This document describes a student's development of their TPACK (Technological Pedagogical Content Knowledge) diagram throughout a course on integrating technology into teaching. It shows how their knowledge of content, pedagogy, and technology evolved with each module to include topics like digital citizenship, flexible learning, UDL, and the maker movement. By the end of the course, the student's technological knowledge was vastly improved and better intersected with their pedagogical and content knowledge, allowing them to teach content through technology.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
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.
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 Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
2. Before this course
• This is what my TPACK diagram looked like before this course:
- Content: I knew a lot
about physics 20 and 30
material.
- Technological: I could
make a PowerPoint, and
write on a smart board.
- Pedagogical: one year onto
my degree, I still don’t have
much in the way of teaching
skills from my courses.
3. Digital Citizenship and Intellectual Property
• This is my TPACK model after MODULE 3 & 4,Mafter we learned more about
copyright and digital citizenship.
- Content: I learn more content in my
core subject courses.
- Pedagogical: I understand more
about my responsibilities as a
teacher to instruct responsibly (i.e
citing sources, plagiarism etc)
- Technological: I know more about
how to teach with technology
while also staying within copyright
law.
4. Flexible Learning
This is my TPACK model after we learned about flexible learning:
The only difference is the
connection between the
technological and pedagogical
sections, because this module
describes strategies to connect
teaching with technology.
5. UDL and mLearning
• After Module 8 & 9, my TPACK model looked like this:
The more I learn about
technology theories and
concepts, the more it intercepts
with my pedagogical knowledge,
while not really crossing with my
content knowledge.
6. Maker Movement
• After the Maker movement, my TPACK model looked like this:
My Technological Knowledge
has increased, better
overlapping my Pedagogical
Knowledge and my Content
Knowledge.
7. End of the Course
• My final TPACK model.
In the end, my content knowledge stayed roughly the same,
while my technological knowledge was vastly improved.
While my pedagogical knowledge stayed the same, I can use
what I have learned in class to better teach through the use
of technology. I also now have a stronger technological
connection to my content knowledge in that I am now aware
of tools available to better gain content knowledge.
