TPAK
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The document discusses Andrew Church's Taxonomy of teacher knowledge, which includes Technological Pedagogical Content Knowledge (TPACK). TPACK is the basis for effectively integrating technology into teaching. It involves having knowledge of technology, pedagogy, content, and most importantly, how to interweave these knowledge types to teach content in constructive ways using appropriate technologies that assist student learning. TPACK requires understanding how technology can be used to represent specific subject matter concepts, as well as knowing students' prior knowledge to decide on suitable tools.
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TPAK
Technology integration refers to the complex knowledge teachers need to effectively teach with technology. This includes pedagogical content knowledge of how to organize and represent subject matter for instruction, as well as technological pedagogical knowledge of how tools can be used for teaching and learning. Most importantly is technological pedagogical content knowledge, which is grounded in good teaching practices that use technology in constructive ways to teach specific content based on an understanding of how concepts are learned and students' prior knowledge.
Educ6751 Tpck
1. The document discusses different types of teachers' knowledge, including content knowledge, pedagogical knowledge, pedagogical content knowledge, technological knowledge, technological content knowledge, technological pedagogical knowledge, and technological pedagogical content knowledge.
2. Technological pedagogical content knowledge (TPCK) refers to understanding how teaching and learning can change when particular technologies are used and knowing how to choose technologies that enhance the teaching of difficult concepts.
3. TPCK involves understanding student thinking, technology capabilities, and pedagogical techniques for effective content representation so that technologies can be used to build knowledge and strengthen understanding.
The tpack framework
This document discusses the TPACK framework, which analyzes the combination of technological knowledge, pedagogical knowledge, and content knowledge that teachers should possess. It provides background on the development of the TPACK framework since 1986. It then explains the three core domains - technological knowledge, pedagogical knowledge, and content knowledge. It also describes the overlapping domains that are created by the intersection of the three core domains: technological content knowledge, pedagogical content knowledge, technological pedagogical knowledge, and technological pedagogical content knowledge. The document aims to provide a closer look at each of the domains within the TPACK framework.
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.
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.
Tpack best practice with a 21st century makeover
Here are some examples of how to apply TPACK:
Content: American History
Strategy: Summarizing and note taking
Tool: Google Docs
Activity: Students work in groups to summarize key events of the Civil War era and take notes in a shared Google Doc.
Content: English
Strategy: Cooperative learning
Tool: Edmodo
Activity: Students collaborate on Edmodo to analyze a novel and discuss themes, posting questions and comments to help each other develop a deeper understanding.
Content: Science
Strategy: Nonlinguistic representations
Tool: ThingLink
Activity: Students create digital images using ThingLink to represent scientific concepts and share their creations to teach their classmates.
Instructional technology
Instructional technology is a subset of educational technology that applies principles of psychology and learning theory to instruction. It helps instructors and learners achieve instructional objectives through analyzing content, creating logical sequences of elements, providing continuous reinforcement, and allowing individualized learning. Instructional technology determines appropriate media, methods, and materials to achieve objectives in a given teaching-learning situation. It assists teachers and learners by helping set objectives, select instructional materials and methods, create an optimal instructional environment, and evaluate learning outcomes.
The 21st century Digital Learner
The document discusses the skills needed for 21st century learners and teachers. It outlines 8 key skills for digital learners: creativity and innovation, critical thinking and problem solving, communication, collaboration, information management, effective use of technology, career and life skills, and cultural awareness. It also describes 8 roles for 21st century teachers: the adaptor, visionary, collaborator, risk taker, learner, communicator, model, and leader. Teachers must leverage new technologies, embrace different learning styles, and model lifelong learning to develop students' skills for a digital world.
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TPAK
Technology integration refers to the complex knowledge teachers need to effectively teach with technology. This includes pedagogical content knowledge of how to organize and represent subject matter for instruction, as well as technological pedagogical knowledge of how tools can be used for teaching and learning. Most importantly is technological pedagogical content knowledge, which is grounded in good teaching practices that use technology in constructive ways to teach specific content based on an understanding of how concepts are learned and students' prior knowledge.
Educ6751 Tpck
1. The document discusses different types of teachers' knowledge, including content knowledge, pedagogical knowledge, pedagogical content knowledge, technological knowledge, technological content knowledge, technological pedagogical knowledge, and technological pedagogical content knowledge.
2. Technological pedagogical content knowledge (TPCK) refers to understanding how teaching and learning can change when particular technologies are used and knowing how to choose technologies that enhance the teaching of difficult concepts.
3. TPCK involves understanding student thinking, technology capabilities, and pedagogical techniques for effective content representation so that technologies can be used to build knowledge and strengthen understanding.
The tpack framework
This document discusses the TPACK framework, which analyzes the combination of technological knowledge, pedagogical knowledge, and content knowledge that teachers should possess. It provides background on the development of the TPACK framework since 1986. It then explains the three core domains - technological knowledge, pedagogical knowledge, and content knowledge. It also describes the overlapping domains that are created by the intersection of the three core domains: technological content knowledge, pedagogical content knowledge, technological pedagogical knowledge, and technological pedagogical content knowledge. The document aims to provide a closer look at each of the domains within the TPACK framework.
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.
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.
Tpack best practice with a 21st century makeover
Here are some examples of how to apply TPACK:
Content: American History
Strategy: Summarizing and note taking
Tool: Google Docs
Activity: Students work in groups to summarize key events of the Civil War era and take notes in a shared Google Doc.
Content: English
Strategy: Cooperative learning
Tool: Edmodo
Activity: Students collaborate on Edmodo to analyze a novel and discuss themes, posting questions and comments to help each other develop a deeper understanding.
Content: Science
Strategy: Nonlinguistic representations
Tool: ThingLink
Activity: Students create digital images using ThingLink to represent scientific concepts and share their creations to teach their classmates.
Instructional technology
Instructional technology is a subset of educational technology that applies principles of psychology and learning theory to instruction. It helps instructors and learners achieve instructional objectives through analyzing content, creating logical sequences of elements, providing continuous reinforcement, and allowing individualized learning. Instructional technology determines appropriate media, methods, and materials to achieve objectives in a given teaching-learning situation. It assists teachers and learners by helping set objectives, select instructional materials and methods, create an optimal instructional environment, and evaluate learning outcomes.
The 21st century Digital Learner
The document discusses the skills needed for 21st century learners and teachers. It outlines 8 key skills for digital learners: creativity and innovation, critical thinking and problem solving, communication, collaboration, information management, effective use of technology, career and life skills, and cultural awareness. It also describes 8 roles for 21st century teachers: the adaptor, visionary, collaborator, risk taker, learner, communicator, model, and leader. Teachers must leverage new technologies, embrace different learning styles, and model lifelong learning to develop students' skills for a digital world.
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.
Instructional technology
Instructional Technology is the theory and practice of design, development, utilization, management, and evaluation of processes and resources for learning.
Educational Technology 1 - Introduction (KMB)
This document discusses the meaning and nature of educational technology. It provides multiple definitions of educational technology from various organizations that describe it as applying inventions and discoveries to improve teaching and learning through systematic methods. Educational technology is based on research in human learning and employs both human and non-human resources to enhance instruction. While some see it as replacing teachers, the document argues teachers who integrate technology will not be replaced, but those who do not use technology may be.
TPACK
TPACK is a framework for effective teaching with technology that requires teachers to have knowledge in three main domains: 1) pedagogical knowledge, or knowledge of teaching methods and strategies; 2) content knowledge, or knowledge of the subject matter being taught; and 3) technological knowledge, or knowledge of technologies and how to use them. Effective teaching with technology involves understanding how to represent concepts using technologies, using technologies in constructive ways to teach content, and how technology can help address difficulties students face in learning.
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 explained
Lecture presented to students in EDTC 4001 Technology in Education, a course for pre-service teachers at East Carolina University.
Educational Technology 2 Lesson 1
The Educational Technology 1 course provides learners with an awareness and appreciation of both traditional and modern educational tools. It also helps learners avoid the dehumanizing dangers technology can bring through propaganda, pornography, fraud, and other exploitative uses. The course follows four phases of applying educational technology in teaching and learning: setting learning objectives, designing learning experiences, evaluating learning objectives, and revising the process based on results. Its goals are to orient learners to technology's role in society, demonstrate how technology can enhance teaching and learning in schools, promote human learning through technology use, teach skills in planning technology-rich instruction, and introduce learners to computers and school media centers.
TPACK 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.
Technological Pedagogical Content Knowledge
The document outlines a framework called Technological Pedagogical Content Knowledge (TPACK) that integrates technology, pedagogy, and content knowledge for education. It describes the different components of the framework - content knowledge, pedagogical knowledge, technological knowledge, pedagogical content knowledge, technological content knowledge, technological pedagogical knowledge - and how they interact complexly to help teachers effectively incorporate technology into their teaching.
Asuncion, benyrose a. activity 2
The document aims to provide education on technology integration in instruction by imparting knowledge and skills on how to incorporate technology into lesson planning and teaching methods. It also seeks to familiarize students with information technology theories and how to use and evaluate computer-based educational resources while fostering higher-level thinking. The overall goal is to train student teachers on practical technology integration issues and help them adapt to technological changes by infusing technology into their own training so they can teach effectively in the modern information and communication technology environment.
The Meaning of Educational Technology
Educational technology refers to how people use inventions and discoveries to satisfy educational needs and desires in learning. It is a field that applies a complex, integrated process to analyze and solve problems in human learning. Educational technology involves people, procedures, ideas, devices, and organizations to design reliable techniques for engaging learning. Related terms include technology in education, which applies technology to educational processes and institutions; instructional technology, which focuses on instruction; and technology integration, which uses technology to introduce and extend skills. Educational media refers to communication channels used in education.
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The document discusses the components of TPACK - Technological Pedagogical Content Knowledge. It explains that TPACK involves understanding technological knowledge, pedagogical knowledge, and content knowledge. Specifically, it defines technological knowledge as knowledge of how to use technologies, pedagogical knowledge as understanding effective teaching strategies, and content knowledge as having knowledge of the subject matter being taught. The document suggests that to teach effectively with technology, one needs to understand how to integrate technology with appropriate teaching methods for transmitting specific content.
Integrating ICT in Classrooms
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01-Introduction To Educational Technology 1
Educational technology is the study and ethical practice of facilitating learning and improving performance through appropriate technological processes and resources. The objectives of an educational technology course are to: orient learners to the role of technology in education, demonstrate how technology can enhance teaching and learning, and impart skills in designing, using, and evaluating technology-enhanced lessons. The three main theories that guide educational technology are behaviorism, cognitivism, and constructivism.
Meaning of Education Technology (Tutorial Only)
Education technology is the combination of learning and teaching through the use of technology. It involves three key categories: development, application, and evaluation of systems, techniques, and aids to improve the human learning process. Ultimately, education technology represents the systematic design, implementation, and assessment of the total learning experience based on research into human learning and communication.
Techno Pedagogy
Techno-pedagogy refers to courses that integrate sound teaching principles with technology use. It develops competencies allowing educators to make professional practice central to learning communities. Techno-pedagogical knowledge is a collaboratively developed framework seeking to clarify the competencies at the intersection of pedagogy and technology. Investments in interactive technologies require both technological and pedagogical skills. Content knowledge refers to the body of information taught in a subject area, including facts, concepts, and principles rather than related skills. Pedagogical knowledge encompasses educational purposes and understanding how students learn, including techniques for evaluation. Technology knowledge includes the skills to operate technologies like computers and software tools.
Lecture 3 basic concepts on integrating technology in instruction
Integrating technology with instruction means using learning technologies to introduce, reinforce, or supplement ideas and extend skills. True integration occurs when student technology use is woven into teaching patterns and software extends student tools. There is no integration if technology is only used for rest periods or solely to teach computer skills. For integration to occur, technology must be planned to fit into the learning process and address specific instructional issues through changed instructional strategies.
Learning technology (lti) course overview
This course overview provides information about a learning technology course offered by the Tulane Faculty Development Institute. The course aims to build awareness of how students, teachers, and the academic environment are changing with technology and develop proficiency in authoring, internet skills, networking and collaboration tools, and learning management systems. It also seeks to develop an understanding of active learning methods enabled by technology and which methods, resources, and technologies are most appropriate for implementation. The course will not try to master every learning technology, but rather build understanding of tools and methods to innovate wisely and prepare participants for a subsequent active learning course.
Educational technology be.d semester 1{Archana}
Educational technology refers to the application of scientific theories and principles to improve the quality of education. It involves using systems approaches and technology resources to promote high-quality teaching and learning. Educational technology has wide scope across educational administration, testing, and instructional processes. Its objectives at the macro level include identifying educational needs, developing curriculum and models for teaching and learning. At the micro level, its objectives focus on analyzing student characteristics, determining classroom objectives, organizing content, and evaluating teaching effectiveness.
Educational technology2
This document provides an overview of an Educational Technology 2 course, which aims to integrate technology into student-teacher training. The course objectives are to provide education on using technology in instruction, acquaint students with IT-related learning theories and computer-based educational resources, impart experiences in technology-supported instructional planning, engage students on practical integration issues like managing IT classrooms, and inculcate higher-level thinking and creativity among 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.Technology integration in education in Tanzania
The document discusses technology integration in education in Tanzania, outlining topics like playing with different technologies, where to begin with integration, and the Technological Pedagogical Content Knowledge (TPACK) framework. It notes that effective teaching depends on knowledge of content, pedagogy, and technology, and provides examples of exemplary TPACK lessons that integrate technologies like animations and simulations into subjects like biology, chemistry, and physics.
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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.
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Instructional Technology is the theory and practice of design, development, utilization, management, and evaluation of processes and resources for learning.
Educational Technology 1 - Introduction (KMB)
This document discusses the meaning and nature of educational technology. It provides multiple definitions of educational technology from various organizations that describe it as applying inventions and discoveries to improve teaching and learning through systematic methods. Educational technology is based on research in human learning and employs both human and non-human resources to enhance instruction. While some see it as replacing teachers, the document argues teachers who integrate technology will not be replaced, but those who do not use technology may be.
TPACK
TPACK is a framework for effective teaching with technology that requires teachers to have knowledge in three main domains: 1) pedagogical knowledge, or knowledge of teaching methods and strategies; 2) content knowledge, or knowledge of the subject matter being taught; and 3) technological knowledge, or knowledge of technologies and how to use them. Effective teaching with technology involves understanding how to represent concepts using technologies, using technologies in constructive ways to teach content, and how technology can help address difficulties students face in learning.
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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 explained
Lecture presented to students in EDTC 4001 Technology in Education, a course for pre-service teachers at East Carolina University.
Educational Technology 2 Lesson 1
The Educational Technology 1 course provides learners with an awareness and appreciation of both traditional and modern educational tools. It also helps learners avoid the dehumanizing dangers technology can bring through propaganda, pornography, fraud, and other exploitative uses. The course follows four phases of applying educational technology in teaching and learning: setting learning objectives, designing learning experiences, evaluating learning objectives, and revising the process based on results. Its goals are to orient learners to technology's role in society, demonstrate how technology can enhance teaching and learning in schools, promote human learning through technology use, teach skills in planning technology-rich instruction, and introduce learners to computers and school media centers.
TPACK 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.
Technological Pedagogical Content Knowledge
The document outlines a framework called Technological Pedagogical Content Knowledge (TPACK) that integrates technology, pedagogy, and content knowledge for education. It describes the different components of the framework - content knowledge, pedagogical knowledge, technological knowledge, pedagogical content knowledge, technological content knowledge, technological pedagogical knowledge - and how they interact complexly to help teachers effectively incorporate technology into their teaching.
Asuncion, benyrose a. activity 2
The document aims to provide education on technology integration in instruction by imparting knowledge and skills on how to incorporate technology into lesson planning and teaching methods. It also seeks to familiarize students with information technology theories and how to use and evaluate computer-based educational resources while fostering higher-level thinking. The overall goal is to train student teachers on practical technology integration issues and help them adapt to technological changes by infusing technology into their own training so they can teach effectively in the modern information and communication technology environment.
The Meaning of Educational Technology
Educational technology refers to how people use inventions and discoveries to satisfy educational needs and desires in learning. It is a field that applies a complex, integrated process to analyze and solve problems in human learning. Educational technology involves people, procedures, ideas, devices, and organizations to design reliable techniques for engaging learning. Related terms include technology in education, which applies technology to educational processes and institutions; instructional technology, which focuses on instruction; and technology integration, which uses technology to introduce and extend skills. Educational media refers to communication channels used in education.
Technological Pedagogical Content Knowledge
The document discusses the components of TPACK - Technological Pedagogical Content Knowledge. It explains that TPACK involves understanding technological knowledge, pedagogical knowledge, and content knowledge. Specifically, it defines technological knowledge as knowledge of how to use technologies, pedagogical knowledge as understanding effective teaching strategies, and content knowledge as having knowledge of the subject matter being taught. The document suggests that to teach effectively with technology, one needs to understand how to integrate technology with appropriate teaching methods for transmitting specific content.
Integrating ICT in Classrooms
Presentation covers what is meant by ICT and how it can be integrated in classrooms. Highlights what role the teacher plays in integrating ICT in a classroom
01-Introduction To Educational Technology 1
Educational technology is the study and ethical practice of facilitating learning and improving performance through appropriate technological processes and resources. The objectives of an educational technology course are to: orient learners to the role of technology in education, demonstrate how technology can enhance teaching and learning, and impart skills in designing, using, and evaluating technology-enhanced lessons. The three main theories that guide educational technology are behaviorism, cognitivism, and constructivism.
Meaning of Education Technology (Tutorial Only)
Education technology is the combination of learning and teaching through the use of technology. It involves three key categories: development, application, and evaluation of systems, techniques, and aids to improve the human learning process. Ultimately, education technology represents the systematic design, implementation, and assessment of the total learning experience based on research into human learning and communication.
Techno Pedagogy
Techno-pedagogy refers to courses that integrate sound teaching principles with technology use. It develops competencies allowing educators to make professional practice central to learning communities. Techno-pedagogical knowledge is a collaboratively developed framework seeking to clarify the competencies at the intersection of pedagogy and technology. Investments in interactive technologies require both technological and pedagogical skills. Content knowledge refers to the body of information taught in a subject area, including facts, concepts, and principles rather than related skills. Pedagogical knowledge encompasses educational purposes and understanding how students learn, including techniques for evaluation. Technology knowledge includes the skills to operate technologies like computers and software tools.
Lecture 3 basic concepts on integrating technology in instruction
Integrating technology with instruction means using learning technologies to introduce, reinforce, or supplement ideas and extend skills. True integration occurs when student technology use is woven into teaching patterns and software extends student tools. There is no integration if technology is only used for rest periods or solely to teach computer skills. For integration to occur, technology must be planned to fit into the learning process and address specific instructional issues through changed instructional strategies.
Learning technology (lti) course overview
This course overview provides information about a learning technology course offered by the Tulane Faculty Development Institute. The course aims to build awareness of how students, teachers, and the academic environment are changing with technology and develop proficiency in authoring, internet skills, networking and collaboration tools, and learning management systems. It also seeks to develop an understanding of active learning methods enabled by technology and which methods, resources, and technologies are most appropriate for implementation. The course will not try to master every learning technology, but rather build understanding of tools and methods to innovate wisely and prepare participants for a subsequent active learning course.
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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.
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This document discusses educational technology, including its definition, classifications, applications, and criteria for evaluation. It defines educational technology as using tools to improve learning and outlines its material and non-material classifications. Applications include overcoming barriers to access and enhancing learning through various senses. When choosing technology, teachers should consider objectives, availability of materials, and appropriateness for students. Criteria for evaluating include size, relevance, color, cost, durability, ease of use, and novelty.
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.
Online assignment
This document discusses techno pedagogic analysis, which involves using technology to support analyzing curriculum from a teacher's perspective. It allows teachers to more easily and thoroughly break down curriculum to determine objectives, strategies, methods, and evaluations. Techno pedagogic analysis helps commerce teachers develop new skills by integrating information and communications technology into their practice. It provides teachers with the knowledge to assess, choose, plan, and implement competence development using technology. The integration of technology with pedagogical content, called techno pedagogy, helps commerce teachers think critically and teach effectively with technology.
Review tpack-for-teachers
This framework provides teachers with a method for planning effective technology integration by first identifying learning activities aligned with content-area standards, then selecting technologies appropriate for those activities, and finally assessing how well technologies help students achieve learning goals. It emphasizes matching technologies with "Activity Types" for specific subjects and grade levels. Teachers can find lists of Activity Types on the Activity Types Wiki to help plan lessons integrating technology in meaningful ways.
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TPAK
- 1. Technological Pedagogical Content Knowledge Sister Geralyn Schmidt, SCC
- 7. What is technology integration? • Teaching .. Highly complex – many types of knowledge Knowledge about actual subject Knowledge about the practices and matter to be learned and taught processes of teaching and learning
- 8. Pedagogical Content Knowledge (PCK) How particular aspects of subject matter are organized, adapted and represented for instruction. Knowledge includes knowing how elements of the content be arranged for better teaching.
- 9. Advent of Technology Knowledge of standard technology including skills to operate technology, software, peripheral devices, install software.
- 10. Technological Pedagogical Knowledge Knowledge of the existence, components, and capabilities of technology as they are used in teaching and learning. Specifically focused on tools
- 11. Technological Content Knowledge Knowledge of how technology and content are related. How technology will assist how content is taught.
- 12. Technological Pedagogical Content 1. Grounded in good Knowledge teaching using technology. 2. Pedagogical techniques that use technologies in constructive ways to teach content 3. Knowledge of what makes concepts difficult or easy to learn 4. Knowledge of students prior knowledge
- 13. TPACK • Thoughtful interweaving of all key sources of knowledge • Deciding on a particular tool that can teach the content and assist the students learning