Integrating Technology into Teaching
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Transcript of Integrating Technology into Teaching
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Integrating Technology into Teaching
TPACK
Steve SwanUniversity of Louisville
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Integrating technology into teaching can be viewed as a “wicked problem”.
TPACK
Requirements are incomplete, contradictory, and changingUnique, no two wicked problems are the sameSolutions are difficult to realizeSolutions are not “right’ or “wrong”Solutions do not have “stopping rules”
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If we teach today as we taught yesterday,If we teach today as we taught yesterday,
then we rob our children of tomorrow. then we rob our children of tomorrow.
~John Dewey~John Dewey
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If you accept your limitations, you go beyond them.
Brendan Francis Behan
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“Much of education today is monumentally ineffective. All too often we are giving young people cut flowers when we should be teaching them to grow their own plants.”
John Gardner
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NETS (National Educational Technology Standards) Teacher Standards for Teaching with Technology
1. Facilitate and Inspire Student Learning and Creativity
2. Design and Develop Digital-Age Learning Experiences and Assessments
3. Model Digital-Age Work and Learning
4. Promote and Model Digital Citizenship and Responsibility
5. Engage in Professional Growth and Leadership
International Society for Technology in Education (ISTE), 2008
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What does history tell us…
http://www.youtube.com/watch?v=B9gB6AP3BEs
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Teacher Knowledge
Content
Content Knowledge (CK) is knowledge about the actual subject matter that is to be learned or taught. The content to be covered varies greatly by age level and subject- matter.
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Teacher Knowledge
Pedagogy
Pedagogical Knowledge (PK) is deep knowledge about the processes and practices or methods of teaching and learning and how it encompasses (among other things) overall educational purposes, values and aims.
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Teacher Knowledge
Pedagogical Content KnowledgeLeeLee Shulman (198Those Who Understand:
Knowledge Growth in Teaching, LeeShulman (1986LeeShulman (1986
Content Pedagogy
PCK
In considering the relationship between content and pedagogy, the key question is how disciplines differ from each other and whether disciplines can or should be taught through the same instructional strategies.
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Teacher KnowledgePedagogical Content Knowledge Relationship
Discipline Differences
“How are content knowledge and general pedagogical knowledge related?”
If those preconceptions are misconceptions, which they so often are,teachers need knowledge of strategies most likely to be fruitful inreorganizing the understanding of learners, because those learners areunlikely to appear before them as blank slates.
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Teacher KnowledgePedagogical Content Knowledge Relationship
Discipline Differences
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Teacher Knowledge
Technology
Understanding the impact of technology (TK) on the practices and knowledge of a given discipline is critical if we are to develop appropriate technological tools for educational purposes.
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Teacher Knowledge for the 21st Century
Technological Pedagogical Content Knowledge
Technology, Pedagogy, and Content Knowledge
The Total Package for Teaching in the 21st Century!
Content Pedagogy
TPCKTechnology
TPACK
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Teacher Knowledge for the 21st Century
TPACK is the intersection of all 3 bodies of knowledge Understanding goes beyond the knowledge of each in isolation. Instead it is how they interact with each other
Content Pedagogy
TPCKTechnology
TPACK
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A Comprehensive Framework for
Teacher Knowledge (CFTK)Complexity of Individual Aspects and Their
InteractionsRonau, R., N., Rakes, C., R., (2011). A Comprehensive Framework for Teacher Knowledge (CFTK): Complexity of individual aspects and their interactions. In Ronau, R., N., Rakes, C., R., & Niess, M. L. (Eds.), Educational Technology, Teacher Knowledge, and Classroom Impact: A Research Handbook on Frameworks and Approaches. (pp. 59-102). IGI Global, Hershey, PA.
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TPACK Stages (Niess et al., 2009)
PK CK
TK
PCK PK CK
TPACK
TK
Recognizing(Knowledge)
Accepting(Persuasion)
Adapting(Decision)
Exploring(Implementation)
Teachers are able to use technology and understand how it could be used for subject matter yet do not integrate it.
Teachers form a(n) (un)favorable attitude
toward using technology for
teaching and learning subject matter.
Teachers implement tech in their classroom
instruction, leading them to a choice to adopt or its use for
teaching that content.
Teachers make revisions in their
curriculum as a result of the technology capabilities and
evaluate the results.
Teachers actively integrate technology, designing their own
ideas
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Subject Matter
Ronau
et
al. (2009, February):
Presentation
of
CFTK for
Capturing the
Knowledge
Components
Pedagogy
Orientation
Discernment
Environment
Individual
ContextField
Mode
Language ArtsMathematicsScienceSocial Studies
Language ArtsMathematicsScienceSocial Studies
Lesson PlanningAssessmentCurriculum Mapping
Lesson PlanningAssessmentCurriculum Mapping
Cognitive DomainReflection-in-ActionReflection-on-ActionOn-the-Spot Decision Making
Cognitive DomainReflection-in-ActionReflection-on-ActionOn-the-Spot Decision Making
Affective DomainBeliefsAttitudesConfidenceDispositions
Affective DomainBeliefsAttitudesConfidenceDispositions
Classroom/Teaching PoliciesDistrict/School/Class Climate
Classroom/Teaching PoliciesDistrict/School/Class Climate
Personal CharacteristicsExperiencesLearning Styles
Personal CharacteristicsExperiencesLearning Styles
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CFTK Dimensions, Aspects, and Interactions
Co
ntext
Field
Mode
Two-Aspect InteractionsThree-Aspect InteractionsFour-Aspect Interactions
Five-Aspect Interactions Six-Aspect Interaction
X Y
Z
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Thinking about TPACK -Borrowing from PCK
An overarching conception of what it means to teach particular content topics;
Knowledge of students’ understandings, thinking, and learning of particular subject matter topics;
Knowledge of curriculum and curriculum materials with learning and teaching subject matter topics;
Knowledge of instructional strategies and representations for teaching and learning particular content topics.
Grossman, 1989,1990
An overarching conception of what it means to integrate technology to teach particular content topics;
Knowledge of students’ understandings, thinking, and learning of particular subject matter topics with technology;
Knowledge of curriculum and curricular materials that integrate technology with learning and teaching subject matter topics;
Knowledge of instructional strategies and representations for teaching and learning particular content topics with appropriate technologies.
Niess, 2005
PCK TPACK
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Preparing Teachers to Teach with Technology - Guiding Development of TPACK
The challenges Digital emigrants from 20th century 20th century learning in K-12 20th century college subject matter teaching 20th century teacher preparation programs Teacher educators Cooperating teachers 20th century school classrooms, curriculum,
instruction Technology access TPACK developmental process
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Impossible?
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Integrating technology into teaching can be viewed as a “wicked problem”.
TPACK
Teaching with technology is a
WICKED PROBLEM!
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Integrating technology into teaching can be viewed as a “wicked problem”.
TPACK
Wicked Problems require
CREATIVE SOLUTIONS
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Integrating technology into teaching can be viewed as a “wicked problem”.
TPACK
Creativity is seen as Novelty
Novelty must be joined to Purpose
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Creative Solutions are Novel, Effective , and Whole (NEW)
TPACK
-Novel Fresh, unusual, unique, surprising, startling, astonishing, astounding, germinal, trendsetting, radical, revolutionary, influential, pioneering- Effective Valuable, important, significant, essential, necessary, logical, sensible, relevant, appropriate, adequate, functional, operable, useful, user-friendly- Whole Organic, ordered, arranged, organized, formed, complete, elegant, graceful, charming, attractive, refined, complex, intricate, ornate, interesting, understandable, meaningful, clear, self-explanatory, well crafted, skillful, well made, meticulous
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Creative Solutions are Novel, Effective , and Whole (NEW)
TPACK
Go to Movie
http://www.youtube.com/watch?v=FOYCmPUVFfs
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Creative Solutions are Novel, Effective , and Whole (NEW)
TPACK
Schools develop a creative way to showcase their understanding of Elementary Science and Social Studies
http://uleap/groups/brandeisbiomes/blog/http://uleap/groups/chenoweth/blog/
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Creative Solutions are Novel, Effective , and Whole (NEW)
TPACK
Teachers working in a challenging school try using technology and a different pedagogy to teach their content.
http://dosshigh.wikispaces.com/Doss+Wiki+Homehttp://drmswonderfulwiki.wikispaces.com/The+Hypothalamus
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Putting it all together…
TPACK
http://www.youtube.com/watch?v=s_bgeohrV_k
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TPACK Framework Activity
It’s ALL About the CONTEXT
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TPACK Framework Activity
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TPACK Framework Activity • Content knowledge
• Pedagogy Knowledge
• Technology Knowledge
• TPACK Solution