Week Thirteen Agenda

Part I

Noteworthy: 

  • Reading for Thursday: 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:  8 May (2pm section) | 10 May (12pm section) | 9 May (Wednesday section) 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.

Discussion: TPACK Design

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Discussion:   

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.

Part II

Noteworthy: 

  • Reading for Tuesday 24 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:  8 May (2pm section) | 10 May (12pm section) 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: Mishra, P. & Koehler, J. (2006). Technological Pedagogical Content 3103592_origKnowledge: A Framework for Teacher Knowledge. Teachers College Record, 108(6), 1017-1054. (Please prepare pp. 1017-1031).

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. The Learning Activity Types (Cont.)

2. Pedagogical Content Knowledge & Technological Pedagogical Content Knowledge

3. Tele Design: (Parts 1-3)

  1. Introduction
  2. Misconceptions & Difficulties
  3. Digital Resources

4. TPACK in the Context of Your Tele Design 3103592_orig

Sometimes the use of technology can be a flashy distraction rather than a vital aid that ‘fits’ well with one’s learning strategies and effectively helps achieve the targeted curricular objectives. Discuss your specific use of technology and its role in fulfilling the learning objectives of your lesson.

  • To guide your discussion 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. Informed by the ideas of Mishra and Koehler (2006), I invite you to demonstrate your understanding of the following attributes of TPACK, as they apply to your specific TELE:

  1. Technological knowledge;
  2. Pedagogical techniques that use technologies in constructive ways to teach content (TPACK learning activity types);
  3. Understanding of the representation of concepts using technologies:
  4. 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.