Week 12w Agenda

Part I

Noteworthy: 

• Reading for 25 April: 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).
• Monday 23 April: Assignment Due: Distributed Cognition Exploration
• Final Exam:  9 May  6:00-7:50 Assignment Due in class:  TPACK Design 
• Verification of Field Experiences– (Blue Sheets) Candidates fill in this form at the conclusion of each school visit indicating the time spent at the school.
• iOS: Understanding ‘Erase All Content and Settings’ (Instructions for erasing all content and settings for your iPad are available from the above link. If you want access to any of the information in the future, make sure you have an iCloud or iTunes backup and that it is up to date before erasing.  The erase process should take just a few minutes. iPads are to be turned in prior to Friday 27 April AFTER you have successfully erased all content and settings).

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.

Review Discussion: Distributed Cognition | Analyzing Cases

• Cognitive amplification (effects with, of, and through);
• Technological pedagogical functions; (connection, translation, off-loading, and monitoring), consider how translation relates to pedagogical content knowledge.

Discussion: TPACK Design

• Brief TPACK video
• The TPACK Exploration

Discussion:   

• 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 | Analyzing Cases
  • A.  Blended Learning Energizes High School Math Students:  Educator Peter McIntosh helps his students to take ownership of their learning by using interactive subject-mastery tools like Khan Academy. High (9-12)
  • B.  Differentiating Instruction Through Interactive Games:  Using tech tools and games acquired through grants and his own resourcefulness, second-grade teacher Robert Pronovost tailors math instruction to match students’ individual learning styles. (multi-age)
  • C.  Exploring Emigration: Maps & Migration : Using maps and technology to explore geography /Grades 6-8, Social Studies
  • D. Poetry WorkStations : Students analyze poetry with PodCasts and WebLogs / Middle School 4-8 Language Arts
  • E. Enhancing Chemistry Basics with Technology : Grades 9-12 / Science / Peer Teaching
  • F. Potential Energy: Problem Solving with Technology : Grades 9-12 / Science / Physics
  • G. Google Docs in the Classroom : Grades 9-12 / All Subjects / Collaboration
  • H. The Learning Landscape: Kids Monitor Terrain with Technology : Grades 3-7 / Environmental Science

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Part II

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).

Discussion: TPACK Design

• The TPACK Exploration

1. Introduction 2x
2. Student Misconceptions and Concept Difficulty 2x
3. Web and/or digital Resources 1x
4. Instruction 3x
5. Technological, Pedagogical, Content Knowledge (TPACK) 3x
6. References

Discussions

1. Pedagogical Content Knowledge & Technological Pedagogical Content Knowledge
2. Discuss TPACK in the Context of Your Tele Design
3. Resources about PCK for the Design of technologically enhanced learning experiences (TELEs)

1. 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?

2. Discuss TPACK in the Context of Your Tele Design

• To guide your work in this section, please refer to course readings and learning experiences related to TPACK.
• Discuss your Tele in the context of Lee Shulman’s (1986) descriptions of Pedagogical Content Knowledge (PCK).

“…the most regularly taught topics in one’s subject area, the most useful forms of representation of those ideas, the most powerful analogies, illustrations, examples, explanations, and demonstrations—in a word, the ways of representing and formulating the subject that make it comprehensible to others” (p. 9).

Additionally, reflect on how Mishra and Koehler (2006) are building on Shulman’s PCK in their explorations of  TPACK and good teaching with technology. As Mishra and Koehler (2006) develop, I invite you to place emphasis on the following attributes of TPACK as they apply to your specific TELE:

1. Technological knowledge;
2. Knowledge of what makes the concepts or ideas of your TELE difficult or easy for students to learn and how technology can help;  
3. Pedagogical techniques that use technologies in constructive ways to teach content (TPACK learning activity types);
4. Understanding of the representation of concepts using technologies: Translation (distributed cognition), also consider how TPACK learning activity types are a form of translation;
5. Distributed Cognition or the effects of classroom technologies on the learning experiences of students:
   • Cognitive amplification (effects with, of, and through);
   • Technological pedagogical functions; (connection, translation, off-loading, and monitoring), consider how translation relates to pedagogical content knowledge.

3. Resources about PCK for the Design of technologically enhanced learning experiences (TELEs) | The Learning Activity Types Website | Helpful for choosing the right technology to help represent content.

 

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