Module 12
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This document discusses the TPACK framework and the author's development within it. TPACK divides the knowledge a teacher needs into technological knowledge, pedagogical knowledge, and content knowledge, with intersections between the three. The author's starting point showed weaker connections between the knowledge areas, but after activities in the course like Maker Day and creating online resources, their knowledge areas shifted closer together, especially connecting content to technology and pedagogy. Their pedagogical knowledge increased the most through examining different learning theories and seeing constructionist approaches in action.
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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.
Integration Vs. Use
The document discusses the differences between technology use and technology integration in the classroom. Technology use involves using electronic devices, while technology integration means using technology as part of classroom instruction. When technology is integrated, it can improve instruction, help meet standards, and create a more creative learning environment. The document also provides examples of how different subjects like math, reading, and science can benefit from technology integration and engagement.
teacher tech -
1. The document outlines the agenda for Day 3 of a technology training class for educators.
2. It includes updating on the previous class, discussing the class wiki, exploring media and internet resources for teachers, sharing ideas for a WebQuest activity, and previewing websites for a Teacher Toolkit resource page.
3. Educators are asked to commit to incorporating technology into an upcoming lesson and to contribute favorite resources to the wiki page.
PowerPoint: 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.
Technology+Use+Vs+Integration+[1]
The document discusses the difference between technology use and technology integration in education. The presenter argues that there is no difference, as any use of technology in the classroom to support learning becomes integrated into the curriculum. Several examples are provided to support this view, such as using concept mapping tools to study, classroom blogging, interactive whiteboards, and accessing the internet for research projects. It is concluded that if a technology tool helps students succeed in their work, it has become an integrated part of the classroom.
This Is It May 24 09
Seneca College received a grant to redesign the delivery of its Applied Science and Technology Fundamentals Program using tablet computers and interactive software. Researchers divided students into experimental and control groups to study the impact of the new technology on engagement and retention. Preliminary findings showed that the tablet classroom helped keep students focused, promoted collaborative learning, and made notes easily accessible, leading to improved organization and support for learning. Students reported that the new technology made classes more interactive and participation less embarrassing, revolutionizing the idea of learning.
Technology in the Classroom
This document discusses the benefits of incorporating technology into the classroom. It argues that technology prepares students for today's world, allows them to learn in new interactive ways, and experiences content through simulations and videos. However, it also notes students must be taught proper technology use to avoid issues like cyberbullying and plagiarism. The document then provides examples of how teachers can overcome barriers to tech adoption through resources like training groups, mentors, and online tutorials. Finally, it lists specific ways teachers can incorporate technologies like audio, recordings, and digital projectors to enhance lessons.
Technologyusevsintegration[1]
The document discusses the difference between technology use and technology integration in education. The presenter argues that there is no difference, as any use of technology in the classroom to support learning becomes integrated into the curriculum. Several examples are provided to support this view, such as using tools like blogs, interactive whiteboards, and the internet to enhance student assignments and studies. It is concluded that if a technology tool helps students succeed, it has become an integrated part of the classroom.
Recommended
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.
Integration Vs. Use
The document discusses the differences between technology use and technology integration in the classroom. Technology use involves using electronic devices, while technology integration means using technology as part of classroom instruction. When technology is integrated, it can improve instruction, help meet standards, and create a more creative learning environment. The document also provides examples of how different subjects like math, reading, and science can benefit from technology integration and engagement.
teacher tech -
1. The document outlines the agenda for Day 3 of a technology training class for educators.
2. It includes updating on the previous class, discussing the class wiki, exploring media and internet resources for teachers, sharing ideas for a WebQuest activity, and previewing websites for a Teacher Toolkit resource page.
3. Educators are asked to commit to incorporating technology into an upcoming lesson and to contribute favorite resources to the wiki page.
PowerPoint: 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.
Technology+Use+Vs+Integration+[1]
The document discusses the difference between technology use and technology integration in education. The presenter argues that there is no difference, as any use of technology in the classroom to support learning becomes integrated into the curriculum. Several examples are provided to support this view, such as using concept mapping tools to study, classroom blogging, interactive whiteboards, and accessing the internet for research projects. It is concluded that if a technology tool helps students succeed in their work, it has become an integrated part of the classroom.
This Is It May 24 09
Seneca College received a grant to redesign the delivery of its Applied Science and Technology Fundamentals Program using tablet computers and interactive software. Researchers divided students into experimental and control groups to study the impact of the new technology on engagement and retention. Preliminary findings showed that the tablet classroom helped keep students focused, promoted collaborative learning, and made notes easily accessible, leading to improved organization and support for learning. Students reported that the new technology made classes more interactive and participation less embarrassing, revolutionizing the idea of learning.
Technology in the Classroom
This document discusses the benefits of incorporating technology into the classroom. It argues that technology prepares students for today's world, allows them to learn in new interactive ways, and experiences content through simulations and videos. However, it also notes students must be taught proper technology use to avoid issues like cyberbullying and plagiarism. The document then provides examples of how teachers can overcome barriers to tech adoption through resources like training groups, mentors, and online tutorials. Finally, it lists specific ways teachers can incorporate technologies like audio, recordings, and digital projectors to enhance lessons.
Technologyusevsintegration[1]
The document discusses the difference between technology use and technology integration in education. The presenter argues that there is no difference, as any use of technology in the classroom to support learning becomes integrated into the curriculum. Several examples are provided to support this view, such as using tools like blogs, interactive whiteboards, and the internet to enhance student assignments and studies. It is concluded that if a technology tool helps students succeed, it has become an integrated part of the classroom.
Technology Use Vs T.I.
Technology use involves employing technology for some purpose, but does not integrate it into the curriculum. Technology integration combines technology and curriculum so that students can actively engage with and support their learning through technology. When technology is effectively integrated, students are not just learning how to use technology functions but are using tools like blogging, interactive whiteboards, and video conferencing to enhance their understanding of curriculum topics.
Teaching with Technology
Original citation for this reading:
Hooper, S., & Rieber, L. P. (1995). Teaching with technology. In A. C. Ornstein (Ed.), Teaching: Theory into practice, (pp. 154-170). Needham Heights, MA: Allyn and Bacon.
97 2003
This document discusses the use of different technologies in the classroom, including podcasts, PowerPoint presentations, and computers. It summarizes three articles that demonstrate the effectiveness of podcasts for learning, how PowerPoint can be used to disseminate information but must be done appropriately, and how computers serve as research tools, means of communication, and allow parents to track student progress online. The document concludes that computers are an important classroom technology that enable the use of other technologies and help advance the learning and teaching process.
My reflection about educational technology
The student initially found technology like the Nicenet website to be difficult and frustrating to use, but realized the activities were not difficult at all and she liked the subject. Through the class, she learned to use various programs and websites like Nicenet, Audacity and podcasts on blogs. Most importantly, she learned to use technology in an effective way for both entertainment and education purposes. She believes technology can facilitate teaching and the teaching of English can have good results when using technology as a tool to support the class.
Learning from the past
This document discusses several articles on the use of technology in education. According to the articles:
- Instructional technology can increase higher-order thinking, problem-solving, and inspire students to conduct research. However, teachers must use technology in a meaningful way for it to be effective.
- Technology allows for historical artifacts and data to be accessible to students, which can increase geographical and historical understanding.
- The benefits of technology, such as engaging students and making information accessible, outweigh the costs when used properly by teachers. But technology may also distract students if not implemented correctly.
Jerc article #technology 1
Technology in the classroom is the collection of
techniques, skills, methods, and processes used in the
provision of educative services or in the
the accomplishment of learning objectives. In most cases,
it involves the use of machinery and equipment
developed from the application of scientific knowledge
to teach learners relevant skills and concepts identified
by a curriculum. The major misconception teachers
often have with educational technology is that it must
involve computers or an electronic whiteboard and the
internet but if you pay close attention to the first three
lines in this summary and understand the terms, then
you will realize technology is not completely about
electronic gadgets.
Technology in the classroom
Technology in the classroom provides opportunities to make learning more relevant and engaging for students. As students become more technologically inclined, teachers must integrate technology into their lessons through ebooks, internet articles, handheld devices, computers, interactive whiteboards and more. This allows students to research online, play educational games, and have fun while learning. For teachers struggling with technology integration, training, support from colleagues, and free online resources can help provide the knowledge needed to incorporate new technologies into the classroom.
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For more information on e-Learning, please visit my blog http://jeffconsulting.blogspot.com/ .
Assignment 1
This document discusses three potential ideas for a master's research project in educational technology. The first idea is developing a technology share drive for the school district to allow teachers to easily share resources like SmartBoard lessons. The second is creating a SmartBoard guidebook and training for elementary teachers to help them better utilize the technology. The third is developing a wiki where teachers can post questions and answers about technology used in the classroom. The document provides details on the needs each idea addresses and potential resources that would be required. It also includes the author's responses to two classmates' initial project ideas providing feedback and suggestions.
Presentation power point
Technology integration involves using technology tools to allow students to apply computer skills to learning and problem-solving, with the curriculum driving technology use rather than vice versa. Technology should be integrated as a tool to promote understanding and vocabulary, not as a separate subject. It can make teaching and learning more meaningful and engaging while helping improve teacher-student relationships when the teacher takes on roles of adviser, content expert, and coach. There are easy ways to integrate technology into daily routines, such as using websites to teach math, history, and geography in an interactive manner.
Computers in the Classroom
The document discusses integrating computers into elementary classrooms. It provides an overview of an article supporting computer literacy for future teachers and the benefits seen at one California elementary school that installed computers. These benefits included improved math scores, better teacher communication, and enhanced student writing. The document also notes that computers can help students with learning disabilities by allowing independent and self-monitored work.
Technology and education
The document discusses the benefits and drawbacks of using technology in the classroom. It outlines how the author utilized various technologies during their student teaching placements, such as Smart Boards, computer labs, Turning Point software, YouTube, PowerPoint, and Moodle. While technology requires time and resources, the benefits of hands-on learning and student engagement outweigh the drawbacks. The author hopes to apply their technology skills in their own future classroom.
TPACK
This document discusses TPACK, which stands for technological pedagogical content knowledge. TPACK is the understanding of how to integrate technology effectively into classroom teaching. The document outlines the three main components of TPACK - technological knowledge (TK), pedagogical knowledge (PK), and content knowledge (CK). It explains that teachers need to develop all three areas of knowledge and understand how they overlap to optimize student learning using technology. The document also reflects on how one education class expanded the author's understanding of TPACK by strengthening their TK and allowing them to apply PK and CK to new technological tools and apps.
Technology in the classroom
The document discusses the benefits of incorporating technology into the classroom. It states that technology gives students skills needed for school and future careers, keeps students engaged, and helps develop communication and organization skills. However, it cautions that technology should be used to enhance teaching, not replace it, and that teachers should not rely solely on technology for problem solving. Teachers are advised to learn how to use available technology and integrate it gradually into their lessons.
One App That can Change The Traditional Classroom Teaching
Gone are the days when students are completely engrossed in what the teacher teaches in the class. To maintain the pace with student’s changing learning habits and exponential growth in technology, the EduCLASS solution was engineered. The application revolutionizes the way students learn, the teacher teaches, hand over the assignments and conduct the exams and parents get access to the children results.
My course reflection show 1
The document discusses the author's changing perspective on an educational technology integration course. Initially, the author viewed the course as repetitive of previous diploma programs and had doubts about their ability to complete the coursework. However, as the course progressed, the author realized the previous programs were just an introduction and began to understand how tools like cell phones and cameras could engage students. The author now sees the importance of staying up-to-date on technological changes to effectively teach today's students.
Web 2.0
This document discusses how various Web 2.0 tools can be used to enhance math pedagogy in line with constructivist learning approaches. It outlines tools like blogs, wikis, podcasts, screencasts and Google Docs that facilitate collaboration, creation of content by students, and social learning. The document argues that while the school uses technology, these tools can help better engage students by connecting to their interests in social networking and allowing them to learn by creating content for others.
MRGS e-Lead learning
This document proposes training select students at Mt Roskill Grammar School to become experts in using digital learning tools like iLearn and MyPortfolio to support teachers and other students. The rationale is that with a school of 2400 students, one person cannot provide all the needed technical support. Some students already have experience with eLearning tools from primary school. This role would develop students' leadership and community service skills. The document includes reflections from an e-learning teacher and comments from students on how ICT helps their learning and how it could best be used to support them at the school. Students suggest providing more accessible online resources, allowing laptop/device use, improving internet speed, and enabling communication with teachers outside of class time.
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.
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.
Edu 210 module 12
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.
SAMPLE REACTION PAPER
The document discusses technology integration in the classroom. It outlines two learning theories that provide a foundation for integration: directed and constructivist models. It also discusses the Technology Integration Plan (TIP) model for planning effective classroom technology use. The chapter emphasizes that certain conditions must be present for successful integration, including a clear technology vision, policies for safe internet use, technical support, and effective teaching strategies. Overall, the key takeaways are that technology integration requires planning, support structures, and strategies to enhance teaching and learning.
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Technology Use Vs T.I.
Technology use involves employing technology for some purpose, but does not integrate it into the curriculum. Technology integration combines technology and curriculum so that students can actively engage with and support their learning through technology. When technology is effectively integrated, students are not just learning how to use technology functions but are using tools like blogging, interactive whiteboards, and video conferencing to enhance their understanding of curriculum topics.
Teaching with Technology
Original citation for this reading:
Hooper, S., & Rieber, L. P. (1995). Teaching with technology. In A. C. Ornstein (Ed.), Teaching: Theory into practice, (pp. 154-170). Needham Heights, MA: Allyn and Bacon.
97 2003
This document discusses the use of different technologies in the classroom, including podcasts, PowerPoint presentations, and computers. It summarizes three articles that demonstrate the effectiveness of podcasts for learning, how PowerPoint can be used to disseminate information but must be done appropriately, and how computers serve as research tools, means of communication, and allow parents to track student progress online. The document concludes that computers are an important classroom technology that enable the use of other technologies and help advance the learning and teaching process.
My reflection about educational technology
The student initially found technology like the Nicenet website to be difficult and frustrating to use, but realized the activities were not difficult at all and she liked the subject. Through the class, she learned to use various programs and websites like Nicenet, Audacity and podcasts on blogs. Most importantly, she learned to use technology in an effective way for both entertainment and education purposes. She believes technology can facilitate teaching and the teaching of English can have good results when using technology as a tool to support the class.
Learning from the past
This document discusses several articles on the use of technology in education. According to the articles:
- Instructional technology can increase higher-order thinking, problem-solving, and inspire students to conduct research. However, teachers must use technology in a meaningful way for it to be effective.
- Technology allows for historical artifacts and data to be accessible to students, which can increase geographical and historical understanding.
- The benefits of technology, such as engaging students and making information accessible, outweigh the costs when used properly by teachers. But technology may also distract students if not implemented correctly.
Jerc article #technology 1
Technology in the classroom is the collection of
techniques, skills, methods, and processes used in the
provision of educative services or in the
the accomplishment of learning objectives. In most cases,
it involves the use of machinery and equipment
developed from the application of scientific knowledge
to teach learners relevant skills and concepts identified
by a curriculum. The major misconception teachers
often have with educational technology is that it must
involve computers or an electronic whiteboard and the
internet but if you pay close attention to the first three
lines in this summary and understand the terms, then
you will realize technology is not completely about
electronic gadgets.
Technology in the classroom
Technology in the classroom provides opportunities to make learning more relevant and engaging for students. As students become more technologically inclined, teachers must integrate technology into their lessons through ebooks, internet articles, handheld devices, computers, interactive whiteboards and more. This allows students to research online, play educational games, and have fun while learning. For teachers struggling with technology integration, training, support from colleagues, and free online resources can help provide the knowledge needed to incorporate new technologies into the classroom.
Fast Track on e-Learning Development
Fast Track on e-Learning Development
For more information on e-Learning, please visit my blog http://jeffconsulting.blogspot.com/ .
Assignment 1
This document discusses three potential ideas for a master's research project in educational technology. The first idea is developing a technology share drive for the school district to allow teachers to easily share resources like SmartBoard lessons. The second is creating a SmartBoard guidebook and training for elementary teachers to help them better utilize the technology. The third is developing a wiki where teachers can post questions and answers about technology used in the classroom. The document provides details on the needs each idea addresses and potential resources that would be required. It also includes the author's responses to two classmates' initial project ideas providing feedback and suggestions.
Presentation power point
Technology integration involves using technology tools to allow students to apply computer skills to learning and problem-solving, with the curriculum driving technology use rather than vice versa. Technology should be integrated as a tool to promote understanding and vocabulary, not as a separate subject. It can make teaching and learning more meaningful and engaging while helping improve teacher-student relationships when the teacher takes on roles of adviser, content expert, and coach. There are easy ways to integrate technology into daily routines, such as using websites to teach math, history, and geography in an interactive manner.
Computers in the Classroom
The document discusses integrating computers into elementary classrooms. It provides an overview of an article supporting computer literacy for future teachers and the benefits seen at one California elementary school that installed computers. These benefits included improved math scores, better teacher communication, and enhanced student writing. The document also notes that computers can help students with learning disabilities by allowing independent and self-monitored work.
Technology and education
The document discusses the benefits and drawbacks of using technology in the classroom. It outlines how the author utilized various technologies during their student teaching placements, such as Smart Boards, computer labs, Turning Point software, YouTube, PowerPoint, and Moodle. While technology requires time and resources, the benefits of hands-on learning and student engagement outweigh the drawbacks. The author hopes to apply their technology skills in their own future classroom.
TPACK
This document discusses TPACK, which stands for technological pedagogical content knowledge. TPACK is the understanding of how to integrate technology effectively into classroom teaching. The document outlines the three main components of TPACK - technological knowledge (TK), pedagogical knowledge (PK), and content knowledge (CK). It explains that teachers need to develop all three areas of knowledge and understand how they overlap to optimize student learning using technology. The document also reflects on how one education class expanded the author's understanding of TPACK by strengthening their TK and allowing them to apply PK and CK to new technological tools and apps.
Technology in the classroom
The document discusses the benefits of incorporating technology into the classroom. It states that technology gives students skills needed for school and future careers, keeps students engaged, and helps develop communication and organization skills. However, it cautions that technology should be used to enhance teaching, not replace it, and that teachers should not rely solely on technology for problem solving. Teachers are advised to learn how to use available technology and integrate it gradually into their lessons.
One App That can Change The Traditional Classroom Teaching
Gone are the days when students are completely engrossed in what the teacher teaches in the class. To maintain the pace with student’s changing learning habits and exponential growth in technology, the EduCLASS solution was engineered. The application revolutionizes the way students learn, the teacher teaches, hand over the assignments and conduct the exams and parents get access to the children results.
My course reflection show 1
The document discusses the author's changing perspective on an educational technology integration course. Initially, the author viewed the course as repetitive of previous diploma programs and had doubts about their ability to complete the coursework. However, as the course progressed, the author realized the previous programs were just an introduction and began to understand how tools like cell phones and cameras could engage students. The author now sees the importance of staying up-to-date on technological changes to effectively teach today's students.
Web 2.0
This document discusses how various Web 2.0 tools can be used to enhance math pedagogy in line with constructivist learning approaches. It outlines tools like blogs, wikis, podcasts, screencasts and Google Docs that facilitate collaboration, creation of content by students, and social learning. The document argues that while the school uses technology, these tools can help better engage students by connecting to their interests in social networking and allowing them to learn by creating content for others.
MRGS e-Lead learning
This document proposes training select students at Mt Roskill Grammar School to become experts in using digital learning tools like iLearn and MyPortfolio to support teachers and other students. The rationale is that with a school of 2400 students, one person cannot provide all the needed technical support. Some students already have experience with eLearning tools from primary school. This role would develop students' leadership and community service skills. The document includes reflections from an e-learning teacher and comments from students on how ICT helps their learning and how it could best be used to support them at the school. Students suggest providing more accessible online resources, allowing laptop/device use, improving internet speed, and enabling communication with teachers outside of class time.
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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.
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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.
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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.
SAMPLE REACTION PAPER
The document discusses technology integration in the classroom. It outlines two learning theories that provide a foundation for integration: directed and constructivist models. It also discusses the Technology Integration Plan (TIP) model for planning effective classroom technology use. The chapter emphasizes that certain conditions must be present for successful integration, including a clear technology vision, policies for safe internet use, technical support, and effective teaching strategies. Overall, the key takeaways are that technology integration requires planning, support structures, and strategies to enhance teaching and learning.
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This document discusses the TPACK framework, which analyzes the combination of technological knowledge, pedagogical knowledge, and content knowledge that teachers should possess. It provides background on the development of the TPACK framework since 1986. It then explains the three core domains - technological knowledge, pedagogical knowledge, and content knowledge. It also describes the overlapping domains that are created by the intersection of the three core domains: technological content knowledge, pedagogical content knowledge, technological pedagogical knowledge, and technological pedagogical content knowledge. The document aims to provide a closer look at each of the domains within the TPACK framework.
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This document discusses TPACK, a framework for effectively integrating technology into teaching. TPACK focuses on the interplay between content knowledge, pedagogical knowledge, and technological knowledge. It was developed by education researchers at Michigan State University as an extension of pedagogical content knowledge. The document explains the seven components of TPACK, including technological pedagogical content knowledge, and provides an example activity of how to apply TPACK in an instructional setting by selecting a content topic, pedagogy, and technology.Shelton chapter 2
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This document discusses the strategic integration of technology into instruction using the TPACK framework. TPACK stands for technological pedagogical content knowledge and refers to the interplay between a teacher's knowledge of technology, pedagogy and content. The document outlines the 7 components of TPACK, including content knowledge, pedagogical knowledge, technological knowledge, pedagogical content knowledge, technological content knowledge, technological pedagogical knowledge, and technological pedagogical content knowledge. It provides examples of each component and has teachers do activities to apply TPACK to choosing a technology to support a given content and pedagogical approach. The goal of TPACK is to understand how, when and why to use technology for effectiveAll about-me-edtech-autosaved (1)
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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.
WRITING A THESIS STATEMENTPlease read over pages 338-345 in .docx
WRITING A THESIS STATEMENT:
Please read over pages 338-345 in
Chapter 9 of Writing for Success.
1. Complete the odd numbers of exercise 2 on pages 341-342 in Writing for Success. You can post your answer to the items by responding to this thread.
Read the following thesis statements. On a separate piece of paper, identify each as weak or strong. For those that are weak, list the reasons why. Then revise the weak statements so that they conform to the requirements of a strong thesis.
1. The subject of this paper is my experience with ferrets as pets. (
WEAK)
Say why it’s weak:
Thesis Revision:
3. Edgar Allan Poe was a poet who lived in Baltimore during the nineteenth century.
(WEAK)
Say why it’s weak:
Thesis Revision:
5. Despite his promises during his campaign, President Kennedy took few executive measures to support civil rights legislation
. (STRONG)
Say why it’s strong:
Thesis Revision:
7. My experience with young children has taught me that I want to be a disciplinary parent because I believe that a child without discipline can be a parent’s worst nightmare. (WEAK)
Say why it’s weak or strong:
Thesis Revision:
Read Assignment 3 and write a Possible Thesis Statement for Assignment 3:
Write a possible thesis statement for your third writing assignment, the research-supported essay.
SUPPORTING THE THESIS STATEMENT:
Please read over pages 346-353 in
Chapter 9Writing for Success.
Then consider your essay for writing assignment #3, the research-supported essay. Apply the instructions for Exercise 3 on page 350 in
Writing for Success to the topic for your research-supported essay by developing three possible supporting points for your essay's thesis.
Using the outline given on page 350, share with your classmates the
three supporting points and the topic sentence for each point.
I attached Assignment 3 and chapter 9 so it can help you with it.
EFFECTS OF TECHNOLOGY
ON EDUCATION
Technology has changed the way we live. It has greatly impacted different facets of life and redefined living. Technology plays an important role in every part of life. Several manual tasks can be automated, thanks to technology. Many difficult and critical processes can be carried out with more and greater efficiency with the help of modern technology.
Technology has been of great importance in school and it has changed the field of education. With the onset of computers in education, it has become easier for tutors to have more knowledge and therefore pass it down to the students. The process of teaching and learning are more efficient and enjoyable with the use of technology. Students will not only have computers to help them with their schoolwork, but they will use the internet to do their research while teachers use it to enhance t.
Analysis Essay
This document discusses the use of technology in the math and science classroom. It makes three key points:
1. There is a need for strong support systems for teachers to learn how to effectively integrate technology into their lessons, as lack of support and professional development has led to a "digital divide".
2. Lessons should be designed purposefully using technology tools to enhance learning and engage students, not just for the sake of using technology. Frameworks like Learning for Use and T-GEM can help guide lesson planning.
3. Technology can help bring real-world experiences into the classroom through simulations, virtual field trips, and online learning environments, making lessons more relevant and interesting for students.
Technology Use vs. Technology Integration
Technology integration in the classroom involves thoughtfully employing technology resources and practices to enhance the learning process across subject areas. When integrated effectively, technology allows teachers to appeal to different learning styles, makes information easier to process and maintain, and enables students to more efficiently develop ideas, conduct research, problem solve, and express themselves creatively. According to experts, technology integration should make learning integral and not treat technology as a separate subject; when used meaningfully, technology can increase student exploration and understanding of course topics.
T pack fh
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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WRITING A THESIS STATEMENTPlease read over pages 338-345 in .docx
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Module 12
- 2. What is TPACK? ◦ TPACK is a framework that states that the knowledge the teacher needs to implement technology into a lesson plan is divided into 3 parts (with intersections between all 3): ◦ Technological Knowledge (TK): Knowledge of the technology to be used in the lesson and how to use it. ◦ Pedagogical Knowledge (PK): Knowledge of practices and processes of teaching and how it reaches education aims. ◦ Content Knowledge (CK): Knowledge of the content related to the course (e.g. a math teacher knowing how to graph functions).
- 3. Where My TPACK Started
- 4. Where My TPACK is Now Technology Pedagogy Content
- 5. What Caused the Shift? (Content) ◦ My overall knowledge of content (being in elementary education) changed little over the course of this class. However, I gained a greater understanding of how it relates to technology in this course, hence the reason why the content bubble is closer to the technology one. Going to Maker Day and seeing the various technologies on display helped me to understand better how technology can be used to teach content. As well, using technology to create a PLN allowed me to connect to other educators who I was able to communicate with and learn more about content knowledge from. I was not as able to connect my pedagogical and content knowledges, but that is something I shall work on during the rest of my time at university and working at schools.
- 6. What Caused the Shift? (Technology) ◦ My technological knowledge increased slightly over the course. Many of the technologies (e.g. PLNs, screencasting software, eBooks, etc.) I was already very familiar with, but there were a few that I was not familiar with. One of these was the SmartBoard, an essential education technology that I had never used before. Although I didn’t gain a lot more technological knowledge than I had before, over this semester I was better able to connect it to my pedagogical and content knowledges. There were multiple examples of times where I combined them, but two memorable examples include creating a teacher’s web site for a fictional class and creating fake assignments and due dates (content + technological knowledge) and when we had to do a presentation about our preferred learning theories and the technologies that facilitate this learning theory (pedagogical + technological knowledge).
- 7. What Caused the Shift? (Pedagogy) ◦ Out of the three knowledges my pedagogical knowledge is what has changed the most, and positively too. The entire module we did on technology in learning and teaching theories (Module 10) made me question the pedagogy that I already had and exposed me to a number of viewpoints that I never considered before. Previously I considered myself a connectivist, but after that class (and much soul-searching) I now consider myself a behaviorist. I also made the connections between my pedagogical-technological and pedagogical-content knowledges stronger. For the former, the presentation we did on learning and teaching theories and technologies that support these theories expanded the former, and the latter was expanded by Maker Day, where I could see the constructionist pedagogy influence the content taught to those attending.