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TPACK in 3 Minutes

TPACK in 3 Minutes
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Technological, Pedagogical and Content Knowledge Published on May 28th, 2013 | by Mark Anderson Technology, Pedagogy, & Content Knowledge model Technological, Pedagogical and Content Knowledge The Technology, Pedagogy and Content Knowledge model or TPACK for short has been around for some time. It builds upon the work of Lee Shulman and extends his idea of Pedagogical Content Knowledge. Matthew Koehler and Punya Mishra expand upon this in much more detail on their site and on the site there are lot of links to other scholarly articles related to this topic. In my work, I’ve been trying to apply these three things in order to bring about use of technology in lessons that doesn’t dictate that technology is at the heart of everything we do but there as something which will enhance the PCK (Pedagogical Content Knowledge) based learning that is happening. TPACK with definitions. Within the TPACK model there are 7 different sections, each of which are represented in this diagram. Technology Knowledge Pedagogical Knowledge

Intégrer le jeu en classe Dans un article sur la ludification à l’école, l’inspection académique de la circonscription de Castelnau-le-Lez explique en quoi l’intégration du jeu en classe est pédagogiquement intéressante et pourquoi il ne suffit pas de jouer pour parler de « gamification ». Dans ce même article, l’équipe de l’académie présente un ensemble d’outils et d’applications permettant d’intégrer la ludification au sein de l’école, que ce soit pour gérer les comportements ou les apprentissages, travailler l’histoire et la géographie, améliorer des compétences en mathématiques et sciences, ou progresser en français et en arts. La «gamification », ou ludification en français, consiste à transférer des mécanismes du jeu dans un autre domaine, particulièrement dans les situations d’apprentissage. Pourquoi intégrer le jeu dans l’apprentissage ? Tout simplement pour augmenter la motivation et l’engagement dans la tâche des élèves. Il ne suffit pas de jouer pour parler de ludification Pour aller plus loin

Measuring ICTE competence | Digital Learning Futures Measuring teacher ICTE competence Background for a graduating teacher In Australia, current policy is leading to a national registration process for teachers and so some national professional standards for beginning teachers have been developed. The Queensland College of Teachers has developed their own registration system and standards, using them since 2006. It is not clear how the two systems will align over the next year or so. There has been an expectation that teachers will use ICTs in learning or demonstrate ICT pedagogy since the 1980's when schools first began acquiring computers. In 2010-2011, some newly described ICT dimensions of the national standards have been developed and although it is not clear how they will be used, there is through the TTF project, an expectation that universities will assist students to develop knowledge of how ICT can be used in classrooms and to assist preservice teachers to demonstrate the intent of these national dimensions. TPACK and standards

Technological Pedagogical Content Knowledge Introduction[edit] Technological Pedagogical Content Knowledge (TPACK) is a framework to understand and describe the kinds of knowledge needed by a teacher for effective pedagogical practice in a technology enhanced learning environment. The idea of pedagogical content knowledge (PCK) was first described by Lee Shulman (Shulman 1986) and TPACK builds on those core ideas through the inclusion of technology. Punya Mishra, professor, and Matthew J. The TPACK Framework[edit] The TPACK framework argues that effective technology integration for teaching specific content or subject matter requires understanding and negotiating the relationships between these three components: Technology, Pedagogy, and Content. The TPACK framework highlights complex relationships that exist between content, pedagogy and technology knowledge areas and may be a useful organizational structure for defining what it is that teachers need to know to integrate technology effectively (Archambault & Crippen, 2009).

TPaCK, un modèle pour mieux cerner les leviers de l’intégration des TIC en classe par les enseignants Au moment ou il est question de l’introduction des TICE dans le système éducatif Ivoirien, il nous semble indiqué de bien comprendre certains leviers de l’intégration de ces outils numériques par les enseignants dans la classe. En effet, selon la littérature scientifique, pour qu’un enseignant intègre les outils numériques dans sa pratique pédagogique, la simple maîtrise de ces outils est insuffisante. Il devient alors important d’identifier des dimensions à prendre en compte dans le cadre d’une formation initiale et/ou continue des enseignants pour l’usage des TIC dans la classe. C’est dans ce sens que le modèle TPaCK devient pertinent à notre sens. En effet, il a l’avantage de présenter une structure intéressante pour appréhender les nouvelles dynamiques crées par le processus d’intégration des TIC dans l’enseignement et de l’apprentissage. Une lecture pour en savoir plus sur le modèle. Commentaire commentaire

The Big Tech Coach Blog: The importance of TPACK, SAMR and the Four Cs As Instructional Technology Coaches, we must always be working with our teachers to ensure that they are effectively integrating technology with their pedagogy and content. We know that effective integration can have positive results but even experienced teachers often struggle with how to do this. It should start in their preservice program, but many great teachers make it into the classroom with little background in integrating technology. The framework that provides the basis for effective integration is TPACK. As you can see, the TPACK framework acknowledges the equal importance of content, pedagogy and technology. But even when the sweet spot is hit, there are still levels of effectiveness. One commonly referred to framework that can be used to promote effective integration is the SAMR Model developed by Dr. It is important to note that Dr. This is especially true when you consider how effective technologists have adapted these frameworks for practical application.

Veille et Analyse TICE – Partager, débattre et apprendre L’année 2018 a vu venir au grand jour une question trop souvent négligée par le passé, celle des données, en particulier personnelles. C’est la mise en place du RGPD (Règlement général pour la protection des données) qui a donné l’alerte. En éducation comme en général dans la société, la place prise par le numérique est telle que l’on est en droit de s’interroger sur ce qui se passe derrière nos claviers, nos souris et nos écrans (devenus tactiles). Or c’est bien autour des données que se situe l’ensemble des questions essentielles : dans un programme informatique on apprend à séparer le code des données. Quand, au début des années 1980, nous bricolions en langage Basic, nous avions souvent les données en grande partie mélangées au code, c’est à dire aux procédures de traitement de ces données. Reste un espace d’incertitude à propos des données en contexte scolaire : que collecte-t-on et comment ? La déshumanisation n’est pas forcément celle que l’on croit. A suivre et à débattre BD

TPACK Model | Digital Learning Futures 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. The model in a nutshell The Technological Pedagogical Content Knowledge (TPACK) conceptual framework was described originally by Mishra and Koehler (2006). This framework is represented in the diagram. Content Knowledge (CK) is about the subject matter from curriculum documents and the deep learning of concepts, as well as the higher order thinking and high level communication and other processes in the curriculum. Pedagogical knowledge (PK) is about the strategies, and techniques used in classrooms and other earning situations and environments) to ensure curriculum goals are met. Background information for deeper understanding Return to Tutorial

Hide and seek How is Technology Transforming Education? | Creativity in Education Share this Episode Please select a language: Autoplay End of Video Show End Screen Default Quality Adjust your embed size below, then copy and paste the embed code above. Community Translation Episode available in 4 languages Available Translations: Join the Community Translation Project Thanks for your interest in translating this episode! Please Confirm Your Interest Thanks for your interest in adding translations to this episode! An error occurred while processing your request. Another translator has already started to translate this episode. Thanks for Participating! This episode has been assigned to you and you can expect an e-mail shortly containing all the information you need to get started. About This Episode A conversation with Sir Ken Robinson, Author and Creativity Expert.

SAMR and Bloom's Taxonomy — Ed Tech Today Substitution activities are those where a digital resource or object replaces an analogue on. A commonly cited example is the use of a word processor to type a story instead of writing it or using flash cards on screen instead of their physical equivalent. Augmented activities use features of technology to improve a task, but are still fundamentally unaltered from their analogue equivalents. Above the dotted line in the diagram tasks take on a complexity not otherwise achievable. Tasks which fall into the category of Redefinition are those that were not previously possible without technology such as taking photographs of native wildlife on a science excursion and publishing these to Google maps as part of a citizen science project in collaboration with other schools. While each task is valid Modification and Redefinition task allow for critical thinking and it is this that forges a connection between the SAMR Model and Bloom's Taxonomy.

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