21st Century Skills & TPACK (Workshop)
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- 1. Workshop: TPACK-related competences of teachers in the 21st century, a challenging development! Petra Fisser University of Twente Curriculum Design & Educational Innovation 13 December 2010
2. 21st century skills for students/children
- ICT literacy
- Social and/or cultural skills
- Critical thinking skills
- Problem solving skills
- Learning to learn
- Self steering
- Math, Science, Languages
- Taking risks
- Controlling / solving conflicts
- Initiative and entrepreneurism
- Interdisciplinary themes
3. 21 stcentury competences of the teacher
- Effective teaching depends on flexible access to rich,well-organized and integrated knowledge from different domains, including
- knowledge of student thinking and learning,
- knowledge of subject matter, and increasingly,
- knowledge of technology
- At the heart of good teaching with technology are three core components: content, pedagogy, and technology, plus the relationships among and between them.
- (Koehler & Mishra, 2006)
4. TPACK 5.
- Content or Subject matter knowledge
- Knowledge of central facts, concepts, theories & procedures
- Explanatory frameworks
- Evidence for proof
- Pedagogical knowledge
- Students prior knowledge
- How to use resources
- Classroom management
- Lesson plan development& implementation
- Student evaluation
- Technological (ICT) Knowledge
- Skills necessary to operate particular technologies
- The ability to learn and adapt to new technologies
- A functional understanding of technologies
6. Pedagogical Content Knowledge:How particular aspects of subject matter are organized, adapted and represented for instruction Technological Content Knowledge: How subject matter changes because of ICT (or how ict can support subject matter!) Technological pedagogical Knowledge: How pedagogies change because of ICT (or how ict can support pedagogy) 7. How can we use the TPACK model?
- As a guide and a reflection tool to make sure that there is always a careful selection of content, pedagogy and technology
- Using the TPACK model to design courses may give some directions in how to design professional development programs
8. Try it
- In the TPACK game!
- Make groups of 4
- Pick a piece of paper from all 3 envelopes, and think of a sound classroom activity that uses that technology, content, and pedagogy
- How does the technology support the content and the pedagogy?
- Is there an ICT-application that fits the content and/or the pedagogy in a better way? Which one? Why? How?
9. Reasons to do the TPACK game
- It is fun..
- It starts a discussion about the relation between technology, pedagogy and content
- As facilitator of the game you can see/hear how people think about technology in education
- It can be used to develop a vision on learning
- It can be adapted to specific needs (content, pedagogyandtechnology)
- It can be used in a professional development program (pre-service and in-service)
10. Professional development..
- Introducing new educational technologies into the learning process changes more than the tools used
- It has deep implications for the nature of content-area learning, as well as the pedagogical approaches among which teachers can select
- This is often an overlooked aspect of many technology integration approaches used to date
- How to proceed?
- Opportunity: Activity types(Harris, Mishra & Koehler, 2009)
11. TPACK and Activity types
- Identification of 42 distinct learning activity types
- The activity types are divided into 13 knowledge-building and 29 knowledge-expression structures.
- Knowledge-expression activity types were further divided into activities that emphasize either convergent (6 types) or divergent (23 types) thinking processes
- In the article of Harris, Mishra & Koehler these content-driven pedagogical strategies are connected with specific technologies
12. Technology for knowledge-building (Part of) 13. Technology for convergent knowledge expression 14. Technology for divergent knowledge expression (Part of) 15. Why all these lists?
- The goal in identifying activity types and specific technologies is
- to help teachers become aware of the full range of possible curriculum-based learning activity options and
- the different ways that digital and non-digital tools support this
- This can help teachers efficiently select among, customize, and combine activity types that are well matched to
- students differentiated learning needs and
- students differentiated preferences and
- classroom contextual realities(such as computer access, class time, etc.)
16. Try it...
- Think about your discussions during the TPACK Game
- Does the list of activity types help you in making more or other choices?
- Why? How?
- And.. Just curious is this approach something that can work in Poland?
17. Want to know more?
- Literature study (in translation at the moment)
- Development of TPACK interventions & instruments
- Studies in the Netherlands, Belgium, Kuwait, Tanzania, Ghana,.. and Poland????
- Please contact me!
- Petra Fisser University of Twente http://users.gw.utwente.nl/fisser [email_address]