TPACK: Framework for Your Project

Before we start,

1. Late Pass: I look forward to reading your blog postings due today in response to Chapter 1 – Meaningful Learning (required) and others(optional). If you have a late pass and plan on turning this on Friday, remember the readings are in this DropBox folder. description for this assignment can be found in Monday’s class blog posting.

2. Sharing Google Sites: Fill out this form so I can access your website. Was there any problem with the creation?

Today, we are going to review your readings and talk about TPACK (Technological Pedagogical Content Knowledge), which will serve as a framework for your project.

Part 1. Readings

What was the big idea or takeaway you had from the Meaningful Learning with Technology chapter? Was there anything that surprised you? Let’s talk about these three questions:

  1. From your perspective, how do people learn? What are the important processes or factors?
  2. Which of the skills described in this chapter are most important to you as an educator?
  3. What is the role of technology in learning? How does technology support learning in classrooms?

Part 2. TPACK (Technological Pedagogical Content Knowledge)

Your readings emphasizes the importance of understanding how people learn (or how we engage people in learning), what you teach (knowledge and skills), and how you integrate technology all together. This balance requires something called TPACK: Technological Pedagogical Content Knowledge. You may want to read this PowerPoint or want to read more about it in this article: What is Technological Pedagogical Content Knowledge (TPACK)?

The TPACK framework and its knowledgecomponents (Koehler & Mishra, 2009)


Figure. The TPACK framework and its knowledge
components (Koehler & Mishra, 2009)

For many of you, your context in EDIT 2000 is that of a new teacher working to balance administrative constraints with your desire to create an innovative, interesting classroom. For the rest of you, using technological tools in the workplace to improve communication both within the organization and with external customers will be important. Whatever the context is, you don’t want to just use technology, but you want to use technology to engage your audience while meeting their needs.

See how one school in South Carolina has used technology to really engage their students.

Let’s watch one more short video about TPACK

Until next Wednesday, we will talk more about who, what, where you are teaching and how you are going to integrate technology, and we will work on creating your future class floor plan.

Part 3. Who are you teaching?

One of the most exciting parts of teaching is meeting your students. There aren’t many careers where every year (or every semester) you get the pleasure of meeting anywhere from 20-100 new people. It’s really one of the gifts of the job. Good teachers know their students. Better teachers understand their students. One path to knowing your students is to understand their generation.

Students you will teach (and any of you born after 1982) are sometimes called “digital natives” a phrase coined by Marc Prensky. Most of the teachers you’ve had are considered“digital immigrants”. Here’s a video of some “digital natives” talking about their lives.

Let’s what one more video of 21st century learners.

FOR FRIDAY’S CLASS:

1. Watch the TPACK Radio/Video Show created by the primary researchers behind TPACK. (also review the resources from class)

2. Based on the presentation, class discussion, readings, videos, and your personal opinion, respond to the following questions in a new Blog Postings Page. Be prepared to discuss them in class on Friday.

  • Do you see yourself as a digital native or a digital immigrant? Why?
  • How does the idea of a digital generation impact your potential to meet the needs of your future students? Use data from Kaiser Family Foundation report on media use by children to explain your answer.
  • Read “Digital Nativism” by Jamie McKenzie. Revisit what we talked about in class. Who is right? Who is wrong? What does this mean for teaching and learning in your classroom?
  • Read about the Class of 2015, and Write a summary for the Class of 2025 (current fourth graders). What would their Mindset list look like? What historical events happened before 2004 (the year they were born) that will have a different meaning for you than it will for them? Just include 5 or 6 items.
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