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Technological, Pedagogical and Content Knowledge

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 Related:  SAMRCollaborative online learningInstructional Design

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.

Central Queensland University Papers/firstprinciplesbymerrill.pdf Syracuse U. Shifts Online MBA to New Learning Platform EdTech Times Syracuse University is leaving its current learning management system, Blackboard, and switching to 2U’s learning platform to deliver their online MBA. The New York institution’s Whitman School of Management will rename its program to MBA@Syracuse. With the new 2U platform, the business school will also offer weekly, face-to-face sessions taught by Whitman professors in “small seminar-style classes.” For full story, see Campus Technology. Yvonne Chan Yvonne is a writer for Edtech Times who is most interested in technology's role in culture.

4 Big Things Transformational Teachers Do The key to transformational teaching is not reacting, but rather a grinding obsession with analysis and preparation. Lee Shulman, as reported by Marge Scherer, suggests that expert teachers -- despite enormous challenges --demonstrate: Cognitive understanding of how students learn; emotional preparation to relate to many students whose varied needs are not always evident; content knowledge from which to draw different ways to present a concept; and, finally, the ability to make teaching decisions quickly and act on them. So how do they do that? 1. Instructors tend to use one of two instructional orientations: Transmission: Where "the teacher's role is to prepare and transmit information to learners" and "the learners' role is to receive, store, and act upon this information." It is difficult to accomplish transformational teaching without understanding and implementing constructivist pedagogy -- facilitating hands-on experiences --where students construct meaning through active learning.

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.

ICWG 2015 | ISSOTL 2015 | Melbourne, Australia International Collaborative Writing Groups As part of the ISSOTL 2015 Conference hosted in Melbourne Australia, colleagues are invited to apply to participate in a year long international collaborative writing group. What are international collaborative writing groups and how do they work? There will be eight groups, each of which will prepare and write an article during 2015-16 on a pre-selected topic about SOTL (the Scholarship of Teaching and Learning) for submission for publication. The groups will work at a distance to prepare a 2000 word outline for online discussion running up to an ISSoTL pre-Conference workshop. There will also be some social activities as part of the workshop. Why participate in an international collaborative writing group? An important aim of the initiative is to build the capacity of participants to work and write in international collaborative groups. What are the topics of the 2015 international collaborative writing groups? 1. What about students? 1.

9.5 Essential eLearning Development Tips In this blog post, I mention nine and half eLearning development tips that could save you time, money, and help your eLearning to be more awesome than it already is. So if you are an eLearning developer or instructional designer, these tips are going to be awesome. #1. Identify Common Activities and Visuals When I am handed a storyboard to develop, I first look it over and identify common activities and visuals. These could be eLearning interactions, graphics, quizzes, design elements, etc. #2. Even the most creative people need to seek inspiration. #3. Be consistent with the use of colors, fonts, text size, borders, logo placement, image treatments, buttons, and everything. #4. Especially if you work on projects with a team, being organized with your files can save a lot of time and headache. #5. Sometimes with just a little extra effort, you can build in a few features that may save you a lot of time later. #6. #7. #8. Okay, this is one of my pet peeves. #9. #9.5 Anticipate The Future

Using Video to connect globally - Collaboration gold! Skype in the Classroom and Google Hangouts are amazing tools to support the Collaboration process in the 21st Century Classroom. Learning as a 'digital native' needs to be fast moving, digitally driven, active and most importantly student driven. The idea of connecting with an 'expert' anywhere, anytime is a foreign concept to most parents and even teachers nowadays but it is the reality for our students. We need to provide opportunities for the students to own their learning and connect with people globally. We are teaching the digital natives for jobs that don't exist yet and need to support their learning in connected ways. I am a huge believer in Skype and Google Hangouts for connecting classrooms globally. The perfect example of this occurred last week. Every class at my school has been set up with a Skype account to encourage collaboration and every classroom has a webcam capable device, a mic, speakers and a projector to connect, making the process much simpler. So ….

14 Bloom's Taxonomy Posters For Teachers 14 Brilliant Bloom’s Taxonomy Posters For Teachers by TeachThought Staff Bloom’s Taxonomy is a useful tool for assessment design, but using it only for that function is like using a race car to go to the grocery–a huge waste of potential. In an upcoming post we’re going to look at better use of Bloom’s taxonomy in the classroom, but during research for that post it became interesting how many variations there are of the original work. While a handful of the charts below only show aesthetic changes compared to others, most are concept maps of sorts–with graphic design that signifies extended function (power verbs), detail (clear explanations), or features of some sort (Bloom’s Taxonomy tasks by level). The follow simple, student-centered Bloom’s graphics were created by helloliteracy! The following “Bloom’s pinwheel” comes from Kelly Tenkley and ilearntechnology.com:

TPACK Explained Technological Pedagogical Content Knowledge (TPACK) attempts to identify the nature of knowledge required by teachers for technology integration in their teaching, while addressing the complex, multifaceted and situated nature of teacher knowledge. The TPACK framework extends Shulman’s idea of Pedagogical Content Knowledge. The Seven Components of TPACK TPACK Image (rights free). At the heart of the TPACK framework, is the complex interplay of three primary forms of knowledge: Content (CK), Pedagogy (PK), and Technology (TK). Effective technology integration for pedagogy around specific subject matter requires developing sensitivity to the dynamic, transactional relationship between these components of knowledge situated in unique contexts. Content Knowledge (CK) – “Teachers’ knowledge about the subject matter to be learned or taught. History and Ownership TPACK TPACK is not a brand new idea, nor is it owned by anyone. Learning More about TPACK References Koehler, M. Shulman, L.S. (1986).

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