Tpack growth
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Vanessa discusses her developing knowledge in the areas of TPACK - technology, pedagogy, and content knowledge. While she feels confident in her understanding of technology and content in her field of interest, science, she recognizes she has much to learn still about effective teaching methods and strategies. Through her teacher education courses, Vanessa's knowledge of pedagogy and applying technology to her teaching content has grown, but she acknowledges the full intersections of TPACK can only be realized through hands-on classroom experience.
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The document reflects on the author's development of TPACK (technological pedagogical content knowledge) over the course of a semester. Initially, the author felt confident in their content knowledge of math and French but recognized needing to learn more about technology and how to integrate it. They gained experience teaching math and using various technologies. By the end, the author's knowledge of content, pedagogy and their intersection had improved. They now see the importance of continually developing their TPACK as technologies change.
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Many students enjoyed the enthusiasm and energy of the teacher as well as the helpful study materials provided like lecture slides, flashcards, and supplemental videos. They found the real-world examples and variety of topics helped keep the material engaging. The organization of course content online and use of technology in lectures helped students learn and review course information.
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1) The document discusses how educational technology utilizes information and communication technologies to help resolve issues related to teaching and learning.
2) The author felt good about applying their computer knowledge to teaching English as the computer had always interested them.
3) The author learned new skills like creating blogs and uploading videos that will help them manage education through technology, though they had used computers from a young age.
4) The class changed the author's perception of teaching English as they previously had no idea technology could facilitate continued English learning.
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This document outlines an educator's development of their Technological Pedagogical Content Knowledge (TPACK). It discusses the key components of TPACK which are technological knowledge, pedagogical knowledge, and content knowledge. It also provides examples of technologies and apps that can amplify content knowledge in subjects like social studies, biology, and sports. The document emphasizes that to best support student learning, these three components of TPACK must be brought together and that educators must continuously keep up with changes in technology, pedagogy, and content knowledge.
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This document describes the author's growth in their understanding of the TPACK framework over the course of a semester. It begins with the author's original Venn diagram showing limited knowledge of technology and its connection to pedagogy and content. Updates then describe how the author expanded their knowledge of technology, pedagogy, and made stronger connections between the areas through learning experiences. The author's new Venn diagram shows more balanced and interconnected knowledge across all areas. They recognize the value of TPACK is in integrating different domains and see opportunities to apply this through flipped classrooms and technology in the future.
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This is a slideshow that I created for my Edu 210 class at the University of Alberta. I created this slideshow to demonstrate my growing knowledge of the TPACK framework of learning technologies.
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The document discusses the author's learning and understanding of the TPACK framework before and after taking an education course. Initially, the author had no knowledge of TPACK and its importance for teachers. Through the course, the author gained an understanding of TPACK as the intersection of technological, pedagogical, and content knowledge that teachers need. By the end of the course, the author's knowledge in each area had improved, especially their ability to integrate technology into lessons to effectively deliver content to students.
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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 course taught the student how to integrate technology into classroom teaching, including how to create a website, blog, and wiki, download and use YouTube videos, and apply Web 2.0 tools and models of instruction like constructivism and 5E lesson planning. The student learned how to apply these skills professionally and personally, and felt overwhelmed by the large number of assignments but enjoyed learning about new technologies and collaborating with others.
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The document describes the author's development with TPACK (technological pedagogical content knowledge) over the course of an education class. Initially, the author was hesitant to incorporate technology but came to understand how it could enhance learning. Through modules focusing on educational models like SAMR, the author's views changed and they began exploring more technologies for their future classroom, like blogs, eBooks and discussion apps. By the end, the author's philosophy around technology was transformed and they recognized the interconnected nature of content, pedagogy and technology.
Ctl2010 Survey Data
A survey of 1126 students and 156 faculty at a university asked about their views on technology in the classroom. Students responded that they want professors to be more interactive with course material and make better use of technology like posting slides and grades online. They would like to be able to collaborate more using technologies like wikis and video. Faculty were encouraged to ensure technology supplements rather than replaces learning and to utilize online materials so class time can be spent engaging with concepts rather than just reading slides.
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This document is a reflection from a student on their TPACK (Technological Pedagogical Content Knowledge) development throughout a course. In the beginning, the student felt most knowledgeable about technology but least knowledgeable about pedagogy. By the end of the course, the student's knowledge of how to incorporate technology into teaching had grown significantly through learning programs like Glogster and Blendspace. The student now feels confident in their ability to successfully use technology across various subjects and grade levels.
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Sherwin Kwong reflects on the development of his TPACK (Technological Pedagogical Content Knowledge) over the course of the semester. At the start of the semester, he was comfortable with everyday technology but not classroom technology. Now he is more familiar with educational tools and their capabilities. His pedagogical knowledge has grown from taking education courses, including observing classes. While his content knowledge in biology and German remained the same, he learned how to integrate technology to enhance teaching in these areas. TPACK prompted him to consider how to effectively combine his knowledge, technology skills, and teaching approaches.
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This document describes a student's journey in developing their knowledge of TPACK (technological pedagogical content knowledge) over the course of a semester. At the start, the student felt most comfortable with technology and content aspects, but lacked knowledge of pedagogy. Throughout the term, the student learned more about effective teaching strategies and how to integrate technology. By the end, the student had a more well-rounded understanding of TPACK and how it can help teachers create lessons catered to diverse learners. However, they recognize there is still more to learn, especially regarding different learning styles.
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This document describes Samantha Reid's development of her Technological Pedagogical Content Knowledge (TPACK) over time. In the beginning, she saw her technology and content knowledge as developed but her pedagogy as still developing, with no overlap. After her first semester, she saw growth in all areas and some overlap emerging between pedagogy and technology/content. Examples provided show how assignments helped her learn to teach her content using technology, though she still saw room for improvement. Going forward, she predicts her areas of knowledge will become more overlapped as she gains experience in her integrated practicum.
Multimedia reflection on concepts in educational technology
The document reflects on the author's development of TPACK (technological pedagogical content knowledge) over the course of a semester. Initially, the author felt confident in their content knowledge of math and French but recognized needing to learn more about technology and how to integrate it. They gained experience teaching math and using various technologies. By the end, the author's knowledge of content, pedagogy and their intersection had improved. They now see the importance of continually developing their TPACK as technologies change.
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Many students enjoyed the enthusiasm and energy of the teacher as well as the helpful study materials provided like lecture slides, flashcards, and supplemental videos. They found the real-world examples and variety of topics helped keep the material engaging. The organization of course content online and use of technology in lectures helped students learn and review course information.
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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.
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The student reflects on how their knowledge of TPACK (Technology, Pedagogy, and Content Knowledge) has grown through their EDU 210 course. They discuss gaining a better understanding of how to apply technologies like Twitter and personal learning networks (PLNs) in educational settings. While they feel their technology knowledge increased the most, they also learned how to develop lessons using tools like SMART boards in appropriate ways for different content areas. The student recognizes TPACK as an ongoing process that will continue evolving throughout their teaching career.
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This document discusses TPACK (Technological Pedagogical and Content Knowledge), which identifies the different knowledge areas teachers must have to teach effectively. It includes technological knowledge, pedagogical knowledge, and content knowledge. These areas overlap. The document discusses how the author's understanding of their own TPACK has grown through the course, with an expanded understanding of how to use technology for teaching. The author believes learning about TPACK will help them as a teacher by allowing them to effectively integrate technology, pedagogy, and content knowledge.
reflection of your learning
1) The document discusses how educational technology utilizes information and communication technologies to help resolve issues related to teaching and learning.
2) The author felt good about applying their computer knowledge to teaching English as the computer had always interested them.
3) The author learned new skills like creating blogs and uploading videos that will help them manage education through technology, though they had used computers from a young age.
4) The class changed the author's perception of teaching English as they previously had no idea technology could facilitate continued English learning.
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This document outlines an educator's development of their Technological Pedagogical Content Knowledge (TPACK). It discusses the key components of TPACK which are technological knowledge, pedagogical knowledge, and content knowledge. It also provides examples of technologies and apps that can amplify content knowledge in subjects like social studies, biology, and sports. The document emphasizes that to best support student learning, these three components of TPACK must be brought together and that educators must continuously keep up with changes in technology, pedagogy, and content knowledge.
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This document describes the author's growth in their understanding of the TPACK framework over the course of a semester. It begins with the author's original Venn diagram showing limited knowledge of technology and its connection to pedagogy and content. Updates then describe how the author expanded their knowledge of technology, pedagogy, and made stronger connections between the areas through learning experiences. The author's new Venn diagram shows more balanced and interconnected knowledge across all areas. They recognize the value of TPACK is in integrating different domains and see opportunities to apply this through flipped classrooms and technology in the future.
My Emerging Understanding of TPACK
This is a slideshow that I created for my Edu 210 class at the University of Alberta. I created this slideshow to demonstrate my growing knowledge of the TPACK framework of learning technologies.
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The document discusses the author's learning and understanding of the TPACK framework before and after taking an education course. Initially, the author had no knowledge of TPACK and its importance for teachers. Through the course, the author gained an understanding of TPACK as the intersection of technological, pedagogical, and content knowledge that teachers need. By the end of the course, the author's knowledge in each area had improved, especially their ability to integrate technology into lessons to effectively deliver content to students.
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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.
Teaching With Technology
This course taught the student how to integrate technology into classroom teaching, including how to create a website, blog, and wiki, download and use YouTube videos, and apply Web 2.0 tools and models of instruction like constructivism and 5E lesson planning. The student learned how to apply these skills professionally and personally, and felt overwhelmed by the large number of assignments but enjoyed learning about new technologies and collaborating with others.
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This document reflects on the growth of the author's TPACK skills throughout an educational technology course. It begins by explaining the TPACK framework and the author's initial lack of confidence using technology. Modules on personal learning networks, interactive whiteboards, mobile learning, and learning management systems helped expand the author's skills. While technology will continue shaping education, balancing it with traditional instruction remains a challenge. Overall, the author's TPACK skills increased through learning and applying new educational technologies.
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The document describes the author's development with TPACK (technological pedagogical content knowledge) over the course of an education class. Initially, the author was hesitant to incorporate technology but came to understand how it could enhance learning. Through modules focusing on educational models like SAMR, the author's views changed and they began exploring more technologies for their future classroom, like blogs, eBooks and discussion apps. By the end, the author's philosophy around technology was transformed and they recognized the interconnected nature of content, pedagogy and technology.
Ctl2010 Survey Data
A survey of 1126 students and 156 faculty at a university asked about their views on technology in the classroom. Students responded that they want professors to be more interactive with course material and make better use of technology like posting slides and grades online. They would like to be able to collaborate more using technologies like wikis and video. Faculty were encouraged to ensure technology supplements rather than replaces learning and to utilize online materials so class time can be spent engaging with concepts rather than just reading slides.
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In World Expo 2010 Shanghai – the most visited Expo in the World History
https://www.britannica.com/event/Expo-Shanghai-2010
China’s official organizer of the Expo, CCPIT (China Council for the Promotion of International Trade https://en.ccpit.org/) has chosen Dr. Alyce Su as the Cover Person with Cover Story, in the Expo’s official magazine distributed throughout the Expo, showcasing China’s New Generation of Leaders to the World.
Pro Tips for Effortless Contract Management
Tired of chasing down expiring contracts and drowning in paperwork? Mastering contract management can significantly enhance your business efficiency and productivity. This guide unveils expert secrets to streamline your contract management process. Learn how to save time, minimize risk, and achieve effortless contract management.
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Tpack growth
- 1. TPACK Development with Edu 211 Vanessa Valcourt
- 3. TPACK original Technology: I feel like I know a lot about technology, seeing as I use it in my everyday life. Content: Though I'm unsure as to what I'll be teaching when I graduate, I have a strong interest in the sciences. In the 30 level courses I have completed and the multiple university courses I've done I've become confident with my knowledge in these areas. Pedagogy: I've just started to learn a little bit about pedagogy in my classes and I've started the construction of my philosophy of teaching. However I still have A LOT to learn.
- 4. TPACK Content: I feel like my level on content hasn’t changed much, slightly increasing however due to the end of term but not much of a significant increase to count as much of a change.
- 5. TPACK Pedagogy: although I’m still fairly new to pedagogy, I feel like I have a bit more of a grasp on it then I did previously, but still feel as if there is a lot more to know.
- 6. TPACK Technology: I know a lot about technology, as I use it in my everyday life. But my knowledge of technology in the class room as grown immensely. The pink line is a visualization of how much my knowledge has grown
- 7. TPACK Although my knowledge in all the parts that make up TPACK has increased, I find that my intersections have remained mostly the same. I have an increased knowledge of different options available to me, I’m just unsure as to how to apply them to my class room. I’m sure that once I get a classroom setting experience I’ll know without a doubt what form of technology to use with the content of my lectures.