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Lesson design that includes TPACK and 21CLD

Stepping back from TPACK. This text is adapted from a longer journal article by the authors: Parr, G., Bellis, N.

Stepping back from TPACK

& Bulfin, S. (2013 in press) Teaching English teachers for the future: Speaking back to TPACK. English in Australia, 48 (1). Introduction Technological Pedagogical Content Knowledge - or ‘TPACK’ for short – has emerged over the past five years as a popular conceptual framework for understanding the role of digital technology in educational settings. Largely associated with the work of Mishra and Koehler (2006, 2008), the general principle of TPACK is simple enough – i.e. that there is a “dynamic equilibrium” between (i) subject or content knowledge (CK) (ii) pedagogical knowledge (PK) and (iii) a knowledge of technology (TK).

Yet amidst the rush to adopt this ‘new’ understanding, we argue that it is time to step back from the hype, and develop an awareness of the tensions and contradictions implicit in the TPACK model. Unpacking TPACK The value of adding T to PCK? Conclusions References. Www.sicet.org/journals/ijttl/issue1101/1_Willis.pdf. Richard Olsen's Blog › The TPACK Framework is fundamentally flawed. Note: This post is in response to three TPACK sessions I have attended during the last six months.

Richard Olsen's Blog › The TPACK Framework is fundamentally flawed

After each of the sessions I have been left with doubt about the usefulness of TPACK. I’ve searched for criticisms of TPACK and they are difficult to find. It is a shame that tpack.org does not provide links to them, hopefully this something will see in the future. TPACK’s aim is to enable teachers “to identify the nature of knowledge required by teachers for technology integration in their teaching.”

Overlooking the fact that integration is a particularly bad term for describing modern technology’s role in education, TPACK not only does not achieve its goal but it can’t help but cause further confusion about technology’s role and potential for learning and teaching. Where is the learner? A TPACK Framework critique. The basic premise of the Technological Pedagogical Content Knowledge (TPACK) framework offered by Mishra and Koehler (2006) as a way of understanding and making sense of the ways in which teachers use digital technologies is sound.

Where is the learner? A TPACK Framework critique

Mishra and Koehler argue that, in recent times, the over-emphasis on the use of technology, particularly in terms of teacher professional development, has led to an imbalance where teachers lack understanding as to how to effectively use ICT with learners. The authors suggest that teacher practice which resides at the ‘insersection’ of the three components – technological knowledge, pedagogical knowledge and content knowledge – will be effective in integrating technology.

I made a number of interesting anecdotes when reading this article, some of which I may expand upon in future blogs: The point that most stuck with me, however, was the teacher-centredness of the TPACK model. I couldn’t help but keep asking myself some of these questions… What is UBD (Understanding By Design)? Understanding By Design is a framework and accompanying design process for thinking decisively about unit lesson planning.

What is UBD (Understanding By Design)?

The concept was developed by Jay McTighe and Grant Wiggins, and as part of their principles they state that UBD “…is not a philosophy of education”. It is not designed to tell teachers what or how to teach; it is a system to help them teach more effectively. In fact, its flexibility is one reason it has gained so much acclaim. With UBD, the ultimate goal is to think backward, focusing on the big picture: at the end of a unit what is the essential question your students should be able to answer? What are the Stages of UBD? TPACK.ORG. Punya.educ.msu.edu/publications/mishra-koehler-l&l-2009.pdf.

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The Ecology of Resources (EoR) Design Framework. Eorframework / 00 List EoR Empirical. 21st Century Learning Design (21CLD) Technology Resources. TEI-Intro-to-TPACK. Challenge Based Learning - Welcome to Challenge Based Learning! Is Google Making Us Stupid? - Nicholas Carr. Illustration by Guy Billout "Dave, stop.

Is Google Making Us Stupid? - Nicholas Carr

Stop, will you? Stop, Dave. Will you stop, Dave?” So the supercomputer HAL pleads with the implacable astronaut Dave Bowman in a famous and weirdly poignant scene toward the end of Stanley Kubrick’s 2001: A Space Odyssey. I can feel it, too. I think I know what’s going on. For me, as for others, the Net is becoming a universal medium, the conduit for most of the information that flows through my eyes and ears and into my mind. I’m not the only one. Bruce Friedman, who blogs regularly about the use of computers in medicine, also has described how the Internet has altered his mental habits.

Anecdotes alone don’t prove much. It is clear that users are not reading online in the traditional sense; indeed there are signs that new forms of “reading” are emerging as users “power browse” horizontally through titles, contents pages and abstracts going for quick wins. Reading, explains Wolf, is not an instinctive skill for human beings. Also see: Word - 3 Cs of teamwork.pdf. ITL Research. Microsoft TEI - TEI Home Page. TEI Workshop Resources. TEI UAE 2. Www.educ.ualberta.ca/staff/olenka.bilash/best of bilash/task-based language teaching.pdf.