Technology Integration
•Download as PPTX, PDF•
0 likes•640 views
This presentation focuses on technology integration and the effective use of the ET in DoDEA classes based on a framework created by Punya Mishra and Michael Koehler of Michigan State University.
Report
Share
Report
Share
Recommended
Technology, Pedagogy And Content Knowledge
This document outlines an agenda and presentation for faculty on rethinking the role of technology in K-12 classrooms. The presentation introduces the Technological Pedagogical Content Knowledge (TPACK) theory for integrating technology into teaching. Faculty members are asked to anonymously share their views on technology's role and to reflect on how views may change after learning about TPACK. They discuss in groups how TPACK applies to their content areas and how technology could support learning goals. The goal is to help faculty examine rationales for developing pre-service teachers' technology skills and to identify ways to incorporate technology into their own teaching.
Technological Interdisciplinary Content Knowledge: A Learners' Framework
TAN, Christian Bernard (University of Saint Joseph / National Science Learning Centre (U.K.))
http://citers2012.cite.hku.hk/en/paper_522.htm
TPACK: E-learning africa 2011
This paper was presented at the E-Learning Africa conference held in Dar es salaam, Tanzania from 25th to 27th May, 2011.
Transforming classroom practices through the learning of TPACK: The case of K...
The document summarizes a study on developing Tanzanian teachers' technological pedagogical content knowledge (TPACK) through a professional development program. [1] The program included training, lesson design collaboration, teaching lessons, and reflection. [2] Survey and observation data found that after the program, teachers had more positive views of technology's impact on teaching and perceived student learning improvements. [3] Classroom observations also found teachers adopting more learner-centered practices with technology integration compared to their previous teacher-centered approaches.
TPACK development in teacher design teams: assessing the perceived and observ...
This paper was presented at the Society for Information Technology in Teachers Education In New Orleans (Louisiana) USA. An international conference held from 25th to 29th March 2013.
21st Century Skills & TPACK (English version)
Tijdens een conferentie van de Poolse Centre for education development gaf Petra Fisser een keynote presentatie over competenties die leraren nodig hebben om hun leerlingen voor te bereiden op leren en werken in de 21e eeuw, waarbij een belangrijke rol is weggelegd voor de integratie van ict in het onderwijs. Daarbij werden 21st century skills gekoppeld aan het TPACK model.
TPACK Development
The document discusses TPACK (Technological Pedagogical Content Knowledge), which is a framework for understanding the knowledge teachers need for effective technology-enhanced teaching. It begins by defining TPACK and discussing where the concept began. It then explains that the author has learned technology enhances but does not replace traditional pedagogy, helps students by being carefully chosen, and requires technological, pedagogical and content knowledge to work together to support learning. The author reflects on having overcome intimidation about technology integration and understanding how to use it for enhancement and differentiation, as well as the need to continually build knowledge in these interconnected areas to benefit students.
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.Recommended
Technology, Pedagogy And Content Knowledge
This document outlines an agenda and presentation for faculty on rethinking the role of technology in K-12 classrooms. The presentation introduces the Technological Pedagogical Content Knowledge (TPACK) theory for integrating technology into teaching. Faculty members are asked to anonymously share their views on technology's role and to reflect on how views may change after learning about TPACK. They discuss in groups how TPACK applies to their content areas and how technology could support learning goals. The goal is to help faculty examine rationales for developing pre-service teachers' technology skills and to identify ways to incorporate technology into their own teaching.
Technological Interdisciplinary Content Knowledge: A Learners' Framework
TAN, Christian Bernard (University of Saint Joseph / National Science Learning Centre (U.K.))
http://citers2012.cite.hku.hk/en/paper_522.htm
TPACK: E-learning africa 2011
This paper was presented at the E-Learning Africa conference held in Dar es salaam, Tanzania from 25th to 27th May, 2011.
Transforming classroom practices through the learning of TPACK: The case of K...
The document summarizes a study on developing Tanzanian teachers' technological pedagogical content knowledge (TPACK) through a professional development program. [1] The program included training, lesson design collaboration, teaching lessons, and reflection. [2] Survey and observation data found that after the program, teachers had more positive views of technology's impact on teaching and perceived student learning improvements. [3] Classroom observations also found teachers adopting more learner-centered practices with technology integration compared to their previous teacher-centered approaches.
TPACK development in teacher design teams: assessing the perceived and observ...
This paper was presented at the Society for Information Technology in Teachers Education In New Orleans (Louisiana) USA. An international conference held from 25th to 29th March 2013.
21st Century Skills & TPACK (English version)
Tijdens een conferentie van de Poolse Centre for education development gaf Petra Fisser een keynote presentatie over competenties die leraren nodig hebben om hun leerlingen voor te bereiden op leren en werken in de 21e eeuw, waarbij een belangrijke rol is weggelegd voor de integratie van ict in het onderwijs. Daarbij werden 21st century skills gekoppeld aan het TPACK model.
TPACK Development
The document discusses TPACK (Technological Pedagogical Content Knowledge), which is a framework for understanding the knowledge teachers need for effective technology-enhanced teaching. It begins by defining TPACK and discussing where the concept began. It then explains that the author has learned technology enhances but does not replace traditional pedagogy, helps students by being carefully chosen, and requires technological, pedagogical and content knowledge to work together to support learning. The author reflects on having overcome intimidation about technology integration and understanding how to use it for enhancement and differentiation, as well as the need to continually build knowledge in these interconnected areas to benefit students.
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.EDU210 - Module 12 TPACK Reflection
This document discusses the TPACK framework, which analyzes the ideal combination of technological and pedagogical choices made by a teacher to effectively convey content. It can be visualized as a Venn diagram showing overlap between technological, pedagogical, and content knowledge. The goal is for teachers to develop equal interactions between these three domains over time. Examples are given of how the author used various technologies like Blendspace, SMART boards, and Edmodo to integrate technology and convey content knowledge in pedagogically sound ways in accordance with the TPACK model.
2011 03-10 alayyar fisser voogt measuring tpack site
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.
Tpack as a framework for technology driven teaching and
The document discusses the TPACK framework for technology-driven teaching and learning. TPACK combines the teacher's technological knowledge, content knowledge, and pedagogical knowledge. This framework shows how these knowledge areas intersect and integrate technology to make teaching more engaging, relevant, and effective. The document also introduces the SMART model for infusing technology into teaching, which represents different levels of technology integration from substitution to redefinition.
2014-03-19 SITE TPACK Symposium
Symposium on TPACK at SITE 2014
TPACK is recognized by many as a useful conceptual framework to help define the knowledge base teachers’ need to know to effectively integrate technology in their educational practice. However, determining whether teachers indeed have developed the knowledge and skills required for effective technology integration – or in short whether they have developed TPACK – is a much more complicated issue. This symposium discusses how artifacts are being used in assessing pre-service and practicing teachers technology integration competencies. TPACK calls for coherence between content, pedagogy and technology. The assumption is that having TPACK also implies teachers’ being able to demonstrate technology integration competencies. This assumption implies a fit between (pre-service) teachers’ TPACK (often measured through self-report instruments) and the artifacts they produce.
In this symposium we discuss how different kinds of artifacts, e.g. lesson plans and lesson practice as demonstrated in video clips can be used as an indicator of a teacher’s technology integration competencies. In this symposium we discuss different artifacts (pre-service) teachers produce in order to demonstrate that they have TPACK. In the symposium different artifacts will be discussed, such as lesson plans and video clips that show technology use in classroom practice. The symposium deals with the potential and restrictions of artifacts as indicator for technology integration, the assessment of artifacts and the relation with other TPACK measures, such as the TPACK survey from Schmidt et al. (2010). Examples from different educational contexts will be presented and discussed.
TPACK -skills of Classroom Teachers in Crafts
This document summarizes a study on Finnish classroom teachers' self-assessed skills in integrating technology into their pedagogical practices for crafts, as measured by the TPACK framework. The study used a survey of 97 teachers and interviews of 5 teachers. The survey found 6 factors of TPACK skills and differences between teacher groups. Interviews found that teachers use technology for ideas/planning but pedagogy dominates, and they desire more training. The study concludes the TPACK model can assess Finnish teachers' skills but more research is needed on training and students' experiences.
Supporting teachers' development of technology integration knowledge and skills.
This paper was presented at the International conference organized by SITE from 25th to 29th March 2013 in New Orleans - USA.
ms_spiral_in_tpack_itl8_august_2011
PPT presentation designed for PPTPlex, for ITL2011, concerning approaches to TPACK in English, Years 9-10, in the Australian Curriculum.
TPACK/TPCK - is it the model for designing learning in the digital age?
This document discusses frameworks for designing learning in the digital age. It introduces the TPACK/TPCK framework, which describes the intersections between technological, pedagogical and content knowledge. Other models discussed include SAMR, the Technology Integration Assessment Rubric, and the Arizona Technology Integration Matrix. The document asks how TPACK might look in different contexts and lists some digital learning design approaches along with possible supporting technologies. It promotes the idea that technology integration is more about challenging beliefs about pedagogy than just using technology. The next webinar is announced as focusing on ideas that disrupt and transform education.
Tpack Presentation
The document discusses different types of knowledge that teachers need: content knowledge (CK), pedagogical knowledge (PK), pedagogical content knowledge (PCK), technological knowledge (TK), technological content knowledge (TCK), technological pedagogical knowledge (TPK), and TPACK which integrates all types of knowledge. It then provides examples and asks the reader to identify which type of knowledge each example demonstrates.
TPACK as a Framework for Technology Driven Teaching and Learning
The document discusses frameworks for integrating technology in teaching, including TPACK and SAMR models. It defines TPACK as the intersection of technological, pedagogical, and content knowledge that describes a 21st century teacher's capabilities. SAMR categorizes technology use from substitution to augmentation to modification to redefinition. The document also identifies learning theories and selecting appropriate technologies for instructional plans and assessments.
Strategically Integrating Technology into your Instruction (2014)
Strategically Integrating Technology into your Instruction (2014)Michigan State University Libraries - Information Literacy
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 effectiveTPACK Framework Presentation
The document discusses the Technological Pedagogical Content Knowledge (TPACK) framework for teacher knowledge. TPACK describes the complex interaction between three bodies of knowledge: content, pedagogy, and technology. Effective teaching with technology depends on flexible understanding in these three areas. The framework requires teachers to negotiate between content, pedagogy, and technology. There are seven knowledge areas within TPACK including: content knowledge, pedagogical knowledge, technology knowledge, pedagogical content knowledge, technological content knowledge, technological pedagogical knowledge, and TPACK.
Tpack model
The TPACK framework highlights the types of knowledge teachers need to effectively integrate technology in the classroom. It involves the complex interplay of technological knowledge, pedagogical knowledge, and content knowledge. Technological knowledge refers to knowledge about technology use, pedagogical knowledge is knowledge about teaching methods, and content knowledge is knowledge about subjects and skills. Effective technology integration requires understanding the relationships between these three knowledge domains.
TPACK powerpoint
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.
TPACK integration in teacher education: A case study in educational institut...
TPACK integration in teacher education: A case study in educational institut...Vrije Universiteit Brussel
The aim of this study was to explore the ways in which teacher education institutions prepare pre-service teachers for integrating ICT in their classroom practice. Specifically, a multiplecase study was conducted to examine the ways in which the development of TechnologicalPedagogical Content Knowledge (TPACK) was promoted in the existing curriculum of threeteacher education institutions in Flanders. In the three cases, data were drawn from semi-structured interviews with the heads of the department and the ICT coordinators. Focus groupdiscussions collected the perspectives of pre-service teachers and teacher educators. Theresults indicate that 1) the three institutions are moving from ICT as a “stand-alone” coursetowards embedding ICT across the curriculum and 2) three approaches were adopted for developing pre-service teachers’ TPACK, each representing different ways of understandingthe place of ICT in the curriculum. The discussion will focus on the challenges andopportunities inherent in understanding how to develop pre-service teachers’ TPACK in thecurriculum of teacher education institutions.2012-03-05 SITE TPACK Symposium
Meaningful use of ICT in education requires teachers to develop knowledge and skills that enables them to integrate ICT with a suitable pedagogical approach for teaching specific subject matter in a certain context. Koehler & Mishra (2008) introduced Technological Pedagogical Content Knowledge as a conceptual framework to describe the knowledge base teachers need for effective teaching with technology. This symposium aims to present successful strategies to develop Technological Pedagogical Content Knowledge (TPACK) as emerged from several studies in different countries around the world. Based on the studies, and a further in-depth analysis of the data we tried to further uncover the conceptual understanding and the empirical validation of the TPACK framework. Active collaboration of teachers seems to be an effective way to develop TPACK, but the question remains how TPACK as a conceptual framework can be understood.
Tpack and technology integration
The document discusses the TPACK framework for integrating technology into teaching. TPACK stands for technological pedagogical content knowledge and considers the intersections between technology, pedagogy/teaching methods, and content knowledge. It explains that effective technology integration requires understanding how technology can be used to teach specific content. The document provides descriptions of technology, pedagogy, and content knowledge and discusses using technology to support different activity types to build and express student understanding.
Tpack
The document discusses Technological Pedagogical and Content Knowledge (TPACK), a framework for teacher knowledge in the digital age. TPACK involves the complex integration of teachers' understanding of technology, pedagogy, and content knowledge. Effective teaching requires teachers to thoughtfully integrate technology into their pedagogy and representation of content. While technology training for teachers is important, simply knowing how to use technology is different than knowing how to teach with it. The framework emphasizes the need for teachers to develop knowledge at the intersection of these three components.
Technological Pedagogical Content Knowledge
The TPACK framework requires understanding the negotiation between content, pedagogy, and technology. It includes seven knowledge areas: content knowledge, pedagogical knowledge, technology knowledge, pedagogical content knowledge, technology content knowledge, technology pedagogical knowledge, and TPACK, which builds on the core ideas of how teachers can creatively integrate technology within a contextual framework by understanding the complex relationships between students, content, parents, technology, and teachers.
Tpack explained
Lecture presented to students in EDTC 4001 Technology in Education, a course for pre-service teachers at East Carolina University.
E learning design principles
This document discusses principles of e-learning design such as information presentation, visual design, and navigation. It emphasizes organizing information logically and in digestible chunks, using consistent interfaces, and establishing visual hierarchy, balance, and unity. Examples are provided of both good and bad design with annotations explaining the effective and ineffective aspects. The document concludes that considering these design principles can enhance the user experience and learning outcomes.
Visual Learning - Techniques to Improve Learning
The document discusses visual learning styles and provides classroom ideas for using visuals to engage students. It describes techniques like graphic organizers, graphic novels, comics, visual timelines, and image analysis activities. Tips are provided for visual learning study strategies such as using flashcards with images and diagrams, highlighting text in different colors, and asking teachers to diagram concepts.
More Related Content
What's hot
EDU210 - Module 12 TPACK Reflection
This document discusses the TPACK framework, which analyzes the ideal combination of technological and pedagogical choices made by a teacher to effectively convey content. It can be visualized as a Venn diagram showing overlap between technological, pedagogical, and content knowledge. The goal is for teachers to develop equal interactions between these three domains over time. Examples are given of how the author used various technologies like Blendspace, SMART boards, and Edmodo to integrate technology and convey content knowledge in pedagogically sound ways in accordance with the TPACK model.
2011 03-10 alayyar fisser voogt measuring tpack site
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.
Tpack as a framework for technology driven teaching and
The document discusses the TPACK framework for technology-driven teaching and learning. TPACK combines the teacher's technological knowledge, content knowledge, and pedagogical knowledge. This framework shows how these knowledge areas intersect and integrate technology to make teaching more engaging, relevant, and effective. The document also introduces the SMART model for infusing technology into teaching, which represents different levels of technology integration from substitution to redefinition.
2014-03-19 SITE TPACK Symposium
Symposium on TPACK at SITE 2014
TPACK is recognized by many as a useful conceptual framework to help define the knowledge base teachers’ need to know to effectively integrate technology in their educational practice. However, determining whether teachers indeed have developed the knowledge and skills required for effective technology integration – or in short whether they have developed TPACK – is a much more complicated issue. This symposium discusses how artifacts are being used in assessing pre-service and practicing teachers technology integration competencies. TPACK calls for coherence between content, pedagogy and technology. The assumption is that having TPACK also implies teachers’ being able to demonstrate technology integration competencies. This assumption implies a fit between (pre-service) teachers’ TPACK (often measured through self-report instruments) and the artifacts they produce.
In this symposium we discuss how different kinds of artifacts, e.g. lesson plans and lesson practice as demonstrated in video clips can be used as an indicator of a teacher’s technology integration competencies. In this symposium we discuss different artifacts (pre-service) teachers produce in order to demonstrate that they have TPACK. In the symposium different artifacts will be discussed, such as lesson plans and video clips that show technology use in classroom practice. The symposium deals with the potential and restrictions of artifacts as indicator for technology integration, the assessment of artifacts and the relation with other TPACK measures, such as the TPACK survey from Schmidt et al. (2010). Examples from different educational contexts will be presented and discussed.
TPACK -skills of Classroom Teachers in Crafts
This document summarizes a study on Finnish classroom teachers' self-assessed skills in integrating technology into their pedagogical practices for crafts, as measured by the TPACK framework. The study used a survey of 97 teachers and interviews of 5 teachers. The survey found 6 factors of TPACK skills and differences between teacher groups. Interviews found that teachers use technology for ideas/planning but pedagogy dominates, and they desire more training. The study concludes the TPACK model can assess Finnish teachers' skills but more research is needed on training and students' experiences.
Supporting teachers' development of technology integration knowledge and skills.
This paper was presented at the International conference organized by SITE from 25th to 29th March 2013 in New Orleans - USA.
ms_spiral_in_tpack_itl8_august_2011
PPT presentation designed for PPTPlex, for ITL2011, concerning approaches to TPACK in English, Years 9-10, in the Australian Curriculum.
TPACK/TPCK - is it the model for designing learning in the digital age?
This document discusses frameworks for designing learning in the digital age. It introduces the TPACK/TPCK framework, which describes the intersections between technological, pedagogical and content knowledge. Other models discussed include SAMR, the Technology Integration Assessment Rubric, and the Arizona Technology Integration Matrix. The document asks how TPACK might look in different contexts and lists some digital learning design approaches along with possible supporting technologies. It promotes the idea that technology integration is more about challenging beliefs about pedagogy than just using technology. The next webinar is announced as focusing on ideas that disrupt and transform education.
Tpack Presentation
The document discusses different types of knowledge that teachers need: content knowledge (CK), pedagogical knowledge (PK), pedagogical content knowledge (PCK), technological knowledge (TK), technological content knowledge (TCK), technological pedagogical knowledge (TPK), and TPACK which integrates all types of knowledge. It then provides examples and asks the reader to identify which type of knowledge each example demonstrates.
TPACK as a Framework for Technology Driven Teaching and Learning
The document discusses frameworks for integrating technology in teaching, including TPACK and SAMR models. It defines TPACK as the intersection of technological, pedagogical, and content knowledge that describes a 21st century teacher's capabilities. SAMR categorizes technology use from substitution to augmentation to modification to redefinition. The document also identifies learning theories and selecting appropriate technologies for instructional plans and assessments.
Strategically Integrating Technology into your Instruction (2014)
Strategically Integrating Technology into your Instruction (2014)Michigan State University Libraries - Information Literacy
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 effectiveTPACK Framework Presentation
The document discusses the Technological Pedagogical Content Knowledge (TPACK) framework for teacher knowledge. TPACK describes the complex interaction between three bodies of knowledge: content, pedagogy, and technology. Effective teaching with technology depends on flexible understanding in these three areas. The framework requires teachers to negotiate between content, pedagogy, and technology. There are seven knowledge areas within TPACK including: content knowledge, pedagogical knowledge, technology knowledge, pedagogical content knowledge, technological content knowledge, technological pedagogical knowledge, and TPACK.
Tpack model
The TPACK framework highlights the types of knowledge teachers need to effectively integrate technology in the classroom. It involves the complex interplay of technological knowledge, pedagogical knowledge, and content knowledge. Technological knowledge refers to knowledge about technology use, pedagogical knowledge is knowledge about teaching methods, and content knowledge is knowledge about subjects and skills. Effective technology integration requires understanding the relationships between these three knowledge domains.
TPACK powerpoint
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.
TPACK integration in teacher education: A case study in educational institut...
TPACK integration in teacher education: A case study in educational institut...Vrije Universiteit Brussel
The aim of this study was to explore the ways in which teacher education institutions prepare pre-service teachers for integrating ICT in their classroom practice. Specifically, a multiplecase study was conducted to examine the ways in which the development of TechnologicalPedagogical Content Knowledge (TPACK) was promoted in the existing curriculum of threeteacher education institutions in Flanders. In the three cases, data were drawn from semi-structured interviews with the heads of the department and the ICT coordinators. Focus groupdiscussions collected the perspectives of pre-service teachers and teacher educators. Theresults indicate that 1) the three institutions are moving from ICT as a “stand-alone” coursetowards embedding ICT across the curriculum and 2) three approaches were adopted for developing pre-service teachers’ TPACK, each representing different ways of understandingthe place of ICT in the curriculum. The discussion will focus on the challenges andopportunities inherent in understanding how to develop pre-service teachers’ TPACK in thecurriculum of teacher education institutions.2012-03-05 SITE TPACK Symposium
Meaningful use of ICT in education requires teachers to develop knowledge and skills that enables them to integrate ICT with a suitable pedagogical approach for teaching specific subject matter in a certain context. Koehler & Mishra (2008) introduced Technological Pedagogical Content Knowledge as a conceptual framework to describe the knowledge base teachers need for effective teaching with technology. This symposium aims to present successful strategies to develop Technological Pedagogical Content Knowledge (TPACK) as emerged from several studies in different countries around the world. Based on the studies, and a further in-depth analysis of the data we tried to further uncover the conceptual understanding and the empirical validation of the TPACK framework. Active collaboration of teachers seems to be an effective way to develop TPACK, but the question remains how TPACK as a conceptual framework can be understood.
Tpack and technology integration
The document discusses the TPACK framework for integrating technology into teaching. TPACK stands for technological pedagogical content knowledge and considers the intersections between technology, pedagogy/teaching methods, and content knowledge. It explains that effective technology integration requires understanding how technology can be used to teach specific content. The document provides descriptions of technology, pedagogy, and content knowledge and discusses using technology to support different activity types to build and express student understanding.
Tpack
The document discusses Technological Pedagogical and Content Knowledge (TPACK), a framework for teacher knowledge in the digital age. TPACK involves the complex integration of teachers' understanding of technology, pedagogy, and content knowledge. Effective teaching requires teachers to thoughtfully integrate technology into their pedagogy and representation of content. While technology training for teachers is important, simply knowing how to use technology is different than knowing how to teach with it. The framework emphasizes the need for teachers to develop knowledge at the intersection of these three components.
Technological Pedagogical Content Knowledge
The TPACK framework requires understanding the negotiation between content, pedagogy, and technology. It includes seven knowledge areas: content knowledge, pedagogical knowledge, technology knowledge, pedagogical content knowledge, technology content knowledge, technology pedagogical knowledge, and TPACK, which builds on the core ideas of how teachers can creatively integrate technology within a contextual framework by understanding the complex relationships between students, content, parents, technology, and teachers.
Tpack explained
Lecture presented to students in EDTC 4001 Technology in Education, a course for pre-service teachers at East Carolina University.
What's hot (20)
2011 03-10 alayyar fisser voogt measuring tpack site
2011 03-10 alayyar fisser voogt measuring tpack site
Tpack as a framework for technology driven teaching and
Tpack as a framework for technology driven teaching and
Supporting teachers' development of technology integration knowledge and skills.
Supporting teachers' development of technology integration knowledge and skills.
TPACK/TPCK - is it the model for designing learning in the digital age?
TPACK/TPCK - is it the model for designing learning in the digital age?
TPACK as a Framework for Technology Driven Teaching and Learning
TPACK as a Framework for Technology Driven Teaching and Learning
Strategically Integrating Technology into your Instruction (2014)
Strategically Integrating Technology into your Instruction (2014)
TPACK integration in teacher education: A case study in educational institut...
TPACK integration in teacher education: A case study in educational institut...
Viewers also liked
E learning design principles
This document discusses principles of e-learning design such as information presentation, visual design, and navigation. It emphasizes organizing information logically and in digestible chunks, using consistent interfaces, and establishing visual hierarchy, balance, and unity. Examples are provided of both good and bad design with annotations explaining the effective and ineffective aspects. The document concludes that considering these design principles can enhance the user experience and learning outcomes.
Visual Learning - Techniques to Improve Learning
The document discusses visual learning styles and provides classroom ideas for using visuals to engage students. It describes techniques like graphic organizers, graphic novels, comics, visual timelines, and image analysis activities. Tips are provided for visual learning study strategies such as using flashcards with images and diagrams, highlighting text in different colors, and asking teachers to diagram concepts.
Visual principles edu711
This document discusses principles of visual literacy and design for educational purposes. It defines visual literacy as the ability to interpret and create visual messages. There are two routes to visual literacy: input strategies to decode visuals and output strategies to encode visuals. The document also discusses theories of how visuals support learning and memory, such as dual coding theory. It provides examples of different types of visuals that can be used in classrooms like diagrams, graphs and charts. Guidelines are given for effective visual design including selecting elements, establishing patterns, and arranging elements according to principles like alignment, balance and consistency.
Using Visuals in Elearning to make Learning Effective
Many researches show that visuals in eLearning courses help in enhancing the learning experience. However, indiscriminate use of visuals could mar the learning experience. If this fact is overlooked, we may end up having courses filled with too many bullets, irrelevant images, unnecessary decorative visuals which leaves learners detached and unenthusiastic about the course.
http://www.commlabindia.com/visuals-effective-elearning-presentation/#video
English communication
The document discusses several reasons for why learning English is important. It states that English is widely spoken around the world and used in business, travel, education, and various careers. Knowing English provides access to higher education, international sports, global business opportunities, and information from around the world. It also notes that English skills are essential for good career prospects in many fields like engineering, medicine, law, science, and aviation. The document encourages learning English through various methods like reading books and magazines, listening to music, watching movies, speaking with others, and practicing writing. It emphasizes that mastering English can improve one's life and career advancement opportunities.
Effective Visual Communication
Principles of Visual Communication explained in a simple manner. Was presented at a workshop organized by STC, used as reference material by some design schools.
E learning concepts and techniques
This document provides an introduction to the collaborative e-book project titled "E-Learning Concepts and Techniques". The e-book was created by students in Bloomsburg University's spring 2006 online class on e-learning concepts and techniques. It includes 11 chapters that cover topics such as what is e-learning, instructional design models, e-learners, e-learning tools, instructional strategies, and more. The introduction provides background on the class project and acknowledges the authors and contributors to the e-book.
Visual Communication
Visual communication is the conveyance of ideas and information through visual means like pictures, symbols, and gestures rather than words. It has a long history dating back to Charles Darwin's scientific study of nonverbal communication. Today, visual communication is widely used in advertising, promotions, and other applications to get attention and convey messages in a memorable, easy to understand way across language barriers. However, it also has disadvantages like being imprecise for complex ideas and not transmitting through phone lines or at a distance.
Visual Communication
The document discusses visual communication, defining it as the communication of ideas through visual displays of information like images, art, signs, and typography. It provides a brief history of visual communication from cave paintings to modern web design. It also outlines the nodes, or elements, of visual communication including visual intelligence, graphic design, visualization, and professional visual fields. Finally, it presents a model of the visual communication process and discusses advantages like transcending language barriers, and disadvantages like allowing for multiple interpretations.
Visual Communication
Visual communication is the process of sending and receiving messages through visual images. It is an important tool for effective communication that uses elements like color, font, pictures, and organization to convey ideas in a impactful way. Visual communication encompasses many fields like graphic design, advertising, and film where it is used to attract attention, engage emotions, and influence thinking through visual elements rather than just text.
The Power of Visual Communication
This presentation explains the importance of using visuals to improve communication, as well as what makes symbols effective communication tools.
E learning Powerpoint
E-learning can take many forms, including standalone courses, virtual classrooms, games/simulations, embedded content, blended learning, and mobile learning. When designing e-learning, instructional designers must make important decisions about learning goals, objectives, prerequisites, and sequencing. There are three options for sequencing - bottom-up which teaches prerequisites first, top-down which starts with the main objective, and sideways which allows learners to discover prerequisites as they learn. Design also requires selecting appropriate learning activities such as presentations, readings, explores, and activities for learners to connect with and apply the content. Careful planning of these design elements can ensure effective e-learning experiences.
E-learning
This document discusses e-learning, including its nature, characteristics, modes, styles, advantages, and disadvantages. E-learning refers to learning facilitated by electronic media and online resources. It can take various forms, including supporting traditional classroom learning, blended learning models that combine online and in-person instruction, or fully online learning. E-learning provides benefits like flexible access, individualized instruction, and the ability to reach remote learners, but also faces challenges like upfront costs and a lack of in-person interaction. Educational institutions need to provide training and technical support to promote effective adoption of e-learning.
E Learning Presentation
The document discusses eLearning in higher education and training. It provides examples of different forms of eLearning like learning management systems, Moodle, browser-based training, Open University, and distance learning. It also discusses the positives of eLearning in increasing access and student engagement, and the challenges of eLearning like student and instructor skills, technical issues, and managing student motivation in distance learning.
Elearning.ppt
This document discusses the impact of the internet and e-learning on education. It notes that e-resources have provided easy access to books and journals for students. E-learning has grown due to the internet providing access to information. E-learning uses computer and web technology to bridge the gap between teachers and students. It allows for individualized, interactive, and learner-centered education. Monitoring and grading systems track student progress. The internet is transforming education and many universities may have less attraction by the end of the decade without adapting to e-learning.
Viewers also liked (15)
Using Visuals in Elearning to make Learning Effective
Using Visuals in Elearning to make Learning Effective
Similar to Technology Integration
Mapa de-tpack .
The document discusses the Technological Pedagogical Content Knowledge (TPACK) framework. TPACK describes how teachers' understanding of technology, pedagogy, and content interact and overlap to effectively integrate technology into teaching. It suggests teachers need knowledge in technological content, technological pedagogical, content, and pedagogical content areas. The TPACK framework emphasizes the complex interplay between these components and allows teachers to thoughtfully integrate technology rather than view it as simply an add-on.
Site2010 tpack-symposium-proposal
This symposium discusses strategies for developing teachers' TPACK (Technological Pedagogical Content Knowledge) through professional development programs. Four contributions will be presented that use design-based approaches to prepare pre-service teachers in various countries to integrate technology. The first discusses a program in Kuwait using design teams, the second a US master's program, the third design teams for math teachers in Ghana, and the fourth the development of a TPACK assessment instrument. The goal is to identify characteristics of effective professional development for technology integration.
Slideshow Presentation
This document discusses the importance of effective professional development for teachers to successfully integrate technology into their classrooms. It notes that while teachers have access to technology, few use it appropriately. Effective professional development demonstrates why technology integration is important, teaches educators how to integrate it, and offers diverse training methods. It is important for professional development to assess teacher needs, set goals, and identify funding. When done poorly, professional development can negatively impact teacher attitudes towards technology integration.
Effective Professional Development for Successful Technology Integration
This document discusses the importance of effective professional development for teachers to successfully integrate technology into their classrooms. It notes that while teachers have access to technology, few use it appropriately. Effective professional development demonstrates why technology integration is important, teaches educators how to integrate it, and offers diverse training methods. It is important for professional development to assess teacher needs, set goals, and identify funding. When done poorly, professional development can negatively impact teacher attitudes towards technology integration. Overall, the document stresses that with proper training, teachers can maintain positive attitudes and effectively incorporate technology.
Mixed methods technology analysis
The document compares data from two previous studies: one on pre-service teachers' technology competence, confidence, and use during student teaching, and one on faculty perceptions of technology integration in their courses. While pre-service teachers received high grades in technology courses, their confidence in integrating technology was low. Student teaching portfolios also showed a lack of technology integration, despite self-reported planning. Faculty interviews revealed that while they saw value in technology, they did not consistently model integration or provide opportunities for students to practice it. This suggests a disconnect between faculty beliefs and actions that may explain students' lack of confidence and integration during student teaching.
Texas star chart
The Texas Teacher STaR Chart is an assessment tool developed around four key areas of technology integration: teaching and learning, educator preparation and development, leadership/administration, and infrastructure. The chart helps teachers evaluate their current technology skills and integration in the classroom. It also identifies needs for professional development and helps teachers ensure they are meeting technology standards and improving students' learning with technology. The STaR Chart has four levels - Early Tech, Developing Tech, Advanced Tech, and Target Tech - which describe increasing levels of technology integration, use of technology for higher-order thinking, and access to technology resources.
Presentation For ERC
This document describes a study that investigated the impact of a science methods course enhanced by the TPACK-IDDIRR model on developing pre-service science teachers' quality of technology integration. 57 pre-service teachers enrolled in the 12-week course, where they were taught science teaching methods and how to effectively integrate technology. Participants created lesson plans, which were evaluated before and after receiving feedback. Results showed that technology integration quality significantly improved across different teaching methods after the training, as measured by increased scores on a technology integration rubric. The study concluded that actively experiencing technology integration in different contexts through a TPACK-focused course is effective for developing pre-service teachers' TPACK abilities and designing technology-enhanced lessons.
What Is The Capstone Program
The Capstone Program is an online professional development program through PBS TeacherLine and ISTE that certifies teachers' mastery of the ISTE National Educational Technology Standards for Teachers (NETS-T). The program empowers teachers to demonstrate skills in technology operations, planning technology-supported learning environments, implementing technology in the curriculum, using technology for assessment, enhancing productivity with technology, and understanding social and ethical issues related to educational technology.
Action Research Proposal Presentation - DRAFT
This document provides an overview of a proposed action research project to improve teacher implementation of classroom technology at a suburban high school. The project will assess teachers' technology skills and practices, provide training using a constructivist model, and involve weekly technology-integrated lessons with support from a technology team. The goal is to determine how to better support teachers in using technology to enhance student learning.
Module 5_VispoJannaDanna.pdf
The document discusses barriers to integrating information and communication technology (ICT) into teaching and learning environments based on a review of literature. The major barriers identified are lack of teacher confidence, competence, and access to resources for using ICT. Providing teachers with ICT resources like hardware, software, training, time, and technical support can help overcome these barriers and improve integration of ICT into classrooms. Understanding the barriers that inhibit teachers from using ICT and how to address them, such as improving access to resources and teacher skills, is important for effective integration of technology into education.
TPACK + Mathematics: A Review of Current TPACK Literature
This paper will summarize a review of current literature on the Technology, Pedagogy and Content
Knowledge (TPACK) framework, discuss innovative technology integration in teacher preparation and
mathematics methods courses for teacher candidates studying elementary education. Themes that emerged
in the review of current TPaCKliterature included the importance of understanding the TPACK framework,
developing self efficacy, the vital role that modeling plays, how collaboration impacts and finally, just how
powerful reflection can be in the application of TPACK. This paper will examine and explain these
different themes and summarize the current literature as well as highlight trends on technology integration
and TPACK.
TPACK + MATHEMATICS: A REVIEW OF CURRENT TPACK LITERATURE
This paper will summarize a review of current literature on the Technology, Pedagogy and Content Knowledge (TPACK) framework, discuss innovative technology integration in teacher preparation and mathematics methods courses for teacher candidates studying elementary education. Themes that emerged in the review of current TPaCKliterature included the importance of understanding the TPACK framework, developing self efficacy, the vital role that modeling plays, how collaboration impacts and finally, just how powerful reflection can be in the application of TPACK. This paper will examine and explain these different themes and summarize the current literature as well as highlight trends on technology integration and TPACK.
TPACK + MATHEMATICS: A REVIEW OF CURRENT TPACK LITERATURE
This paper will summarize a review of current literature on the Technology, Pedagogy and Content Knowledge (TPACK) framework, discuss innovative technology integration in teacher preparation and mathematics methods courses for teacher candidates studying elementary education. Themes that emerged in the review of current TPaCKliterature included the importance of understanding the TPACK framework, developing self efficacy, the vital role that modeling plays, how collaboration impacts and finally, just how powerful reflection can be in the application of TPACK. This paper will examine and explain these different themes and summarize the current literature as well as highlight trends on technology integration and TPACK.
Tpack ICITS Thompson, Baran, Chuang
1) TPACK is a framework for teacher knowledge that focuses on the intersections between technological knowledge, pedagogical knowledge, and content knowledge.
2) A study examined the relationship between modeling technology use during teacher preparation and the development of pre-service teachers' TPACK. It found that greater modeling of technologies like digital materials and communication tools predicted higher TPACK.
3) TPACK can be used as a framework for teacher educator development to help integrate technology throughout teacher preparation programs in a way that connects it to pedagogy and content.
Tpack
The document discusses the TPACK framework for integrating technology into classroom teaching. TPACK considers the interrelation between a teacher's technological knowledge, pedagogical knowledge, and content knowledge. It was used to create a commerce learning experience that incorporates relevant technologies like cloud-based organizers and educational blogs. The lesson plan demonstrates knowledge of how students learn and uses collaboration and differentiated instruction while promoting deep learning through a student-centered model.
10.1007%2 fs40299 015-0237-2
This document proposes a framework to support teachers in designing ICT lessons for 21st century learning using technological pedagogical content knowledge (TPACK) and design thinking. It argues that design thinking can help teachers address complex factors in lesson design and transform their various forms of TPACK knowledge. The framework depicts the iterative process of design thinking, which involves framing problems, developing ideas and materials, implementing lessons, and reflecting. It suggests teachers draw on different TPACK knowledge domains through guiding questions at each stage to support 21st century learning goals like cognitive, metacognitive, sociocultural, productivity and technological skills. The framework is intended to address limitations of existing ICT lesson design models and help teachers develop lessons engaging students in
U.S. Approaches to Teacher Education in ICT
This document summarizes research on how pre-service teachers in the United States are prepared to integrate technology into their teaching. It finds that while technology courses are common, there is little evidence of their effectiveness and a disconnect between what is taught and what teachers actually use. The document outlines a large study funded by the US Department of Education that will examine teacher education programs and in-service teachers' technology use to identify best practices for preparing teachers.
Online assignment
1. The document discusses the relevance of techno-pedagogic analysis in commerce education, which involves using technology to support pedagogic analysis or the logical breakdown of curriculum from a teacher's perspective.
2. Techno-pedagogic analysis is important in a learner-centered education system as it can make learning experiences more vivid and thorough while improving student learning and teacher effectiveness.
3. While techno-pedagogy has benefits like higher-order thinking, there are also challenges to technological integration like a lack of equipment, training focused only on basic skills, and unsupportive social and institutional contexts.
online Assignment
The document discusses the TPACK (Technological Pedagogical Content Knowledge) framework, which describes the types of knowledge teachers need to effectively teach with technology. It introduces TPACK as an extension of Shulman's PCK (Pedagogical Content Knowledge) framework to include technology knowledge. The document then provides an overview of the TPACK framework and its components - technological knowledge, content knowledge, pedagogical knowledge, technological content knowledge, technological pedagogical knowledge, and pedagogical content knowledge. It discusses the interactions between these knowledge domains and challenges to implementing TPACK in teaching.
Bbrackett schoolboardpres
CCSD has invested $30 million in technology for classrooms but some teachers lack skills to integrate it effectively into instruction. A solution is teacher technology change management through professional development that aligns with their beliefs, provides examples of successes, supports risk-taking, and expands what constitutes good teaching to include technology integration. This will help teachers identify how technology supports learning goals and have students use tools appropriately.
Similar to Technology Integration (20)
Effective Professional Development for Successful Technology Integration
Effective Professional Development for Successful Technology Integration
TPACK + Mathematics: A Review of Current TPACK Literature
TPACK + Mathematics: A Review of Current TPACK Literature
TPACK + MATHEMATICS: A REVIEW OF CURRENT TPACK LITERATURE
TPACK + MATHEMATICS: A REVIEW OF CURRENT TPACK LITERATURE
TPACK + MATHEMATICS: A REVIEW OF CURRENT TPACK LITERATURE
TPACK + MATHEMATICS: A REVIEW OF CURRENT TPACK LITERATURE
Recently uploaded
BÀI TẬP BỔ TRỢ TIẾNG ANH LỚP 9 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2024-2025 - ...
BÀI TẬP BỔ TRỢ TIẾNG ANH LỚP 9 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2024-2025 - ...Nguyen Thanh Tu Collection
https://app.box.com/s/tacvl9ekroe9hqupdnjruiypvm9rdaneTemple of Asclepius in Thrace. Excavation results
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
BIOLOGY NATIONAL EXAMINATION COUNCIL (NECO) 2024 PRACTICAL MANUAL.pptx
Practical manual for National Examination Council, Nigeria.
Contains guides on answering questions on the specimens provided
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptx
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
Traditional Musical Instruments of Arunachal Pradesh and Uttar Pradesh - RAYH...
Traditional Musical Instruments of Arunachal Pradesh and Uttar Pradesh
Wound healing PPT
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
Stack Memory Organization of 8086 Microprocessor
The stack memory organization of 8086 microprocessor.
Chapter wise All Notes of First year Basic Civil Engineering.pptx
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
Elevate Your Nonprofit's Online Presence_ A Guide to Effective SEO Strategies...
Whether you're new to SEO or looking to refine your existing strategies, this webinar will provide you with actionable insights and practical tips to elevate your nonprofit's online presence.
Geography as a Discipline Chapter 1 __ Class 11 Geography NCERT _ Class Notes...
Geography as discipline
Recently uploaded (20)
SWOT analysis in the project Keeping the Memory @live.pptx
SWOT analysis in the project Keeping the Memory @live.pptx
BÀI TẬP BỔ TRỢ TIẾNG ANH LỚP 9 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2024-2025 - ...
BÀI TẬP BỔ TRỢ TIẾNG ANH LỚP 9 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2024-2025 - ...
BIOLOGY NATIONAL EXAMINATION COUNCIL (NECO) 2024 PRACTICAL MANUAL.pptx
BIOLOGY NATIONAL EXAMINATION COUNCIL (NECO) 2024 PRACTICAL MANUAL.pptx
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptx
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptx
Traditional Musical Instruments of Arunachal Pradesh and Uttar Pradesh - RAYH...
Traditional Musical Instruments of Arunachal Pradesh and Uttar Pradesh - RAYH...
Chapter wise All Notes of First year Basic Civil Engineering.pptx
Chapter wise All Notes of First year Basic Civil Engineering.pptx
Elevate Your Nonprofit's Online Presence_ A Guide to Effective SEO Strategies...
Elevate Your Nonprofit's Online Presence_ A Guide to Effective SEO Strategies...
Geography as a Discipline Chapter 1 __ Class 11 Geography NCERT _ Class Notes...
Geography as a Discipline Chapter 1 __ Class 11 Geography NCERT _ Class Notes...
Technology Integration
- 1. Integrating Technology, Pedagogy, and Content Knowledge DoDEA and the ET
- 2. Successful technology integration requires that educators blend strong content knowledge with appropriate pedagogical strategy. TPACK- Technology, Pedagogy, and Content Knowledge Mishra, P., & Koehler, M. J. (2006). Technological Pedagogical Content Knowledge: A new framework for teacher knowledge. Teachers College Record. 108(6), 1017-1054.
- 3. Classroom Teacher Focus Focus in teacher education programs and practicing educators focus primarily on Schulman’s Pedagogical Content Knowledge (PCK) Pedagogical Knowledge Content Knowledge Pedagogical Content Knowledge Shulman, L. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15 (2), 4-14.
- 4. Why the ET is so essential Technological Knowledge Educational Technologists can work with classroom teachers to seamlessly incorporate the NETS standards and identify appropriate technology tools to enhance a learning experience. All within the context of the lesson goals Technological, Pedagogy, and Content Knowledge (TPACK) Pedagogical Knowledge Content Knowledge
- 5. NETS*S, NETS*T, and NETS*A Standards The International Society for Technology in Education has issued and refreshed standards aimed at students, teachers and now administrators. National Educational Technology Standards for Students, Second Edition, ©2007, National Educational Technology Standards for Teachers, Second Edition ©2008, National Educational Technology Standards for Administrators, ©2009, ISTE® (International Society for Technology in Education) http://www.iste.org . All rights reserved.
- 10. work to find areas in DoDEA content standards that are a natural fit for existing technology tools.
- 11. work with teachers in planning lessons and provide job embedded training to further teacher confidence with available technology tools.ETs will not: monitor SIS maintenance. compile SPSS and other school standard data. fix hardware and software problems.
- 12. Working together Job-embedded training and planning Effective Pedagogical Use Effective Communication Feedback from Classroom Use