1 / 33

Integrating Technology into Teaching

TPACK. Integrating Technology into Teaching. A Wicked Problem. Steve Swan University of Louisville. TPACK. Integrating technology into teaching can be viewed as a “wicked problem”. Requirements are incomplete, contradictory, and changing Unique, no two wicked problems are the same

dieter
Download Presentation

Integrating Technology into Teaching

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. TPACK Integrating Technology into Teaching A Wicked Problem Steve Swan University of Louisville

  2. TPACK Integrating technology into teaching can be viewed as a “wicked problem”. • Requirements are incomplete, contradictory, and changing • Unique, no two wicked problems are the same • Solutions are difficult to realize • Solutions are not “right’ or “wrong” • Solutions do not have “stopping rules”

  3. If we teach today as we taught yesterday, then we rob our children of tomorrow. ~John Dewey

  4. If you accept your limitations, you go beyond them.Brendan Francis Behan

  5. “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

  6. NETS (National Educational Technology Standards)Teacher Standards for Teaching with Technology Facilitate and Inspire Student Learning and Creativity Design and Develop Digital-Age Learning Experiences and Assessments Model Digital-Age Work and Learning Promote and Model Digital Citizenship and Responsibility Engage in Professional Growth and Leadership International Society for Technology in Education (ISTE), 2008

  7. What does history tell us… http://www.youtube.com/watch?v=B9gB6AP3BEs

  8. 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.

  9. 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.

  10. Teacher Knowledge PCK Content Pedagogy Pedagogical Content KnowledgeLee Lee Shulman (198Those Who Understand: Knowledge Growth in Teaching, Lee Shulman (1986 Lee Shulman (1986 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.

  11. Teacher Knowledge Pedagogical 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 in reorganizing the understanding of learners, because those learners are unlikely to appear before them as blank slates.

  12. Teacher Knowledge Pedagogical Content Knowledge Relationship Discipline Differences

  13. 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.

  14. Teacher Knowledge for the 21st Century Technology TPCK Content Pedagogy TPACK Technological Pedagogical Content Knowledge Technology, Pedagogy, and Content Knowledge The Total Package for Teaching in the 21st Century!

  15. Teacher Knowledge for the 21st Century Technology TPCK Content Pedagogy TPACK 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

  16. A Comprehensive Framework for Teacher Knowledge (CFTK) Complexity of Individual Aspects and Their Interactions Ronau, 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.

  17. TPACK Stages (Niess et al., 2009) TPACK PK PK CK CK Exploring (Implementation) Teachers actively integrate technology, designing their own ideas PCK TK TK Advancing Teachers make revisions in their curriculum as a result of the technology capabilities and evaluate the results. Adapting (Decision) Accepting (Persuasion) Recognizing (Knowledge) Teachers implement tech in their classroom instruction, leading them to a choice to adopt or its use for teaching that content. Teachers form a(n) (un)favorable attitude toward using technology for teaching and learning subject matter. Teachers are able to use technology and understand how it could be used for subject matter yet do not integrate it.

  18. Ronau et al. (2009, February):Presentation of CFTK for Capturing the Knowledge Components Environment Classroom/Teaching Policies District/School/Class Climate Language Arts Mathematics Science Social Studies E O S Orientation Subject Matter Mode Affective Domain Beliefs Attitudes Confidence Dispositions Cognitive Domain Reflection-in-Action Reflection-on-Action On-the-Spot Decision Making Field D P Discernment Context Pedagogy I Personal Characteristics Experiences Learning Styles Lesson Planning Assessment Curriculum Mapping Individual

  19. CFTK Dimensions, Aspects, and Interactions Two-Aspect Interactions Three-Aspect Interactions Four-Aspect Interactions E O S Z Mode Y X Field D P Context I Five-Aspect Interactions Six-Aspect Interaction

  20. Thinking about TPACK -Borrowing from PCK PCK TPACK • 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

  21. 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

  22. Impossible?

  23. TPACK Integrating technology into teaching can be viewed as a “wicked problem”. Teaching with technology is a WICKED PROBLEM!

  24. TPACK Integrating technology into teaching can be viewed as a “wicked problem”. Wicked Problems require CREATIVE SOLUTIONS

  25. TPACK Integrating technology into teaching can be viewed as a “wicked problem”. Creativity is seen as Novelty Novelty must be joined to Purpose

  26. TPACK Creative Solutions are Novel, Effective , and Whole (NEW) • 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

  27. TPACK Creative Solutions are Novel, Effective , and Whole (NEW) http://www.youtube.com/watch?v=FOYCmPUVFfs Go to Movie

  28. TPACK Creative Solutions are Novel, Effective , and Whole (NEW) 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/

  29. TPACK Creative Solutions are Novel, Effective , and Whole (NEW) Teachers working in a challenging school try using technology and a different pedagogy to teach their content. http://dosshigh.wikispaces.com/Doss+Wiki+Home http://drmswonderfulwiki.wikispaces.com/The+Hypothalamus

  30. TPACK Putting it all together… http://www.youtube.com/watch?v=s_bgeohrV_k

  31. TPACK Framework Activity It’s ALL About the CONTEXT A Wicked Problem

  32. TPACK Framework Activity

  33. TPACK Framework Activity • Content knowledge • Pedagogy Knowledge • Technology Knowledge • TPACK Solution

More Related