Module 11
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The document is a diagram showing the author's understanding of TPACK (technological pedagogical content knowledge) from a previous module. It indicates their knowledge has broadened slightly in pedagogy, content, and technology, but has developed most in pedagogical content knowledge, technological pedagogical knowledge, and technological content knowledge. The author believes learning about TPACK will benefit their future teaching by providing relevance, importance of pedagogy with technology, and how aspects of TPACK interconnect and apply together.
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Module 11
This diagram shows the author's understanding of TPACK (technological pedagogical content knowledge) from an earlier module and how it has developed. While the author's knowledge of pedagogy, content, and technology has increased slightly, the largest growth has been in the intersecting areas of pedagogical content knowledge, technological pedagogical knowledge, and technological content knowledge. Studying TPACK has benefited the author by providing an understanding of how technology can influence teaching and learning when integrated with pedagogy and content knowledge.
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The document discusses programmed instruction, which breaks content down into small steps requiring active student responses. It describes two types - linear programming, which uses conditioning, and branching programming, which allows for diagnosis. Advantages include self-paced learning and immediate feedback. Developing programmed instruction helps teachers analyze content, structure it sequentially, and create feedback to improve their skills.
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Programmed instruction is a method of teaching that presents information incrementally in small steps, requiring students to respond to each step before advancing. There are two types: linear programming which follows a straight path; and branching programming which allows for diagnosis of weaknesses and remediation through alternative paths. Branching programs have home pages for content and questions, and wrong pages for remedial explanations to redirect students. They use backward or forward branching techniques to move students through the program based on their responses.
Module 11 slideshare
Wendy Goldberg discusses her learning and experiences with blogging, Voicethread, and embedding videos during her graduate semester. She became comfortable blogging on two professional blogs, one for her graduate learning and one for her students and parents. Her students used Voicethread to share book reviews, impressing her with its versatility. She embedded videos on blogs and plans to continue doing so to include engaging content for her readers.
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Module 11
This diagram shows the author's understanding of TPACK (technological pedagogical content knowledge) from an earlier module and how it has developed. While the author's knowledge of pedagogy, content, and technology has increased slightly, the largest growth has been in the intersecting areas of pedagogical content knowledge, technological pedagogical knowledge, and technological content knowledge. Studying TPACK has benefited the author by providing an understanding of how technology can influence teaching and learning when integrated with pedagogy and content knowledge.
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This document discusses the need for "Class after Class" resources to support high school math students learning Common Core standards. It notes that students currently only have 45 minutes of math class per day, which may not be enough time for all students to fully understand lessons. "Class after Class" would provide additional resources like online discussions and practice problems to help confused students, those who missed class, and anyone needing extra time to learn topics in different ways. These supplemental digital materials could improve learning outcomes and give students access to assignments even if absent from school.
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The document discusses programmed instruction, which is a method of teaching that presents information in discrete units requiring a correct response before advancing. It has basic principles like small steps, active response, reinforcement, and self-pacing. Programmed instruction is effective as it allows individualized learning at one's own pace with feedback, but has limitations like being difficult to develop, restricting creativity, and not applying well beyond cognitive objectives.
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Programmed instruction is a method of teaching that presents information incrementally in small steps, requiring students to respond to each step before advancing. There are two types: linear programming which follows a straight path; and branching programming which allows for diagnosis of weaknesses and remediation through alternative paths. Branching programs have home pages for content and questions, and wrong pages for remedial explanations to redirect students. They use backward or forward branching techniques to move students through the program based on their responses.
Module 11 slideshare
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best ppt on jet engines
this ppt shows complete information on jet engines, right form introduction, history, working, types to their usages and limitations
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This document discusses TPACK (Technological Pedagogical and Content Knowledge), which identifies the different knowledge areas teachers must have to teach effectively. It includes technological knowledge, pedagogical knowledge, and content knowledge. These areas overlap. The document discusses how the author's understanding of their own TPACK has grown through the course, with an expanded understanding of how to use technology for teaching. The author believes learning about TPACK will help them as a teacher by allowing them to effectively integrate technology, pedagogy, and content knowledge.
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Presentation slide basic information
AND + OR + NAND + NOR + EX NOR + Application
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Slide for student who want to take EASA part66 exam
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The document provides information on typical aircraft instrument systems, including:
1. The electronic flight instrument system (EFIS) which replaces traditional mechanical instruments with electronic displays like the electronic attitude director indicator (EADI) and electronic horizontal situation indicator (EHSI).
2. The electronic centralized aircraft monitoring (ECAM) system which monitors aircraft systems and provides visual warnings to pilots such as the electronic centralized aircraft monitoring (ECAM) display.
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Other note you can get at
http://part66.blogspot.com
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Slide for student who want to take EASA part66 exam
Other note you can get at
http://part66.blogspot.com
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http://part66.blogspot.com
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There are 5 types of jet propulsion engine such as turbojet, turbofan, turboprop, turbo-shaft, and ramjet.Some types of jet propulsive engine are not cover in this slide such as pulse engine and rocket.
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TPACK is a framework that combines technological knowledge, pedagogical knowledge, and content knowledge for effective teaching. It describes how teachers can incorporate technology into their practice. The document discusses how a student's understanding of TPACK developed during an educational technology course, growing from having never heard of it to seeing how it can be applied and visualizing their TPACK framework change to include more equal development of technological and content knowledge with increased overlap between areas.
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TPACK BY ABREU.pptx
The document discusses the Technological Pedagogical Content Knowledge (TPACK) framework. It defines the different components of TPACK - technological knowledge (TK), pedagogical knowledge (PK), and content knowledge (CK). It also lists some positive impacts of integrating technology in teaching such as simplifying lesson preparation and aiding assessment. However, it notes some challenges like keeping up with rapid technology changes and software not being designed for education. Finally, it provides some ways to develop TPACK like learning about technology tools, exposing to tech-enhanced lesson plans, and focusing on how to teach with tools rather than just how to use them.
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This document discusses the TPACK framework for effective technology integration in teaching. TPACK stands for technological pedagogical content knowledge and recognizes that teachers need knowledge in technology, pedagogy, and their subject content, as well as the intersections between these domains. The document defines each component of TPACK - technological knowledge, content knowledge, pedagogical knowledge, pedagogical content knowledge, technological pedagogical knowledge, and technological content knowledge. It also reflects on the author's own TPACK, recognizing their strengths in content knowledge but needing growth in effectively integrating technology. The goal of TPACK is to encourage purposeful use of technology that enhances teaching and student learning.
M1 (2)
1) The document discusses pedagogical content knowledge (PCK) and technological pedagogical content knowledge (TPACK), which are frameworks for understanding the knowledge teachers need to effectively teach with technology.
2) TPACK consists of 7 areas of knowledge: technology knowledge, content knowledge, pedagogical knowledge, pedagogical content knowledge, technological content knowledge, technological pedagogical knowledge, and technological pedagogical content knowledge.
3) The document argues that the intersection of these three core components - content knowledge, technology knowledge, and pedagogical knowledge - is essential for developing effective lesson plans that incorporate technology and foster 21st century skills.
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This document reflects on a student's learning about the TPACK framework for effectively integrating technology, pedagogy, and content knowledge in teaching. Through their education course, the student has realized that while technology can help or hinder learning, it must be carefully balanced with pedagogical and content considerations. Examples are provided of both effective and ineffective uses of technology in the classroom, and the student's own TPACK diagram evaluates their developing knowledge across the three domains.
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The document discusses Technological Pedagogical Content Knowledge (TPACK), which is a framework for how teachers effectively deliver content using technology. It describes the three main components of TPACK as content knowledge, pedagogical knowledge, and technological knowledge. Content knowledge is mastery of the subject matter, pedagogical knowledge is knowledge of how to teach, and technological knowledge is how to use technology to enhance learning. TPACK integrates all three types of knowledge to assist teachers in using technology effectively in their lessons.
T pack 2013
This document discusses the TPACK framework for integrating technology, pedagogy, and content knowledge. It explains that TPACK considers how understanding the relationship between these three elements can help teachers develop effective technology-integrated lessons. The document provides examples of the "7 pieces of the TPACK pie" and guidelines for applying TPACK in lesson planning, including identifying research-based instructional strategies, selecting appropriate technologies, and creating learning activities. Teachers are encouraged to reflect on how technology can represent content in new ways and maximize existing technologies to teach and assess learning.
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This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
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of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
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'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
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- 2. This picture is a diagram of my understanding of TPACK from module 5 and where I saw myself in each of the areas at that time
- 3. • I believe that my understanding of TPACK in module 5 was mostly at the surface level. • Since then, I have a deeper understanding of what it is and why it is important to know.
- 4. What’s new in this diagram? My knowledge in PK, CK, and TK have all broadened slightly, but the areas that I have developed the most are the three areas inbetween: PCK, TPK, and TCK. Pedagogical Knowledge Technological Knowledge Content Knowledge
- 6. Learning about TPACK and having an understanding of the complex interplay between its elements is going to benefit me in my future teaching career because everything about TPACK is relevant to any teacher’s experience. It has given me an understanding of the importance of pedagogy in teaching with technology and how teaching with technology can influence students’ learning experiences. I have learned that each aspect of TPACK is important…understanding them separately as well as how they can be understood and applied in conjunction with each other. I believe learning about TPACK has given me the knowledge and confidence in my ability to