Week Fifteen Agenda | ED386 ED586

Noteworthy:  

• Final Exam: Wednesday | 10 May | 6:00-7:50 Assignment Due in class:  TPACK Design (Spring 2017: Print copy of your TELE/TPACK design required)
• 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.
• iPad Returns:  iOS: Understanding ‘Erase All Content and Settings’

Reading

• Mishra, P., &  Koehler, J. (2006). Technological Pedagogical Content Knowledge: A Framework for Teacher Knowledge. Teachers College Record, 108(6), 1017-1054.
• 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.
• The Learning Activity Types Web Site

Discussion I: The TPACK Exploration

• Web and/or Digital Resources
• Describe the organization of the TELE
• ED386 TPACK Design Assessment

Discussion II: The Learning Activity Types Website

• A.  Exploring Emigration: Maps & Migration :  Using maps and technology to explore geography (Grades 6-8, Social Studies)
• B. Poetry WorkStations : Students analyze poetry with PodCasts and WebLogs (Middle School 4-8 Language Arts)
• C. The Learning Landscape: Kids Monitor Terrain with Technology  : Grades 3-7 / Environmental Science
• D. Enhancing Chemistry Basics with Technology : Grades 9-12 / Science / Peer Teaching

Discussion III:  TPACK in the Context of a 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:
   • Technological pedagogical functions; (connection, translation, off-loading, and monitoring), consider how translation relates to pedagogical content knowledge;
   • Cognitive amplification (effects with, of, and through);
6. The twelve (12) principles of learning built into good video/computer games and (other educational technologies).

Resources:

• A.  Exploring Emigration: Maps & Migration :  Using maps and technology to explore geography (Grades 6-8, Social Studies)
• B. Poetry WorkStations : Students analyze poetry with PodCasts and WebLogs (Middle School 4-8 Language Arts)
• C. The Learning Landscape: Kids Monitor Terrain with Technology  : Grades 3-7 / Environmental Science

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Workshop & Discussion: Your TPACK Analysis: As the teacher describe your TPCK. Include the following (the more the merrier):

• Technological resources evident and the technological knowledge of teachers and students;
• The domain of knowledge and understanding of what makes the concepts or ideas difficult or easy for students to learn and how technology can help;
• Powerful analogies, illustrations, examples, explanations, and demonstrations that help make the subject comprehensible to the students;
• Knowledge and understanding of how technology can help make concepts or ideas comprehensible to students;
  • Pedagogical techniques that use technologies in constructive ways to teach content (TPACK learning activity types);
  • Evidence of Distributed Cognition including the relationships between classroom technologies and the learning experiences of students including:
    • (a). Technological pedagogical functions; (connect, translate, off-load, and monitor); and
    • (b). Cognitive amplification (effects with, of, and through)
  • The twelve (12) principles of learning built into good video/computer games & other educational technologies.