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Investing heavily in school computers and classroom technology does not improve pupils' performance, says a global study from the OECD. The think tank says frequent use of computers in schools is more likely to be associated with lower results. The OECD's education director Andreas Schleicher says school technology had raised "too many false hopes".

I think the report does not show that technology is useless, but shows that we still need enourmous work on learning and teaching effective use of it. Here is another piece of news showing many teachers use technology for teacher-centered, traditional education. It brought my mind the concept of "teacher effect" that we talked in the class. " Why Ed Tech Is Not Transforming How Teachers Teach" http://www.edweek.org/ew/articles/2015/06/11/why-ed-tech-is-not-transforming-how.html?cmp=ew-tc15-eml&utm_content=buffer3067c&utm_medium=social&utm_source=twitter.com&utm_campaign=buffer

Reagrding the differences between traditional and digital technologies: --Virtually all the traditional technologies share three characteristics: specificity, stability, and transparency (see  Figure 3). traditional classroom technologies have specific uses, are relatively stable over time, and are transparent or easy to understand.  The truth of Koehler & Mishra's (2009) statement that ―digital technologies-such as  computers, handheld devices, and software applications-by contrast, are protean (usable  in many different ways . . .); unstable (rapidly changing); and opaque (the inner workings  are hidden from users)‖ is demonstrated daily in preservice and inservice teacher  development programs where teachers struggle to understand how to use a range of digital technologies and why they should

Fatih Cağatay Baz, Adana Bilim ve Teknoloji Üniversitesi, Computer Engineering Department, Department Member. Studies Hod of computer engineering, Technology Integration, and Fatih Projesi. His articles about Mooc and Fatih Project..

An example from the field of computer science, they used quantitative survey using a questionnaire with closed-ended questions to measure TPACK

Hello Everybody. I invited Matti Pirttimaa to our group. He is a university teacher at the University of Turku, Finland and he is very interested in our coursework. Please welcome Matti to our Diigo group. 

In our University we use Moodle2. Last autumn we started to use Moodle2, it is a little more advanced version, but don't have possibilities for social media. I think also that as a disadvantage. Evrim, I would to ask you, which is the main subject of the students in this group? Are they subject teacher students? How about this your course and your role here, is that an independent course just for learning technology in education? Or are you studying some other subject, but you use this group and social media tools for learning the subject content? Whatever, I think these things are very usefull for the students despite of the disciplines.

Matti, this is "Research and Practice on Technology in Teacher Education" graduate course. Students are from the masters and PhD programs such as computer education, science education, curriculum and instruction, math education, and physical education. Throughout the semester, we will be investigating recent practices on how technology is integrated into teacher education programs as well as the TPACK framework. We are using these tools to extend our class interaction beyond what happens in a limited 3 hour face to face meetings. Besides, students are using this further after the class ends.

This presentation is the most effective ı have ever seen. And also last minutes of the presentaion, it gives important mesages. I again see that technology can change everything in education. In what way? for example as Mishra presented, you can do lecture in your class but it can be followed all around the world even if it is a lecture. You can spread your lecture through the world. If you are a little bit creative, you can develop your presentation or teaching/learning activitives and make them very effective. At that point technology usage is not only using computers or smart boards, it also helps gaining attention, makes your classroom activities more global. Mishra gives emphasis on effective usage of technology. An email can be used as a reminder or a storage area. So the final point is that teachers should be equipped for usaing technology in their classroom not only in sake of using it but also bringing up creative, collaborative, sharer generations.

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.

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

This paper is written to help in-service English teachers in terms of integrating Computer-Assisted Language Learning into their classrooms. It basically explains the principles and significance of TPACK and offers a workshop in which all these are told for English teachers. It proposes the steps of "modeling, analysis, demonstration, application, and reflection" in order to utilize instructional technologies according to learner and teacher needs.

They offer more than 300 Harvard classes in several formats online to deliver convenient Harvard lectures to your computer or mobile device. Most of our distance education courses are offered in our 15-week fall or spring semester.

I've been facilitating the extension program since my undergrad years which is beyond useful, to me. We'll also cover some aspects of it in our presentation. Thanks for sharing, İpek!