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This document discusses the author's initial exposure and growing understanding of the TPACK framework over the course of an education course. It begins by explaining they were first introduced to TPACK and had some knowledge of integrating technology but not the interplay between tech, pedagogy and content. Later modules explored uses of tools like interactive whiteboards, apps and professional learning networks to apply TPACK. By the end the author felt they better understood how the three components can be integrated for effective learning.
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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.
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+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.
Esummit2016
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Teaching with technology
This document summarizes a paper about using technology effectively in education. It outlines different stages of technology adoption that teachers go through, from initial exposure to full integration and reconceptualization. For technology to truly impact learning, it must be united with educational principles like active learning, multiple perspectives, and contextualization. When used properly based on cognitive research, technology can help students engage more deeply with lessons and better process information.
FLIPPED TEACHING in MPhil education.pptx
ICT plays a crucial role in flipped teaching by facilitating access to pre-class materials and enabling interactive in-class activities. In flipped teaching, students learn new content through online videos, tutorials and other resources before class. They then engage in collaborative work and hands-on activities during class time with the teacher's guidance. ICT tools allow students to access pre-class materials anywhere and learn at their own pace. They also support collaborative work and personalized learning in class. Some examples of ICT tools for flipped teaching include screencasting software, podcasts, online quizzes and discussions, and virtual/augmented reality technologies. Challenges include ensuring all students have reliable technology access.
Faculty migration from text-based to media-rich content: crowdsourcing the me...
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Janet shepherd presentation
Technology integration in the classroom empowers both teachers and learners. It is achieved when technology supports curricular goals and helps students effectively learn. Integrating technology can deepen learning, support key components like active engagement and real-world connections, and prepare students for a technological economy. When routinely used, technology becomes a transparent tool that extends learning through multimedia, collaboration, and inquiry-based activities rather than isolated work. Deliberate planning is required for successful technology integration in classrooms.
TOJET The Turkish Online Journal of Educational Technology.docx
TOJET: The Turkish Online Journal of Educational Technology – October 2014, volume 13 issue 4
Copyright © The Turkish Online Journal of Educational Technology
88
INTEGRATION OF WEB 2.0 TOOLS IN LEARNING A PROGRAMMING COURSE
Dr. Nazatul Aini Abd Majid
Center of Artificial Inteligence (CAIT), Faculty Information Science and Technology(FTSM), Universiti Kebangsaan Malaysia (UKM),
Bangi, Selangor, Malaysia
[email protected]
ABSTRACT
Web 2.0 tools are expected to assist students to acquire knowledge effectively in their university environment.
However, the lack of effort from lecturers in planning the learning process can make it difficult for the students
to optimize their learning experiences. The aim of this paper is to integrate Web 2.0 tools with learning strategy
in order to enhance the motivation of the students to use the Web 2.0 tools. The integration of the tools in
learning a programing course is based on PQR strategy, which includes three components: Preview, Questions
and Reflect. The study sample consisted of 39 undergraduate students for identifying their preference towards
the use of Web 2.0 tools which include Blog, Youtube, Google Form and Padlet. The results show that the
perception of students towards the use web 2.0 tools was positive. Hence, it was possible to integrate a learning
strategy with specific Web 2.0 tools, and, thus, facilitate blended learning.
KEYWORDS: Web 2.0 tools, teaching and learning, programming course
INTRODUCTION
Collaboration, social-networking, as well as knowledge generation and sharing have been identified as the key
learning technology trends that will reshape the education worldwide (Brown & Adler, 2008; Hargadon, 2008).
Higher education is undergoing a major transformation enabled by Information Technology (IT), such as Web
2.0 tools, which support the key learning trends (Grosseck, 2009). Moreover, Web 2.0 tools provide on-demand
applications for students in retrieving and sharing knowledge in a distributed environment. This supports the
need for a new approach, as suggested by Brown and Adler (2008) who explained:
“We now need a new approach to learning – one characterized by a demand-pull rather than the
traditional supply-push mode of building up an inventory of knowledge in students’ heads”.
Students treat everything offered by Web 2.0 tools as a service. In fact, this is a concept of cloud computing
where applications reside in the cloud (O'Reilly, 2008). Google docs spreadsheets are a cloud application
(O'Reilly, 2008) where students from different locations can co-edit the same document simultaneously (Qiyun
& Huay Lit, 2009). Moreover, students can share knowledge, give comments, support ideas or retrieve new
knowledge whilst networking with their friends at the same time by using a prominent example of social
networking services, Facebook (Uzunboylu, Bicen, & Cavus, 2011). Thus, integrating Web 2.0 tools for higher
education offers man ...
Integrating Technology into Your Instruction with TPACK (2014)
Integrating Technology into Your Instruction with TPACK (2014)Michigan State University Libraries - Information Literacy
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.Scope of Integration Technology Enabled Learning In Academic Programme
Scope of Integration Technology Enabled Learning In Academic Programme a PhD seminar presented by Faizan Ulhaq Faizan in Agricultural Extension Division at Indian Agricultural Research Institute, New Delhi India
Reflection on my Philosophy of Teachnology
The document reflects on the author's philosophy of technology in teaching before and after taking an EDU 210 class. Before the class, the author did not have a strong philosophy on technology in teaching. However, after learning about interactive whiteboards, using technology for differentiation, and TPACK (technological pedagogical content knowledge), the author now understands that technology can greatly benefit student learning when integrated effectively.
Technology integration in teaching and learning
The document discusses the importance of integrating technology into teaching and learning. It argues that technology provides motivation for students, offers unique instructional capabilities, and supports new instructional approaches like cooperative learning. It also notes that technology skills are required for students to be productive members of an information-driven society. The document then provides a step-by-step approach for how teachers can integrate technology into their classrooms, including planning lessons with and without technology, assessing the technology component, and ensuring the focus remains on student learning rather than the technology itself.
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.
Explore Web 2.0 Presentation by Jennifer Lee
This presentation shows how Web 2.0 applications can be used in meaningful and interesting ways in the classroom to engage students and facilitate their learning. It includes the definitions of "Web 2.0" and "Cyberlearning". It also introduces three Web 2.0 resources and some challenges related to integrating Web 2.0 tool.
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Multimedia reflection
- 1. Fury, D. (2006, October 14). Computer Icon. Wikimedia Commons. Retrieved from http://commons.wikimedia.org/wiki/File:Computer_icon.png Llennon. (2012, March 02). TPACK. Wikimedia Commons. Retrieved from http://commons.wikimedia.org/wiki/File:Tpack.jpg Hayley Johnson EDU 210 – Module 12
- 2. Initial Knowledge of TPACK First introduced to TPACK philosophy in EDU 21o While I had an idea of how to incorporate technology in the classroom, I didn’t have much knowledge of the interplay between technological, pedagogical, and content knowledge Module 5 FlexLab
- 3. Fryer, W. (2012, October 5). Standard Edmond PS Classroom Technology Setup. Flickr. Retrieved from http://www.flickr.com/photos/wfryer/8058424168/
- 4. PLN’s and TPACK Use of PLN’s such as Edmodo to allow for classrelated teacher-student interaction in an efficient, safe manner, focusing on integrating technology with pedagogical methods and content knowledge.
- 5. PLN’s and TPACK • PLN’s play an integral role in application of TPACK, as it’s an easy, efficient way to connect with students • Ex: Having a Twitter account which is accessible for students – Tweets which focus on interplay between technology and learning methods • Connection with other teachers/educational institutions/companies relevant to subject matter/technology giants
- 6. TPACK and Interactive Whiteboards
- 7. TPACK Application: Use of Apps in the Classroom In Module 9, it was interesting to research the various Apps which could be used to assist in student learning. Such apps are a good demonstration for how different methods of teaching can implement the use of technology.
- 9. Review of the TPACK Diagram At the end of this course, I have greatly increased my knowledge of how technological, pedagogical and content knowledge can be integrated – conducive to a better learning environment overall Technology All three circles in closer proximity than at the beginning of the course (refer to Slide 2) Pedagogy still the area I know the least about (thus the smaller circle) Content Pedagogy