TPACK design |1. Introduction | 2. Misconceptions & Difficulties | 3. Digital Resources |4. Instruction | 5. TPACK Context | Assessment Rubric
In this assignment, as in all assignments, I expect evidence of your thoughtful reflection on and engagement with course readings, workshops, discussions and lectures.
Specifically, this is an applied assignment. For example, I expect you to demonstrate your understanding of concepts, such as technological affordances, not merely by defining it broadly and abstractly as it is introduced in Martin (2012). Rather, thoroughly develop Martin’s (2012) definition in your own words with specific technologies integrated into your TELE.
The assessment is based on the details described throughout the assignment descriptions. From the course assessment rubric, the assessment for the TPACK design emphasizes Presence (attention to the particulars of the assignment) and Appreciation (attention to the uses of course readings and other source materials).
____ Total = 11
1. Introduction (1x)
2. Student Misconceptions & Concept Difficulty (1x)
3. TPACK Digital Resources & other Technologies (1x)
4. INSTRUCTION (3x)
- Preparation 1x
- Introduction to the lesson 1x :
- Body of the lesson 4x
- Feedback – formative assessment with technology: (See: Monitoring)
- Closure 1x
5. TPACK in the Context of Your Tele Design (5x)
(Including Distributed Cognition or the effects of classroom technologies on the learning experiences of students).
- Technological knowledge to include a discussion of the relational nature of affordances; (2x)
- Pedagogical techniques that use technologies in appropriate ways to teach content and advance learning (TPACK learning activity types); (2x)
- Translation (3x)
- As a Technological pedagogical function for the representation of concepts using technologies; (teacher’s role)
- Hands-on learning by students, to represent what they know through processes of designing and building with digital tools. ( An instance of the effects with technology)
- Cognitive amplification (effects with, of, and through) (4x)
- Connection as a Technological pedagogical function (1x)
- Off-loading as a Technological pedagogical function (2x)
- Monitoring as formative assessment with technology as a technological pedagogical function for formative assessment. (2x)