Get flash to fully experience Pearltrees
Find Similar Articles in: CEGSA , PLN , research , TPACK , TTF Last night I promised @pam_thompson that I would send her some links about TPACK. I’d just started compiling all of them into a word document when I realised I really ought to be doing that on here so everyone can benefit! Silly me! So, if you’re curious about TPACK, are looking for some resources to share with colleagues or to develop your own understanding, you’ll love the fact that Pam asked the question! When I started exploring TPACK I purchased The Handbook of Technological Content Knowledge (TPCK) for Educators .
We have understood for a long time that expert teachers are those who can bring together their deep knowledge of subject matter with profound understanding of what is good for learning. The combination has been described as Pedagogical Content Knowledge (PCK) and is more than the simple addition of two parts. The fusion is what enabled expert 20th century teachers to transform subject content and represent it in ways that made it accessible to individual learners in their specific contexts.
TPACK Model Description from the project Resources and references provided by the teaching Teachers to the Future (TTF) project. The Technological Pedagogical Content Knowledge (TPACK) conceptual framework espoused by Mishra and Koehler (2006), underpins much of the national directions for describing use of ICT in learning and for profesisonal work.
Technology Integration Matrix Grade Level Index This page provides a breakdown of videos within the Technology Integration Matrix by grade level. Although you may be primarily interested in a particular level, we encourage you to view the ways in which technology is used in other grade levels. For example, you will find videos of high school classrooms in which the technology tools could be used in the same way with middle school or elementary level students.
The Student ICT Expectations (PDF, 629k) ( http://education.qld.gov.au/smartclassrooms/documents/enabling-learners/pdf/student-ict-expectations.pdf ) can help teachers and school administrators plan meaningful and engaging learning experiences that incorporate the use of ICT. They aim to help students develop their ICT knowledge, understanding, ways of working and skills needed for learning and working in today's digital world. The Student ICT Expectations are organised as a continuum and specify the learning expected by the end of Years 2,5,7,9,10 and 12 aligning with the year level junctures and broader language of the Australian Curriculum ICT Continuum.
What is the Arizona Technology Integration Matrix? The Technology Integration Matrix (TIM) illustrates how teachers can use technology to enhance learning for K-12 students. The TIM incorporates five interdependent characteristics of meaningful learning environments: active, collaborative, constructive, authentic, and goal directed (Jonassen, Howland, Moore, & Marra, 2003). The TIM associates five levels of technology integration (i.e., entry, adoption, adaptation, infusion, and transformation) with each of the five characteristics of meaningful learning environments. Together, the five levels of technology integration and the five characteristics of meaningful learning environments create a matrix of 25 cells. What is in each cell?
Digital Storytelling Tools
Rapid technology change is here to stay. No sense in trying to change the way the world works–at least when you’re messing with the wallets of major corporations. This kind of change introduces threats to education, which we talked about in part 1. There is likely very little that can be actively done to reduce these threats, as they are first economic issues. But we can begin to understand them better. 5 Ways Rapid Technology Change Impacts Education
(Cross-posted at TechLearning ) Many years ago I helped operate a soup kitchen on San Jose’s (CA) Skid Row. We were well-meaning, but not the most responsible neighbors. On day I was sweeping around the passed-out men and women on our front porch when a police car drove-up. An officer got out and started yelling me, saying that we couldn’t control thing and they received many complaints about us.
The Technology Integration Matrix (TIM) illustrates how teachers can use technology to enhance learning for K-12 students. The TIM incorporates five interdependent characteristics of meaningful learning environments: active, constructive, goal directed (i.e., reflective), authentic, and collaborative (Jonassen, Howland, Moore, & Marra, 2003). The TIM associates five levels of technology integration (i.e., entry, adoption, adaptation, infusion, and transformation) with each of the five characteristics of meaningful learning environments. Together, the five levels of technology integration and the five characteristics of meaningful learning environments create a matrix of 25 cells as illustrated below.