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Follow-Up Session Feb. 16, 2011 Facilitator: Julie Coiro jcoiro@snet

Follow-Up Session Feb. 16, 2011 Facilitator: Julie Coiro jcoiro@snet.net. Where are we headed?. Review the “layers” of the TPACK model and implications for planning your instruction

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Follow-Up Session Feb. 16, 2011 Facilitator: Julie Coiro jcoiro@snet

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  1. Follow-Up Session Feb. 16, 2011 Facilitator: Julie Coiro jcoiro@snet.net

  2. Where are we headed? • Review the “layers” of the TPACK model and implications for planning your instruction • Reflect on your own TPACK levels and implications for working as a team to design, implement, monitor, and redesign your lessons • Ask questions and reflect on readings • Apply the TPACK model to consider ways of using content-area websites wisely

  3. What knowledge is of most worth (when designing instruction)?Herbert Spencer, Social Theorist, 1859 • 2006 - 2010: In the midst of fast-paced technological changes, the knowledge of most worth is TPACK… an ability to flexibly draw from and integrate Knowledge of Technology, Pedagogy, And Content (and their relationship to each other) into your curriculum and instructional practices Mishra & Koehler (2006)

  4. New times + new literacies = new mindsets • New times(e.g., de Argaez, 2006; Friedman, 2005; Pew Internet & American Life Project, 2000-2009, P21, 2004-2010) • New literacies(e.g., Coiro, Knobel, Lankshear, & Leu, 2008; Leu, Kinzer, Coiro, & Cammack, 2004; Spires, 2008) • New mindsets(Lankshear & Knobel, 2007) 1. Same as always - now things are just “technologized” 2. The world is fundamentally different - with new ways of doing things and new ways of being that are enabled by new technologies

  5. Why TPACK? • Learning how to use technology is much different than knowing what to do with it for instructional purposes(e.g., Smartboard; Ning; Google Docs) • Designing (or redesigning) instruction requires an understanding of how knowledge about content, pedagogy, and technology overlap to inform your choices for curriculum and instruction

  6. What is TPACK? http://tpack.org/ Mishra & Koehler (2006)

  7. 7 Pieces of the TPACK Pie • Content [CK]: subject matter to be learned • Technology [TK]: foundational and new technologies • Pedagogy [PK]: purpose, values & methods used to teach and evaluate learning • PCK: What pedagogical strategies make concepts difficult or easy to learn? • TCK: How is content represented and transformed by the application of technology? • TPK: What pedagogical strategies enable you to get the most out of existing technologies for teaching & evaluating learning? • TPACK:Understanding the relationship between elements -- “a change in any one factor has to be ‘compensated’ by changes in the other two”

  8. TPACK Guidelines • Content focus: What content does this lesson focus on? • Pedagogical focus: What pedagogical practices are employed in this lesson? • Technology used: What technologies are used? • PCK: Do these pedagogical practices make concepts clearer and/or foster deeper learning? • TCK: Does the use of technology help represent the content in diverse ways or maximize opportunities to transform the content in ways that make sense to the learner? • TPK: Do the pedagogical practices maximize the use of existing technologies for teaching and evaluating learning? • TPCK: How might things need to change if one aspect of the lesson were to be different or not available?

  9. Implications of TPACK for you… Consider how your pedagogical approaches might be framed to effectively integrate technology into content-area instruction? What new knowledge/skills might you need? How does one small difference influence your remaining “circles of knowledge”?

  10. Developing TPACK knowledge is a PROCESS. • The process is impacted by every new CHANGE that is introduced into the overlapping circles of knowledge. • Each of you is UNIQUE with different abilities and comfort levels in terms of content, pedagogy, and technology use. • Your “personal TPACK level” can be impacted (for better or worse) by the TPACK levels of others you work with. • Recognize it, determine your personal and team strengths and challenges, and work together to identify manageable steps to address needs that suit your learners best. Reflecting on the TPACK model

  11. For me... this webinar … has shaken my TPACK confidence Monitoring My Own TPACK Level 8 Pedagogical Content Knowledge (1 low – 10 high) (How to teach particular content-based material) Technological Content Knowledge (1 low – 10 high) (How to select and use technologies tocommunicate particular content knowledge) Technological Pedagogical Knowledge (1 low–10 high) (How to use particular technologies when teaching) 5 2 Total 15/30

  12. Think of a particular curriculum unit. Rank your knowledge (and comfort) level…and come up with an individual and team total. Let’s stop and reflect onyourTPACK level… ? Pedagogical Content Knowledge (1 low – 10 high) (How to teach particular content-based material) Technological Content Knowledge (1 low – 10 high) (How to select and use technologies tocommunicate particular content knowledge) Technological Pedagogical Knowledge (1 low–10 high) (How to use particular technologies when teaching) ? ? Total ??

  13. Tubin & Edri (2004): Teachers Planning and • Implementing ICT-Based Practices What about your Planning Preferences?

  14. TALK, POST, & SHARE (10-15 minutes) TALK: Discuss and tally your individual and team TPACK totals and your planning preferences. POST: Post your individual TPACK totals and planning preferences for your group in a text message (e.g.,15 flow + 12 flexible + 18 fullfiller + 25 flexible = TPACK team score of 70) SHARE: (Talk orally in the Illuminate webinar): How might your individual and group awareness of these ideas foster your team’s ability to plan and reflect on lessons with technology and your future professional development needs?

  15. Next steps… • Plan 1: Pose questions about the readings (via text or voice) and we can discuss together • Plan 2: I can share a specific application/adaptation of these ideas to ways of thinking about how to use websites most effectively to foster content-area learning

  16. Questions/Concerns… • Your thoughts after working in small groups: • What opportunities do you currently provide to: (a) enhance students’ knowledge building and (b) enable them to celebrate and express/showcase their knowledge in ways that link to your content-area learning goals? • What role might technology play in diversifying knowledge building and/or expression in your content area? • Which activity type(s) [Harris & Hofer, 2009] aligns best with your learning purposes that deepens students’ knowledge of challenging aspects of your curriculum unit?

  17. Questions/Concerns… Other questions…

  18. Using Websites Wisely(Coiro & Fogleman 2011 – Educational Leadership) • How can you effectively capitalize on Internet resources for teaching and learning in your content area? • What do content area websites offer? • What do you hope students will learn and be able to do during and after a website learning experience? • What might you need to add (or take away) from the experience to best address your curriculum objectives and higher-level thinking goals?

  19. Using Websites Wisely(Coiro & Fogleman 2011 – Educational Leadership) • Clarify your learning goals: What do you want students to understand and be able to do? • Reflect on efficacy of current methods and materials: • What concepts are most challenging for students? • What learning scaffolds do you currently use or would you like to have? • Could part of your lesson be more engaging? • Would concepts be clearer if represented in a different format (image, video, animation, simulation) • What “type” of website have you found?

  20. What do content-area websites have to offer? It depends…All websites are NOT created equal! • Type of content • Text-based • Multimodal (text, images, sound, and movement) • Interactive (can respond to and control) • Level of instructional support • No instructional support • Instructional features (isolated tools or activities) • Instructional interface (embedded content and supports)

  21. Yuckiest Site on the Internet Text-based content Fact Monster: Presidents

  22. Awesome Stories Multimodal content

  23. Cells Alive Multimodal content

  24. Multimodal content (text supports)Windows to the Universe Language Reading level Hierarchical Hypertext Aids Visual aids

  25. A Jamestown Adventure Interactive content

  26. Interactive Content Smithsonian National Air & Space Museum

  27. Interactive content National Library of Virtual Manipulatives

  28. No instructional features or supports Discover Magazine

  29. Instructional Features National Library of Virtual Manipulatives

  30. Science News for Kids Instructional Features

  31. Google Lit Trips Instructional Interface

  32. Thinkport: Knowing Poe Instructional Interface

  33. Using Websites Wisely(Coiro & Fogleman 2011 – Educational Leadership) Three types of informational websites • Web-based informational reading systems – enticing content, but no scaffolds for teachers or students in how to use or learn from the information (like an online book or database) • Web-based interactive learning systems – interactive features that enable students to actively engage with key concepts; often grouped by theme or linked to educ. standards • Web-based instructional learning systems – an “instructional system” designed for learners rather than readers; information embedded into an instructional interface with supports for students and/or teachers

  34. Using Websites Wisely(Coiro & Fogleman 2011 – Educational Leadership) Explore the multimodal and interactive features at many content-specific websites (and discuss the possibilities for engaging students with deeper learning opportunities) http://www.lite.iwarp.com/CoiroWSRA2010.html Consider your level of TPACK knowledge and what steps to take next…

  35. TPACK Guidelines • Content focus: What content does this lesson focus on? • Pedagogical focus: What pedagogical practices are employed in this lesson? • Technology used: What technologies are used? • PCK: Do these pedagogical practices make concepts clearer and/or foster deeper learning? • TCK: Does the use of technology help represent the content in diverse ways or maximize opportunities to transform the content in ways that make sense to the learner? • TPK: Do the pedagogical practices maximize the use of existing technologies for teaching and evaluating learning? • TPCK:How might things need to change if one aspect of the lesson were to be different or not available?

  36. GUIDING QUESTIONS ALIGNED TO TPACK MODEL (at the wikispace)

  37. RUBRIC ALIGNED TO TPACK MODEL (Download from the Inquiry Page)

  38. THE QUESTION TO KEEP REVISITING… How can you best use new technologies associated with your content objectives to promote student learning? Thank you! jcoiro@snet.net

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