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TPACK.ORG

http://www.tpack.org/

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The Best Web 2.0 Applications For Education In 2015 As regular readers know, I’ve begun posting my mid-year “The Best….” lists. There are nearly 1,500 regularly updated lists now. You can see them all here. New report shows digital skills are required in all types of jobs The European Commission has just published the final report of the study "ICT for Work: Digital Skills in the Workplace" on the impact of information and communication technologies (ICT) on the transformation of jobs and skills. The evidence shows that digital technologies are used in all types of jobs, also in economic sectors not traditionally related to digitisation e.g. farming, health care, vocational training and construction. The digital economy is transforming the way people work and the skills they need at work. This represents a major challenge for employers, workers and public authorities.

Is Google Making Us Stupid? - Nicholas Carr Illustration by Guy Billout "Dave, stop. Stop, will you? The International Journal of Technology, Knowledge and Society » Is Mobile Technology in the Classroom a Helpful Tool or a Distraction? A Report of University Students’ Attitudes, Usage Practices, and Suggestions for Policies By Lorraine D. Jackson. Published by The Technology Collection A New Great SAMR Visual for Teachers I just come across this wonderful SAMR model visual in a tweet by Lisa from TechChef4u and thought you might be interested to have a look as well. This graphic is created and hosted in Cvkerr platform. Upon checking it I decided to add it to the SAMR section here in Educational Technology and Mobile Learning. As is shown in the graphic below, each stage in the SAMR model is accompanied by an example of activity you could do with you students in class together with the digital tool to do it. In a nutshell, SAMR model stands for :

The Teacher’s Guide To Open Educational Resources You’ve probably heard about Open Educational Resources and maybe even used some in your classroom. But the world of OERs is growing constantly, with more quality resources available every day. If you aren’t taking advantage of them yet, now is a great time to take a closer look. What’s so great about OERs? Open Educational Resources are learning tools like textbooks, lesson plans, and other media that are in the public domain or openly licensed, meaning that use you can freely use and adapt them. The Google-phish-that-was-also-a-worm – what happened and what to do – Naked Security Yesterday we wrote about a “Google Docs” phishing campaign that aimed to trick you into authorising a malicious third-party Gmail app so that it could take over your email account and your contact list for its own ends. One of those ends seems to have been to spam out another wave of those same fraudulent emails to your friends and colleagues, in the hope of getting them to authorise the imposter app, and thus to send out another wave of emails, and another, and so on. Technically, that made it more than just a “phish”, which we’ll define very loosely here as an email that aims to trick, coerce or cajole you into performing an authentication task, or giving away personal data, that you later wish you hadn’t. The classic old-school example of a phish is an email that tells you that you have lost money to fraud, or gained money from a tax refund, so please use this web link to login to your bank account to sort this out. A virus, an actual virus!

What is UBD (Understanding By Design)? Understanding By Design is a framework and accompanying design process for thinking decisively about unit lesson planning. 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.

Using Technology Vs Technology Integration- An Excellent Chart for Teachers Are you using or integrating technology in your teaching ? At the face of it, it seems like a game of semantics but in fact it is more than that. When we talk about technology integration in the classroom we are talking about a planned and highly structured and purposeful use of technology with students whose ultimate goal is to engage students and help them develop new thinking skills. Using technology, on the other hand, is a random and sporadic process whose main goal is to instruct students on content not to engage them with content.

SAMR Model Explained Through Examples SAMR is one of the relevant learning models teachers can use to effectively integrate technology in education. I have been doing some readings into it and have also posted a wide variety of articles and graphics on what teachers need to know to apply this model in their technology practices in the classroom. I invite you to check this section to access the resources I have compiled over the last couple of months. Today I am sharing with you a great Prezi presentation created by Jim Cash and entitled " SAMR Examples ". In this presentation, you will get to learn about some of the ways you can use SMAR model in each of its stages.

7 Tools for Adding Questions and Notes to Videos Short videos from YouTube and other sources can be quite helpful in introducing topics to students and or reinforcing concepts that you have taught. Watching the video can be enough for some students, it's better if we can call students' attention to specific sections of videos while they are watching them. The following tools allow you to add comments and questions to videos that you share with your students. Vibby is a service for breaking YouTube videos into segments and inserting comments into those segments. To segment a YouTube video on Vibby simply grab the URL for the video and paste into the Vibby editor. Once inserted into Vibby you can highlight a segment on the video timeline.

Exploring Digital Literacies Professor Mark Brown National Institute for Digital Learning Dublin City University 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. 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…

How Teachers Are Feeling About Education Technology There’s still somewhat of a debate going on out there about using education technology: How much? What kind? When to use it? When NOT to use it?

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