ICT Planning. Writing Objectives. The Best Choice .... according to the experts Jones, 1997 – "Clear objectives can help the instructor design lessons that will be easier for the student tocomprehend and the teacher to evaluate".Lohr, no date – "A properly written objective tells you what specific knowledge, skill, or attitude is desired and what method of instruction and criteria for learner achievement are required. " Rationale Writing clear course objectives is important because: Objectives define what you will have the students do.Objectives provide a link between expectations, teaching and grading.
Basic Information Questions you need to think about Who are your students? The A.B.C.D. method The ABCD method of writing objectives is an excellent starting point for writing objectives (Heinich, et al., 1996). Audience (A) – Who? Examples of Well-Written Objectives Below are some example objectives which include Audience (A), Behavior (B), Condition (C), and Degree of Mastery (D). Notes on Objective Writing References Dwyer, F.
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 TPACK framework “attempts to capture some of the essential qualities of teacher knowledge required for technology integration in teaching, while addressing the complex, multifaceted, and situated nature of this knowledge” (p.1). Specifically it: highlights the nuanced and complex relationships between three forms of knowledge: Pedagogical knowledge (PK), content knowledge (TK); and technological knowledge (TK).
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. The digitally literate learner: 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. Digital Learning Futures | For all your digital learning needs... Writing/Prensky-Intro_to_From_DN_to_DW.pdf. Pedagogy and Practice. TPACK in 3 Minutes. Digital Citizen Analysis Tool.