservice teachers to increase critical decision-making concerning integration of technology into the K-12 classroom. The framework is currently being refined through (a) expanding our literature review to refine conceptual and theoretical categories, (b) subsequently applying the framework to videotaped technology - supported classroom lessons, and (c) working with practicing teachers interested in learning self-assessment techniques to improve their technology integration decision-making.Technology integration Considering TPACK and RAT
This was a talk given at the Heart of Writing Workshop for K12 teachers at The University of Texas at Austin.
RAT Question Guide: Using the Replacement, Amplification, and Transformation ...
RAT Question Guide: Using the Replacement, Amplification, and Transformation ...Joan E. Hughes, Ph.D.
This downloadable question guide can help districts, schools, or individuals identify the important dimensions of the teaching and learning process and THEN use those dimensions to explore how the use of technology impacts these dimensions. I use this guide in my consulting with schools and districts (and in my graduate-level teaching) to support the change process related to educational technology integration and transformation.
Please note this is Copyrighted. Please contact me for use.
For more information see the RAT Slides: http://www.slideshare.net/joanhughes/rats-lides
or
The RAT article: http://www.slideshare.net/joanhughes/hughes-scharber-site2006
or
A presentation that puts RAT in context with school change and professional learning: http://www.slideshare.net/joanhughes/transformative-technology-integration-in-classrooms Wark (2018) Shifting Paradigms: A critical pragmatic evaluation of key factor...
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The document discusses the Technological Pedagogical Content Knowledge (TPACK) framework for developing effective technology integration in instructional practices. TPACK emphasizes the importance of flexibly drawing from and integrating knowledge of technology, pedagogy, and content, and understanding how these three elements overlap and interact. Studies have found that effective technology use depends on the teaching approaches used alongside the technology, rather than the technology alone, and that content, technology and pedagogy must be considered together rather than separately for technology to enhance learning.
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Technology Integration: The RAT – Replacement, Amplification, and Transformat...
Technology Integration: The RAT – Replacement, Amplification, and Transformat...Joan E. Hughes, Ph.D.
The reference is: Hughes, J.E., Thomas, R., & Scharber, C. (2006, March). Assessing Technology Integration: The RAT – Replacement, Amplification, and Transformation – Framework. (SITE) Conference Proceedings (CD-ROM).
Abstract: This brief paper will introduce an assessment framework, called RAT – Replacement, Amplification, and Transformation, that can be used with preservice and inservice teachers to increase critical decision-making concerning integration of technology into the K-12 classroom. The framework is currently being refined through (a) expanding our literature review to refine conceptual and theoretical categories, (b) subsequently applying the framework to videotaped technology - supported classroom lessons, and (c) working with practicing teachers interested in learning self-assessment techniques to improve their technology integration decision-making.Technology integration Considering TPACK and RAT
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RAT Question Guide: Using the Replacement, Amplification, and Transformation ...
RAT Question Guide: Using the Replacement, Amplification, and Transformation ...Joan E. Hughes, Ph.D.
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Please note this is Copyrighted. Please contact me for use.
For more information see the RAT Slides: http://www.slideshare.net/joanhughes/rats-lides
or
The RAT article: http://www.slideshare.net/joanhughes/hughes-scharber-site2006
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A presentation that puts RAT in context with school change and professional learning: http://www.slideshare.net/joanhughes/transformative-technology-integration-in-classrooms Wark (2018) Shifting Paradigms: A critical pragmatic evaluation of key factor...
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The document discusses measuring teachers' Technological Pedagogical and Content Knowledge (TPACK) with a focus on adding measures of teachers' attitudes and skills. It describes a study in Kuwait that measured TPACK, attitudes, and skills in pre-service science teachers before and after participating in technology-integrated lesson design teams. The study found increases in various TPACK domains as well as attitudes and skills for teachers who received blended online and in-person support compared to only in-person support. It recommends continuing to measure TPACK along with related constructs like skills, competence, and attitudes toward technology in education.
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This document contains summaries of 10 maps drawn by children from around the world depicting their views of globalization and the interconnected world. The maps show themes of countries uniting into a global collective, diversity and pluralism across borders, ensuring basic human rights are provided worldwide, increasing economic and technological connectivity shrinking the world, issues of conservation, the influence of technology, struggles between good and evil, global power dynamics, and how being connected both socially and through education can lead to global enlightenment.
Crispus attucks
This document compares different accounts of the Boston Massacre from textbooks, Wikipedia, and primary sources to trace how our understanding of Crispus Attucks has changed over time. It notes that the initial 2002 Wikipedia article and textbooks singled out Attucks as the first casualty. However, Paul Revere's engraving of the event actually listed several casualties without singling out Attucks. The document examines why Attucks has become the primary focus in retellings of the Boston Massacre rather than the other casualties.
Human Movement Presentation on 8-31-10
The document provides information on the Mongols, Bantu people, and Aboriginal Australians. It discusses the origins, migrations, and impacts of each group. The Mongols originated in Mongolia and were united under Genghis Khan, conquering much of Asia and parts of Europe. The Bantu migrated out of West Africa beginning around 1000 AD, becoming the majority population in southern and eastern Africa through their large migrations. Aboriginal Australians migrated to Australia around 15,000 years ago and were the original inhabitants, though their population declined significantly after European settlement beginning in 1788.
AERA 1:1 NLE 5.04.10
This document discusses the theoretical foundations and research focus of a study examining new learning ecologies that emerge in 1:1 computing environments. It defines key conditions for a new learning ecology including constant access to information, personalized learning, highly developed teacher capacities, and learner dispositions. The study uses a multi-case approach to observe four classrooms and finds that new learning ecologies are contextual, variable, and dynamic. Results support theories that 1:1 computing can personalize learning and support teachers as coaches and self-regulated learning.
Areview
This document contains a review of resources from an ECI 525 Fall 2009 course. It lists various websites related to digital history projects including collaborative videos on Federalist #10, historical soundscapes, an illustrated biography of Lincoln, discussions of Wikipedia and epistemology, digital history design features, the Cameron Family Papers documenting life of enslaved peoples, Google Street View interpretations, and designs for democracy focusing on the court of North Carolina.
Digital history
This document discusses digital history and how students engage with online historical resources. It finds that visual literacy is more important than factual knowledge when analyzing resources. Students' work was personalized, reflecting unique understandings. Browsing habits considered images' titles and what seemed interesting. Analysis inferred context and ranked figures based on dress and size. The document also addresses why students would use online resources, including understanding history's influence on the present. It outlines the variety of online historical sources and provides examples of projects analyzing plantation letters and photos. It encourages participating in digital history work.
Wikipedia Msl 2009
- Historians make inferences about the past based on evidence from primary and secondary sources, recognizing that historical accounts are interpretations influenced by context rather than purely factual records.
- Our understanding of events like the Boston Massacre and figures involved like Crispus Attucks has changed over time through expanding historical analysis and additional sources of information.
- Wikipedia in particular has evolved our shared knowledge about the Boston Massacre through collaborative contributions from many editors that have greatly expanded the initial article while still singling out Crispus Attucks as the first casualty.
Debate Presentation
The document summarizes several important historical political debates in the United States that helped shape American politics:
1) The 1858 Illinois Senate debates between Abraham Lincoln and Stephen Douglas launched Lincoln to national prominence and helped him get elected as President in 1860, despite losing the Senate election.
2) The first televised presidential debate in 1960 between John F. Kennedy and Richard Nixon was viewed by 70 million people and is credited with helping Kennedy win the election by making him appear more youthful and energetic compared to Nixon.
3) The 1976 debate between Gerald Ford and Jimmy Carter featured Ford's gaffe where he claimed that "there is no Soviet domination of Eastern Europe," which is seen as contributing to Carter's victory in that
Benjamin West
The document contains information about multiple artworks by Benjamin West, including paintings, drawings, and watercolors. It provides details about the title, date created, materials used, dimensions, current location, identification number, credit line and rights information for each work. The artworks are part of the collections of several museums, including the Detroit Institute of Arts, the Minneapolis Institute of Arts, the Cleveland Museum of Art, and the Art Institute of Chicago.
New Literacies, Inquiries, And Technology
The document describes a project where pre-service teachers conducted inquiries on topics relevant to language arts or social studies using an open-ended approach and then considered the pedagogical and technological implications. It discusses how the participants engaged in reformulating texts into new formats like podcasts and reflects on how the process helped them develop specialized knowledge around integrating content, pedagogy and technology. The findings suggest the participants negotiated humanities content and technologies as they developed forms of teacher knowledge around new literacies and inquiry-based learning.
Aera Tpck Julie&Jay
This document presents a preliminary analysis of how multimodal content-area websites align with emerging theories of new literacies and technology use in classrooms. It identifies four levels of websites from browser-centered to learner-centered based on their use of multiple modes and pedagogical support. It aims to develop a framework to help teachers assess websites' utility for their curriculum and effectively integrate digital resources. Next steps involve exploring how this framework can help new teachers identify key understandings for using different website types and integrate online resources into their teaching.
Tpck Presentation
1) The document discusses how teachers' experience levels and science expertise impact their technological pedagogical content knowledge (TPCK).
2) An institute provided teachers training in exercise physiology content and integrating technology into pedagogy, finding that teachers with stronger science backgrounds struggled less.
3) Follow-up surveys found that teachers most improved their understanding of how to meaningfully use technology, making real-world content connections, and strengthening their content knowledge.
Il Ptpck(2)
This study examined how an inquiry learning project model affected the development of teachers' TPACK (technological pedagogical content knowledge) as they integrated technology into their English language arts teaching. Twenty in-service teachers participated in a graduate course where they completed an inquiry learning project using educational technology. Surveys and reflections found that the project significantly increased teachers' beliefs in the value of technology for instruction and their technology skills. Teachers' analogies showed they progressed from feeling afraid to integrate technology to feeling more confident after seeing student engagement and learning with technology. Key themes from reflections were developing new attitudes toward technology integration and negotiating knowledge through collaboration. The study implies that cultivating teachers' TPACK through innovative models can help teachers lead educational change
Aera08 Media Lit040509
This document discusses how participatory media and technology can help engage youth in civic education and social studies. It presents a map linking social studies topics to 21st century skills like collaboration, communication, and media literacy. The map is meant to bridge the "digital disconnect" between how students live digitally outside of school and limited technology use in social studies classes. The document proposes discussing challenges and opportunities for integrating technology into social studies instruction, as well as a research agenda on how participatory media can support youth civic engagement. It poses questions about the effects of new media on students' understanding of issues and identities.
Screen Stories
The document discusses the historical film Rabbit Proof Fence and how it portrays the forced integration of Aboriginal children into white Australian society in the early 20th century. It shows the director of the program arguing that the children would be better off removed from their families and integrated as part of white society rather than an "unwanted third race". The film could be used to teach about this period in Australian history as well as topics of culture, race, integration and assimilation.
Student Outcomes Mm
The document discusses using digital documentaries in social studies classrooms to help students learn. It describes how digital documentaries can be used to explore content knowledge, develop citizenship skills, examine multiple narratives, and analyze primary sources. A study found that while teachers aim to use digital documentaries for learning, students bring their own preconceptions that shape the final products and learning outcomes in dynamic ways.
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Lee Discussantsession
- 1. Focus of TPCK development Preservice – Lee &Young Coiro & Fogleman Ketelhut Inservice Education Spires, Hervey, &Watson
- 2. Topics How best to developTPCK? Insights gained by teacher-learners (who have developedTPCK) Challenges ofTheory to Practice Research: How to assessTPCK? TPCK is not enough!
- 3. Is technology worth it? Understanding impact. substitute, proxy, stand-in, surrogate enlargement (larger, greater, stronger); addition of detail (fuller, clearer); increase in signal magnitude; detail added alteration, change, conversion, revolution, renovation, makeover
- 4. Instruction Student Learning Curriculum Replacement With the addition of technology, aspects of I, SL, and C remained exactly the same Amplification With the addition of technology, aspects of I, SL, and C became more efficient, obtainable, quicker, etc. Transformation With the addition of technology, aspects of I, SL, and C were transformed in ways unattainable w/o the technology Hughes, J. E. (2005). The role of teacher knowledge and learning experiences in forming technology-integrated pedagogy. Journal of Technology and Teacher Education, 13(2), 277-302.
- 5. Dimensions of Instructional Methods Dimensions of Student Learning Processes Dimensions of Curriculum Goals Teacher’s role in instruction Learning Activity/task “Curricular Knowledge” to be gained, learned, or applied by student Interaction with students Thinking process – mental process “Curricular Experience/Process” to be gained, learned, or applied by student Assessment of students Knowledge Transfer Instructional Preparation Task milieu (individual, small group, whole-class, others) Administrative tasks related to Instruction (e.g., grading) Student Motivation Student Attitudes Add Your Own or School/District-specific Dimensions Below* School/district-specific Dimensions* School/district-specific Dimensions School/district-specific Dimensions
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- 7. “I will have to learn continuously and teach students to do the same as new literacies develop during their lifetime.” (Spires et al., p. 25)
Editor's Notes
- TCO and VOI … lead to calculations of how technology impacts current practice. We argue the need for revised perspectives that shift the focus towards transformative uses of technology. The RAT model is made up of three categories or levels that I call Replacement, Amplification and Transformation. Our technology-supported lessons or units can be assessed in terms of the instruction, student learning, and curriculum that is happening within them.
- Here’s how the framework works --- To some degree you need to know what the “pre-technology curriculum, instruction, and learning” was. You also need to define and be knowledgeable about SL, I, and C in order to know what is “transformative” - usually degrees of “reform-orientation” - how reformed are you? Her? Your district? School? You are examining the technology-enriched practice, as compared with the past practices, to determine if there is evidence of replacement, amplification, or transformation. In replacement, nothing has changed except change of media. As the other definitions talked – surrogate. Amplification uses technology to gain amplified aspects such as covering more content or making learning more efficient, having access to materials more quickly or efficiently. Transformation – is when technology introduces a complete change in instruction, SL, or curriculum in ways that could not occur without it. Curriculum: (i) the range of courses from which students choose what subject matters to study, and (ii) a specific learning program. In the latter case, the curriculum collectively describes the teaching, learning, and assessment materials available for a given course of study.
- Here are some suggested dimensions under the themes of instruction, student learning, and curriculum goals. These are in your handout. I recommend to groups using this to brainstorm the dimensions that are important to your context. Different areas have different focus, such as particular school improvement goals and you’d want those to be reflected in here. Or particular stances on ways students learning, such as student-centered learning theories or in other cases, “back to the basics” approaches. [provide some examples or R, A, and T in different dimensions] Curriculum – Experence = scientific method Knowledge = Could show dimensions developed by another district I worked with while they were brainstorming (Parma) Curriculum: (i) the range of courses from which students choose what subject matters to study, and (ii) a specific learning program. In the latter case, the curriculum collectively describes the teaching, learning, and assessment materials available for a given course of study.