Group items tagged

This is a TPACK project example from Singapore.

I have watched the speech today and it was very inspiring for two reasons; Firstly I feel ashamed for the presentations I have made in conferences and lessons. It was one of the most enjoyable and attractive presentations I've ever seen. It was a perfect example for the effective use of presentation technology and pedagogy to explain a concept. Secondly, it is a brief introduction to the TPACK concept. For my field, science education, I think it is particularly important because in science there are a variety of different topic and concepts which are not so easy to understand and visualize most of the times. Moreover, in science education hands-on activities and student-centered acitivities where students take the active role to learn "by doing " are especially important and effective. However, most of the time it is difficult to find appropriate materials and resources for conducting such activities. With an effective use of technology integrated into the classrooms, a teacher might find a way to make his/her students engage in different activities. In addition, there are some topics like solar systems which are diffferent to make observations and conduct experiments within the classroom. On the other hand, with animations, simulations, computer games, projects and so on the teacher might find a way for his/her students to experience activities related to solar system.

This article empahizes benefits of TPACK in integrating technology into special education and also suggests implications for preservice teacher education.

A survey instrument designed to measure K-12 online teachers' knowledge with respect to three key domains as described by the TPACK framework: technology, pedagogy, content, and the combination of each of these areas.

Are they measuring knowledge? Self-assessment of knowledge?

It is a self-assessment survey. The respondents were asked to rate their own knowledge of a set of tasks related to technology, pedagogy, content, and blending of these areas with a question of "How would you rate your own knowledge in doing the following tasks associated with teaching in a distance education setting?".

The results of the current study show that teachers involved in Fatih Project were especially content with being able to make their lessons visually more appealing for their students. They were, however, not satisfied with the in-service training provided, especially in understanding ways to effectively integrate the technologies into their teaching, and the limitations put upon Internet access from the tablets. The impacts of these tools on their teaching practices were very minimal.

You probably came across the famous quote by Dr. Ray Clifford saying "Technology will not replace teachers, but teachers who do not use technology will be replaced." Well, that might change sooner than we had anticipated. Some companies have been working very hard for several years to manufacture real-time translation devices like the one mentioned in the article attached. Although most of the attempts are too immature to be taken seriously, I think we will have devices in the next decade that are able to translate satisfactorily across languages. Whether this will have a tangible impact on language teaching professionals is yet to be seen.

I founded a book containing so many proceedings related with Information Technologies in Teacher Education published by Unesco. In terms of TPACK framework, just pedagogy aspect is missing in these articles=)

This can be atract your interest. It will be more execited for whom want to study teacher education.

The article introduces us the simulations and their features used in teacher education.

In this article, the authors provide a summary of the evolution of simulation in the field of teacher education and three factors that need to be considered as these environments further develop.

"The potential of social networking sites in education is huge and we need to capitalize on it to enhance our professional development and consequently improve the quality of our instruction. Searching for articles on this topic , I came across Doug Johnson's post on the 10 social media competencies for teachers. I like the competencies Doug included and decided to make an infographic featuring all of these skills. Have a look and share with your colleagues."

Here are some suggested teacher apps for inquiry based learning

This visual demonstrates the impact of flipped classrooms onto the teacher outcomes.

The author says "There are so many new and exciting things to try both in and out of the classroom." Thus, s(he) offers a list of 16 Things for Teachers to Try in 2016 (I think, they are suitable for 2017:) ) to help inspire educators to try something new. Enjoy :)

A cheatsheet of edtech concepts and trends from sms to byod for EdTech beginners.

Yasin, my contention is that you cannot motivate anyone "to read, research, be self-directed, explore" id they do not wish to be motivated in the first place. It is virtually impossible. What we can do is to serve as a model to them by depicturing what they can achieve provided that they possess these skills. I totally agree with you that the amount of generation gap between us and those who are only five to ten years younger is paramount, but I am pretty sure they'll find their own way as they grow up. Or, most of them will have to if they are to lead a good life because the skills you mentioned are now regarded as survival skills.

Yasin and Hakan, I agree with both of you. I also think that first we need to acknowledge our students are different. I may even call them humans 2.0 :) and yes their attention span is rather short and is getting shorter, and so is ours. I, as a teacher, suffer from it and have my own strategies. Maybe we can help students in that, too. Also, I really don't think they don't want to "read, research, be self-directed, explore". When something enters into their "radar", they can turn into autonomous and motivated researchers! I know that I am pointing out to the obvious, but we need te revise what we teach and how we teach. As also stated in the Horizon Report 2016: " In order to remain motivated, students need to be able to make clear connections between the curriculum and the real world, and how the new knowledge and skills will impact them."

I do not know if a similar guide is available for Turkish teachers, but the General Teaching Council for Scotland has prepared a guidance document to help Scottish teachers with "identifying potential dangers, offering some guidance about how to avoid them and providing a context for responsible, professional use of electronic communication and social media." The guide concludes as follows: Before posting materials online stop and ask yourself: (1) Will the content reflect poorly on you, your school, employer or the teaching profession? (2) Is your intention to post this material driven by personal reasons or professional reasons? (3) Are you confident that the comment or other media in question, if accessed by others, (colleagues, parents etc) would be considered reasonable and appropriate?

In this article, there are some items mentioned which are getting trendy and which the teachers may want to keep up with.

This infographic summarizes the 4 key findings of a study with more than 600 K-12 teachers. Among the key findings are 3 barriers that are considered by the participants to have the potential to prevent them from using more technology in their classes. Two of the barriers mentioned, lack of technical support and training, are pretty common in the literature, but the third one was interesting to me. 33% of the participants argued that because they cannot figure out whether a student is on task or not while performing something on a technological device, they refrain from using it.