Go to Week:
One / Two / Three / Four / Five / Six / Seven / Eight / Nine / Ten / Eleven / Week 12 | April 6 & 8 April / Thirteen / Fourteen / Fifteen
Week One | 13 January & 15 January: Introductions
Monday | Introductions
Introductions:
- You & me
- Course Introduction
Workshop
- Blog Post Introduction
- WordPress I
- New to WordPress? Here’s support for the new WordPress Block Editor
- Get Your Blog Going: The Movie
Wednesday | Introductions
Noteworthy:
- Reading* for 22 January | Gee, J.P. (2013) The Anti-Education Era. Chapter 18: Big Minds, Not Little Minds. New York : Palgrave MacMillan. pp. 159-166.
- Assignment Due Friday 17 January: Blog Post Introductions
Workshops
Overview:
- Video Gaming Exploration
- Readings for 22 January |
- Gee, J.P. (2013) The Anti-Education Era. Chapter 18: Big Minds, Not Little Minds. New York : Palgrave MacMillan. pp. 159-166.
Discussion : A few of my favorite things….
- *Course Readings: Available online. pw = edtech386
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Week Two 20 January & 22 January | Agenda
Monday 20 January No Class MLK Day observed
Noteworthy |
- Reading* for this Wednesday| Gee, J.P. (2013) The Anti-Education Era. Chapter 18: Big Minds, Not Little Minds. New York : Palgrave MacMillan. pp. 159-166.
*Please consult the Readings menu for a current list. pw = edtech386
Wednesday
Noteworthy
- Reading for next Monday: The MindShift Guide to Digital Games & Learning, chapters 1-2
Reading | Gee, J.P. (2013) The Anti-Education Era. Chapter 18: Big Minds, Not Little Minds. New York : Palgrave MacMillan. pp. 159-166.
Introductions | Blog Post Introductions
- 4. What are you into; what makes you special? Share a few “unique” aspects about yourself that would help our classroom community get to know you a bit. Are you on an athletic team? Sing in the choir? Are you trying out for a play? Painting? What are you planning on doing this semester in your life that is noteworthy?
- Asset Learning, not deficit learning… Please share with the class an academic strength or two that you bring to our educational technology learning community.
Overview | Video Gaming Exploration
Discussion |
- A few of my favorite things….
- Gee, J.P. (2013) The Anti-Education Era. Chapter 18: Big Minds, Not Little Minds.
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Week Three 27 January & 29 January |Agenda
Monday
Noteworthy
- Reading* for Wednesday | The MindShift Guide to Digital Games & Learning, chapters 1-2
- Check out Common Sense Education [Graphite] which allows you to filter information about games by traditional subject areas and by grade level.
- Know that we have 15 iPads and you are welcome to check one out for this project or the semester.
- Being as specific as you can, what must be in place for you to feel comfortable taking intellectual and creative risks in a course?
- A few questions and a few answers
Discussions |
- A few of my favorite things |Affordances (or, What is your favorite App)?
- Games we’ve been playing |
- Density | Why do objects like wood float in water? Does it depend on size? Create a custom object to explore the effects of mass and volume on density. Can you discover the relationship? Use the scale to measure the mass of an object, then hold the object under water to measure its volume. Can you identify all the mystery objects?
- Mission US | Developed for use in middle and high school classrooms, Mission US immerses players in rich, historical settings and then empowers them to make choices that illuminate how ordinary people experienced the past.
- Math Baseball | Solve math problems to hit the ball and score runs. Based on the difficulty of problems, a hit could be a single, double, triple, or home run. Get problems wrong and strike out! The game is over after 3 outs.
-
- Affordances
- Assumptions about the
- Learning (describe the gaming experience)
- Player/student
- Role of the teacher
- It’s all about advancing learning | Teaching with Games: GLPC Case Study: Lisa
- A few thoughts about Drill & Practice
- Video game assignment |
- Create Video Games Learning Circles
- Focus on the readings
- The MindShift Guide to Digital Games & Learning, Chapters 1-2
- Getting in the game
- Research, Gaming, Screen time, etc.
- How to start using games
- Teaching with Games: GLPC Case Study: Lisa
Workshop | Video game play
A Thought from The MindShift Guide | “Remember that the best way to use games is as a supplemental reinforcement for your traditional teaching. Don’t look for games that will teach your curriculum. Instead, look for games that might approach the same subject area from a different perspective.”
Wednesday
Noteworthy
- Reading* for Monday | The MindShift Guide to Digital Games & Learning, chapters 3-5
Reading | The MindShift Guide to Digital Games & Learning, chapters 1-2
Discussion I | Games we’ve been playing |
- Density |
- Mission US |
- Math Baseball |
-
- Affordances
- Assumptions about the
- Learning (describe the gaming experience)
- Player/student
- Role of the teacher
Viewing | It’s all about advancing learning | Teaching with Games: GLPC Case Study: Lisa
Discussion II |
- A few thoughts about Drill & Practice
- Video game assignment |
- Create Video Games Learning Circles
- Focus on the readings
- The MindShift Guide to Digital Games & Learning, Chapters 1-2
- Getting in the game
- Research, Gaming, Screen time, etc.
- How to start using games
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Week Four 3 February & 5 February |Agenda
Monday
Noteworthy | Reading for Wednesday: Gee, J.P. (2007) Good video games, the human mind, and good learning. pp. 22-44.
Reading |The MindShift Guide to Digital Games & Learning, chapters 3-5
Discussion |Gamifying The MindShift Guide to Digital Games & Learning, Chapters 3-5
Workshop | Learning Circles & Video game play
Wednesday
Noteworthy |
-
- Assignments Due: BlogPost Video Gaming Post One
- BlogPost assessments & grade sheets
Reading*: Gee, J.P. (2007) Good video games, the human mind, and good learning. pp. 22-44.
Discussion |
-
- Introduction to the Gee reading | a few concepts such as…
- Simulations “You build simulations to understand the world and make sense of things, but also to help you prepare for action in the world…” James Gee, 2007, 23-24 (From weddings to classrooms)
- Affordances “An affordance is a feature of the world (real or virtual) that will allow for a certain action to be taken, but only if it is matched by an ability in an actor who has the wherewithal to carry out such an action.” James Gee, 2007, 25
- Distributed Intelligence & Off-loading “Writing, digital computers, and networks each allow us to externalize some functions of the mind.” James Gee, 2007, 26 (offloading, 27)
- Forcing our students to learn vs. Dumbing down the learning (Is this really our only choice)? 28
- Drill & Practice (10-15 minutes/week and no more…) 30
- Introduction to the Gee reading | a few concepts such as…
Viewing: James Paul Gee on Learning with Video Games
In class small groups: Video Games and Learning Principles
Workshop | Video game play
*Please consult the Readings menu for a current list. pw = edtech386
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Week Five 10 February & 12 February | Agenda
Monday
Reading: Gee, J.P. (2007) Good video games, the human mind, and good learning. pp. 22-44.
Posting Images for
-
- Mac
- Windows | Print Screen + Snipping tool
In class small groups (continued): Video Games and Learning Principles
Viewing: James Paul Gee on Learning with Video Games
Workshop | Video game play
*Please consult the Readings menu for a current list.
Wednesday
Reading*| Squire, K. (2006). From content to context: Videogames as designed experience. Educational researcher, 35(8), 19–29.
Noteworthy | Assignment Due: Video Game Exploration
Viewing: James Paul Gee on Learning with Video Games
Workshop | The McDonald’s Videogame “Making money in a corporation like McDonald’s is not easy! Behind every burger there is a complex process you need to master: from pastures to the slaughterhouse, from restaurants to branding. You’ll discover all the dirty secrets that made us one of the biggest company in the world.” Play online (Flash)
Discussion
- The McDonald’s Videogame
- 3-2-1 Squire –> briefly write the following details in your blog or in your notebook:
- Three things you learned from reading Squire, K. (2006).
- Two questions you have from reading Squire, K. (2006).
- One (at least) aspect of Squire, K. (2006) that you liked or found significant.
- Fish tanks, simulations and designed experiences ….
- Squire, Videogames, Think, Pair, Share
*Please consult the Readings menu for a current list. pw = edtech386
Friday
Assignment Due: Video Game Exploration
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Week Six 17 February & 19 February |Agenda
Monday
Reading: Dalton, B. (2013). Multimodal Composition and the Common Core State Standards. Reading Teacher, 66(4), 333-339.
Discussion | Multimodal Composition, Digital Storytelling Workshop & TPACK
- Common Core Visual Literacy ELA K-12 Standards
- Imagining the Digital Storytelling Workshop across disciplines and grades
Activity |
- Anchorage
Wednesday
Reading | Lambert, J. (2012) Chapter 5: Seven Steps of Digital Storytelling, Digital Storytelling: Capturing Lives, Creating Community. (4th Edition). Routledge : New York, NY. pp. 53-69.
Noteworthy
- Reading for next Monday, 24 February | Digital Storytelling, Selected Readings in the Content Areas
- Blog Post Three due 26 February | Digital Storytelling Across the Curriculum
- Blog Post Four due 9 March | *Reflections about your students
- Blogging Exploration
Viewing | Content of Character by Bess Turner | Story Center
Mini-Lecture | Seven Steps of Digital Storytelling
Small group activity
- Everyone is assigned a step to explore
- Viewing : Content of Character by Bess Turner | Story Center
- Read in Lambert 5 about the main ideas of your step (relative to the digital story you just watched):
- Prepare a talking point or two based on the reading;
- Identify a brief quote or two from the reading;
- Relate the talking points and quotes to the digital story you watched;
- Ask the class about your step and discuss it with us.
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Week Seven 24 February & 26 February | Agenda
Monday
Noteworthy
- Reading for Wednesday: Ohler, J. (2013) Chapter 14: Media Grammar for Teachers. Digital Storytelling in the Classroom. Thousand Oaks, CA : Corwin. pp. 226-244.
- Blog Post Three due Wednesday this 26 February | Digital Storytelling Across the Curriculum
- Blog Post Four due 9 March | *Reflections about your students
Reading: Digital Storytelling, Selected Readings in the Content Areas
Small group activity (continued) –> Seven Steps of Digital Storytelling
Small Group/Paired Activity –> BlogPost | Digital Storytelling Across the Curriculum
Wednesday
Reading: Ohler, J. (2013) Chapter 14: Media Grammar for Teachers. Digital Storytelling in the Classroom. Thousand Oaks, CA : Corwin. pp. 226-244.
Noteworthy |
- Video Gaming Explorations
- Reading for week eight (next class): Lambert, J. (2012) Chapter 7: Approaches to the Scripting Process & Chapter 8: Storyboarding, Digital Storytelling. pp. 88-101.
- Blog Post Four due 9 March | *Reflections about your students
Resources |
Viewing | Digital Story by Kala Marshall & Michelle Ritchey
Viewing | Digital Story by Deron Cook: The mathematics of a pandemic
Discussion : A few of my favorite things….
Small group activity (continued) –> BlogPost | Digital Storytelling Across the Curriculum
Workshops | Multimodal Literacy & WeVideo I
Assignment Due in class: BlogPost | Digital Storytelling Across the Curriculum
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Spring Break 29 February – 9 March
Week Eight 9 March & 11 March | Agenda
Monday
Reading: Lambert, J. (2012) Chapter 7: Approaches to the Scripting Process & Chapter 8: Storyboarding, Digital Storytelling. pp. 88-101.
Noteworthy |
- Assignment Due in class: BlogPost | Field Observation I Reflections about your students
- Grade sheets are ready
Discussions |
- BlogPost | Field Observation I Reflections about your students
- Digital Storytelling | Scripting & Storyboarding
Workshop |
WeVideo: video production and editing (I DO, YOU DO, WE DO, YOU DO…)
-
- Basic editing in Timeline Mode
- Multiple tracks -> video
- Animation
- Titles
Wednesday
Reading (cont.) | Lambert, J. (2012) Chapter 7: Approaches to the Scripting Process & Chapter 8: Storyboarding, Digital Storytelling. pp. 88-101.
Noteworthy |
- Link to Monday|Wednesday EdTech Zoom Virtual Classroom
- Reading for next week Monday 16 March | Ohler, J. (2013) Chapter 4: Assessing Digital Stories. Digital Storytelling in the Classroom. Thousand Oaks, CA : Corwin. pp. 83-91.
- Assignment
Due 16 March(in class): Script & Storyboard
Discussions |
- Dear students… 4×6
- The Story Spine | Pixar’s 4th Rule of Storytelling
- Viewing:
Workshop |
- WeVideo (Continued)
WeVideo: video production and editing (I DO, YOU DO, WE DO, YOU DO…)
-
- Basic editing in Timeline Mode
- Multiple tracks -> video
- Animation
- Titles
- Video Levels (Dissolve)
- Audio
- Audio Levels
- Multiple tracks -> audio
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Week Nine 16 March & 18 March | Agenda
Monday | Link to Monday|Wednesday EdTech Zoom Virtual Classroom
Reading (cont.) | Lambert, J. (2012) Chapter 7: Approaches to the Scripting Process & Chapter 8: Storyboarding, Digital Storytelling. pp. 88-101.
Noteworthy |
- Digital Storytelling groups — sign up here.
- Reading for Wednesday 18 March | Ohler, J. (2013) Chapter 4: Assessing Digital Stories. Digital Storytelling in the Classroom. Thousand Oaks, CA : Corwin. pp. 83-91.
- Assignment Due 23 March (in class): Script & Storyboard (During that class, I will meet with each digital storytelling group to discuss their script and storyboard).
Discussions |
- Dear students… 4×6
- The Story Spine | Pixar’s 4th Rule of Storytelling
- Viewing:
Workshop |
- WeVideo (Continued)
WeVideo: video production and editing (I DO, YOU DO, WE DO, YOU DO…)
-
- Basic editing in Timeline Mode
- Multiple tracks -> video
- Animation
- Titles
- Video Levels (Dissolve)
- Audio
- Audio Levels
- Multiple tracks -> audio
Wednesday
Noteworthy | Link to Monday|Wednesday EdTech Zoom Virtual Classroom
-
- What to do about field observations? | Videos about Technology Integration
- Assignment Due 23 March (in class): Script & Storyboard (During that class, I will meet with each digital storytelling group to discuss their script and storyboard).
- Assignment Due 25 March (in class): Field Observation II Access to Technology
- Assignment Due (in class): Digital Story Assessment
Readings: Ohler, J. (2013) Chapter 4: Assessing Digital Stories. Digital Storytelling in the Classroom. Thousand Oaks, CA : Corwin. pp. 83-91.
Discussion |Ohler, J. (2013) Chapter 4: Assessing Digital Stories.
-
- Why assess?
- Digital Stories
- In the era of accountability & ubiquitous technology
- What to assess — digital story assessment traits
- How to assess — do I need to make a rubric? Can I establish criteria and qualitatively discuss effectiveness?
- Why assess?
Workshop I |Script & Storyboard
Workshop II |WeVideo: video production and editing (I DO, YOU DO, WE DO, YOU DO…)
-
- Basic editing in Timeline Mode
- Titles
- Multiple tracks -> video
- Animation
- Video Levels (Dissolve)
- Audio
- Audio Levels
- Multiple tracks -> audio
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Week Ten 23 March & 25 March | Agenda
Monday
Noteworthy | Link to Monday|Wednesday EdTech Zoom Virtual Classroom
-
- What to do about field observations? | Videos about Technology Integration
- Assignment Due 30 March (in class): Field Observation IIAccess to Technology
- Assignment Due 30 March (in class): Digital Story Assessment
- Assignment Due (in class): Script & Storyboard (During class, I will meet with each digital storytelling group to discuss their script and storyboard).
- Monday|Wednesday Digital Storytelling groups — sign up here.
Workshop I | Recording voice over narration & Free Sound from the Audio Common
Workshop II |Script & Storyboard
Workshop III | WeVideo: video production and editing (Questions?)
-
- Titles
- Audio
- Audio Levels
- Multiple tracks -> audio
- other?
Wednesday
Noteworthy | Link to Monday|Wednesday EdTech Zoom Virtual Classroom
-
- First Observation — Notes from the field
Discussion | Referencing and giving credit.
Workshop III | WeVideo: video production and editing (Questions?)
-
- Titles
- Audio
- Still images
- video
- Multiple tracks -> audio and/or video
- other?
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Week Eleven 30 March & 1 April | Agenda
Monday
Noteworthy | Link to Monday|Wednesday EdTech Zoom Virtual Classroom
Monday|Wednesday Digital Storytelling groups — sign up here.
Assignments Due (in class):
-
- Digital Story Assessment
- Field Observation II Access to Technology
Wednesday
Noteworthy | Link to Monday|Wednesday EdTech Zoom Virtual Classroom
Workshop: Finishing and uploading your digital story
-
- How to finish
- Video Thumbnail
- Destination
- How to upload to YouTube
- How to embed a video in your weblog
Open Workshop | Digital Storytelling
Week Twelve 6 April & 8 April | Agenda
Monday
Noteworthy | Link to Monday|Wednesday EdTech Zoom Virtual Classroom
- 8 April No ED386/ED586 does not meet Friday Classes Meet
- 14 April is a Tuesday and ED386/ED586 Monday Class Meets
Assignment Due: Field Observation III: Classroom Technologies- Assignment Due (in class): Digital Story
Introduction | Distributed Cognition| Do Technologies Make Us Smarter?
-
- Classroom Observation — Teaching with Technology : Grade 4, Mathematics
- Distributed Cognition Exploration Details
- Salomon & Perkins (2005) Distributed Cognition, EFFECTS OF, EFFECTS WITH & Common Educational Technologies Used in Schools
Viewing | Digital Storytelling Festival!!!
Digital Storytelling Festival — sign up here.
Wednesday 8 April No ED386/ED586 does not meet Friday Classes Meet
Assignment Due tonight: Assessment of your Digital Story
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Week Thirteen 14 April & 15 April | Agenda
Noteworthy | Link to Monday|Wednesday EdTech Zoom Virtual Classroom
Tuesday (14 April is a Tuesday and ED386/ED586 Monday Class Meets)
Reading: Salomon, G. & Perkins, D. (2005)”Do Technologies Make Us Smarter? Intellectual Amplification With, Of and Through Technology.” In: Robert Sternberg and David Preiss (Eds.). Intelligence and Technology: The Impact of Tools on the Nature and Development of Human Abilities. Mahwah, NJ : Lawrence Erlbaum and Associates, Publishers. pp. 71-86.
Viewing | Digital Storytelling Festival continues
Introduction (cont.) | Distributed Cognition| Do Technologies Make Us Smarter?
-
- Classroom Observation — Teaching with Technology : Grade 4, Mathematics
- Distributed Cognition Exploration Details
Discussion II | Distributed Cognition, EFFECTS OF, EFFECTS WITH & Common Educational Technologies Used in Schools
Wednesday
Noteworthy | Link to Monday|Wednesday EdTech Zoom Virtual Classroom
Assignment Due: Field Observation III: Classroom Technologies
Readings:
-
- Salomon, G. & Perkins, D. (2005) Do Technologies Make Us Smarter? Intellectual Amplification With, Of and Through Technology.” In: Robert Sternberg and David Preiss (Eds.).Intelligence and Technology: The Impact of Tools on the Nature and Development of Human Abilities. Mahwah, NJ : Lawrence Erlbaum and Associates, Publishers. pp. 71-86.
- Martin, L. (2012). Connection, Translation, Off-Loading, and Monitoring: A Framework for Characterizing the Pedagogical Functions of Educational Technologies. Technology, Knowledge & Learning, 17(3), 87-107.
Viewing |
-
- Digital Storytelling Festival continues
- Videos Technology Integration
Discussion I | More Thinking With Tools
-
- Affordances (or, What is your favorite App)?
- Thinking with Tools (Teachers and their students)
- video games
- multimodal communications/digital storytelling
- Offloading
- Manipulation of external vehicles or, The Gear Problem
Out in the Field | Technology Integration Observation Instrument
Discussion: The Pedagogical Functions of Educational Technologies
Week Fourteen 20 April & 22 April | Agenda
Monday
Noteworthy | Link to Monday|Wednesday EdTech Zoom Virtual Classroom
-
- Update Distributed Cognition Exploration
- Assignment Due Friday 24 April: Distributed Cognition
Reading:
-
- Martin, L. (2012). Connection, Translation, Off-Loading, and Monitoring: A Framework for Characterizing the Pedagogical Functions of Educational Technologies. Technology, Knowledge & Learning, 17(3), 87-107.
- Morgan, M., Brickell, G., Harper, B. (2008). Applying distributed cognition theory to the redesign of the ‘Copy and Paste’ function in order to promote appropriate learning outcomes. Computers & Education, 50(1), 125-147. [Focus on pages 125-132]
Resources |Technology Integration Observation Instrument
Viewing |
-
- Exploring Emigration: Maps & Migration : Using maps and technology to explore geography /Grades 6-8, Social Studies
- The Learning Landscape: Kids Monitor Terrain with Technology : Grades 3-7 / Environmental Science
Discussions | The Pedagogical Functions of Educational Technologies
-
- Functions –> Martin, L. (2012).| The Pedagogical Functions of Educational Technologies
- Strategies –> Morgan, M., Brickell, G., Harper, B. (2008). | Distributed Cognition & Interaction strategies | Reading Morgan, et al.
- Effects –> Salomon, G. & Perkins, D. (2005) | Distributed Cognition, EFFECTS OF, EFFECTS WITH & Common Educational Technologies Used in Schools
Wednesday
Noteworthy | Link to Monday|Wednesday EdTech Zoom Virtual Classroom
Reading | Harris, J., Hofer, M. Schmidt, D., Blanchard, M, Young, C., Grandgenett, N. and Van Olphen, M. (2010) “Grounded” Technology Integration: Instructional Planning Using Curriculum-Based Activity Type Taxonomies. Journal of Technology and Teacher Education. 18(4), 573-605.
Viewing | The Learning Landscape: Kids Monitor Terrain with Technology : Grades 3-7 / Environmental Science
Discussion I | Breakout rooms
Discussion II | Distributed Cognition & The Learning Landscape
-
- Functions –> Martin, L. (2012).| The Pedagogical Functions of Educational Technologies
- Strategies –> Morgan, M., Brickell, G., Harper, B. (2008). | Distributed Cognition & Interaction strategies | Reading Morgan, et al.
- Effects –> Salomon, G. & Perkins, D. (2005) | Distributed Cognition, EFFECTS OF, EFFECTS WITH & Common Educational Technologies Used in Schools
Discussion III | From Interaction Strategies to Learning Activity Types
Interaction Strategies (How relate to Instructional Activities and Pedagogic Strategies)? Curriculum-Based Activity Types
- Specific interaction strategies: (Because my students are using a specific technology in this specific way, I expect cognitive amplification in these areas: consider, for example, Bloom’s Taxonomy).
- Resource | From Interaction Strategies to TPACK Activity Types
- TPACK & Learning Activity Types
- The Learning Activity Types Website
- Interactive [K-6 Literacy] Activity Types taxonomy
- What are Activity Types?
Friday
Assignment Due: Distributed Cognition
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Week Fifteen 27 April & 29 April | Agenda
Monday
Noteworthy | Link to Monday|Wednesday EdTech Zoom Virtual Classroom
-
- Spring 2020 Final Exam Schedule | ED386/ED586 | Monday 4 May 6:00 – 7:50 pm
- Assignment Due Monday 4 May 6:00: TPACK Design
- ALL TPACK DESIGN PROJECTS ARE TO BE TURNED IN THROUGH EMAIL AS A SHARED GOOGLE DOC. DO NOT POST YOUR TPACK PROJECT TO YOUR WebLog!
Readings:
-
- Harris, J., Hofer, M. Schmidt, D., Blanchard, M, Young, C., Grandgenett, N. and Van Olphen, M. (2010) “Grounded” Technology Integration: Instructional Planning Using Curriculum-Based Activity Type Taxonomies. Journal of Technology and Teacher Education. 18(4), 573-605.
- Mishra, P. & Koehler, J. (2006). Technological Pedagogical Content Knowledge: A Framework for Teacher Knowledge. Teachers College Record, 108(6), 1017-1054. (Please prepare pp. 1017-1031).
Discussion I | The TPACK Exploration
Viewing: Brief video |TPACK in Two Minutes
Discussion II
Discussion III | Pedagogical Content Knowledge & Technological Pedagogical Content Knowledge
-
- C –> What is Curriculum?
- P –> What is Pedagogy? Pedagogical Knowledge (1026-27)
- PCK –> What is Pedagogical Content Knowledge (1027)
- TPACK –> What is Technological, Pedagogical Content Knowledge?(1029)
Discussion IV | Learning Activity Types (The Sweet Spot)
-
- From Interaction Strategies to Learning Activity Types
- Interaction Strategies (How relate to Instructional Activities and Pedagogic Strategies)? Curriculum-Based Activity Types
- Specific interaction strategies: (Because my students are using a specific technology in this specific way, I expect cognitive amplification in these areas: consider, for example, Bloom’s Taxonomy).
- Resource | From Interaction Strategies to TPACK Activity Types
- TPACK & Learning Activity Types
- The Learning Activity Types Website
- Interactive [K-6 Literacy] Activity Types taxonomy
- Mathematics Learning Activity Types
- What are Activity Types?
- From Interaction Strategies to Learning Activity Types
-
- Instruction 3.a
- The Learning Activity Types Website | Helpful for choosing the right technology to help represent content. (Resources about PCK for the Design of technologically enhanced learning experiences (TELEs))
- LATs | Designing with Learning Activity Types
- Instruction 3.a
Discussion V | TPACK Context
Discussion VI | TPACK — Misconceptions & Difficulties
-
- Pedagogical Content Knowledge (including knowledge of misconceptions and difficulties)
Discussion VII | TPACK Digital Resources
Discussion VIII | TPACK Instruction
Wednesday
Noteworthy | Link to Monday|Wednesday EdTech Zoom Virtual Classroom
-
- Spring 2020 Final Exam Schedule | ED386/ED586 | Monday 4 May 6:00 – 7:50 pm
- Assignment Due Monday 4 May 6:00: TPACK Design
- ALL TPACK DESIGN PROJECTS ARE TO BE TURNED IN THROUGH EMAIL AS A SHARED GOOGLE DOC. DO NOT POST YOUR TPACK PROJECT TO YOUR WebLog!
Reading: Mishra, P. & Koehler, J. (2006). Technological Pedagogical Content Knowledge: A Framework for Teacher Knowledge. Teachers College Record, 108(6), 1017-1054. (Please prepare pp. 1017-1031).
Viewing: Brief video |TPACK in Two Minutes
Discussion II
Discussion III | Pedagogical Content Knowledge & Technological Pedagogical Content Knowledge
-
- C –> What is Curriculum?
- P –> What is Pedagogy? Pedagogical Knowledge (1026-27)
- PCK –> What is Pedagogical Content Knowledge (1027)
- TPACK –> What is Technological, Pedagogical Content Knowledge?(1029)
Discussion IV | Learning Activity Types (The Sweet Spot)
-
- From Interaction Strategies to Learning Activity Types
- Interaction Strategies (How relate to Instructional Activities and Pedagogic Strategies)? Curriculum-Based Activity Types
- Specific interaction strategies: (Because my students are using a specific technology in this specific way, I expect cognitive amplification in these areas: consider, for example, Bloom’s Taxonomy).
- Resource | From Interaction Strategies to TPACK Activity Types
- From Interaction Strategies to Learning Activity Types
Discussion V | TPACK Context
Discussion VI | TPACK — Misconceptions & Difficulties
-
-
- Pedagogical Content Knowledge (including knowledge of misconceptions and difficulties, slides 8 and 9)
-
Discussion VII | TPACK Digital Resources
Discussion VIII | TPACK & Learning Activity Types (Review)
-
-
- The Learning Activity Types Website
- Interactive [K-6 Literacy] Activity Types taxonomy
- Mathematics Learning Activity Types
- What are Activity Types?
-
- Discussion IX | TPACK Instruction
-
- Backwards Design in a Nutshell
- Instruction 3.a
- The Learning Activity Types Website | Helpful for choosing the right technology to help represent content. (Resources about PCK for the Design of technologically enhanced learning experiences (TELEs))
- LATs | Designing with Learning Activity Types
Final Exam
Noteworthy
- Spring 2020 Final Exam Schedule | ED386/ED586 | Monday 4 May 6:00 – 7:50 pm
- Assignment Due in class: TPACK Design
- ALL TPACK DESIGN PROJECTS ARE TO BE TURNED IN THROUGH EMAIL AS A SHARED GOOGLE DOC. DO NOT POST YOUR TPACK PROJECT TO YOUR WebLog!
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