This web site provides a lot of information to the person who want to know which composition of components forms TPACK framework. Each TPACK components including TPACK, TPK, TCK, PCK, TK, PK, CK is explained. Pedagogical Content Knowledge seems to be the most important one because TPACK framework is built on PCK (Pedagogical Content Knowledge)
This is not related with this week's topic, yet I found it interesting. SAMR is a framework for integrating technology into the classroom. It may help to assess ourselves as teachers while designing our learning activities.
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.
Thanks a lot Evrim for inviting me to your group. I also use social media (facebook) in education, but I think that I have much to learn about your group =),
Wecome Mr. Pirttimaa, we would be very happy for sharing information mutually. I feel that we have lots of things to learn from each other. By the way thanks to this platform that makes us worldwide students:)
Welcome, Matti!!!... I'm pleased to see you who is expert and is out of our class, and I believe that you will support our learning on this issue, because some of us are novice.
I like this group very much. I think that I have learned about the possibilities of the use of technology in education more that never before just by belonging to this group. I understand that my way to productively utilizing the possibilities in my work as a teacher is long, but I think that the threshold to use them is much shallower now. I'm working as a craft and technology teacher, so I see the traditional practice and "learning by doing" method very useful in many cases. Still, educational technology has a role for example on counseling in-service trainees and on training, teaching and learning theoretical contents. What do you think about the result of this survey? Have someone of you used these LMS systems? http://www.teachthought.com/trends/elearning/the-20-most-popular-learning-management-systems/
Matti, thanks for sharing the infographic. I am currently using the first two LMSs in my courses: Moodle and Edmodo. So, means I am on the right track :) I did not hear about many others in the list, but from not on I'd be more inclined to use an LMS that integrates some sort of social tools. I hear many LMSs started integrating those tools into their systems. Here, I am sharing the presentation that I did at ECER last year. I was basicly critiquing current traditional LMS use in education. Main argument is that "they limit teacher's creativity": http://www.slideshare.net/evrimb/ecer-presentation
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.
My students from last semester shared with me recently. This exhibition at CerModen gives some demonstrations and information about Finnish schools and the learning and teaching environments created within those schools. Finnish educational system has been quite popular around the world because of the students' success in international PISA scores. Please consider visiting this exhibit. Perhaps we can initiate a conversation here and I think Matti's insights would be valuable.
I think visiting the exhibition will be useful to understand Finnish perspective on education and how and why they are successful. Also there is a seminar about this topic, I wish I could attend the seminar but I have to attend my serious games and simulation course.
I think Finnish education system, which ranks in top 5 in PISA 2009, deserves to be examined in more detail. In that sense, Matti, would you mind if I asked you a couple of questions about Finish Educational System? :) As far as I understood, the core curriculum in Finland is determined by the government (please correct if I am wrong). Are there any institutions or schools that design their own curricula, or do all educational institutions have to follow the core curriculum developed by the government? In addition, who are responsible for the books that are used in schools? Are they also provided by the government or does the government buy them from private companies? And lastly, what about technology? How technology is used in Finnish schools? Who provides resources? Do teachers go through any educational process for technology integration in classrooms?
If it is more convenient to answer, I would be glad if you provided me links or resources that I can find answers, thank you in advance,
PISA 2009 Scores: http://www.oecd.org/pisa/46643496.pdf
I "ll willingly answer your questions: "The national core curriculum is determined by the Finnish National Board of Education. It includes the objectives and core contents of different subjects, as well as the principles of pupil assessment, special-needs education, pupil welfare and educational guidance. The principles of a good learning environment, working approaches as well as the concept of learning are also addressed in the core curriculum. The present national core curriculum for basic education was confirmed in January 2004 and it was introduced in schools in August 2006. The education providers, usually the local education authorities and the schools themselves draw up their own curricula for pre-primary and basic education within the framework of the national core curriculum. These curricula may be prepared for individual municipalities or institutions or include both sections." That means, that every municipalities and public schools, as well as private schools have to make their own curricula. In these curricula they can more detailed to determine´the aims and contents of their own. Local characteristics and emphasis are so possible, but any contradictions with the national core curriculum are possible. Still, the level of the national core curriculum is partly quite common, and the requirements can be fullfilled in many alternative ways. You'll find this information in briefly in: http://www.oph.fi/english/sources_of_information/core_curricula_and_qualification_requirements
The books used in our schools are published by the private companies, for example WSOY, OTAVA and SANOMA PRO.
http://www.wsoy.fi/etusivuhttp://www.otava.fi/oppimateriaalit/http://ratkaisut.sanomapro.fi/web/guest/briefly-in-english
For example, SANOMA PRO "offers one of the largest Virtual Learning Environments for K-12 learning to schools and students. This service is called OPIT, and it was launched in 2002. At the moment there are over 170.000 active users. The success of
Thank you for those valuable information. In Turkey, our curricula and books have been being revised by Turkish Ministry of Education in line with constructivist perpectives. Additionally, the government has decided to produce "enriched books" which are electronic versions of traditional books including multimedia materials to introduce educational technology to the new education system. Still, who will produce the books are under discussion. That's why I decided to examine different education systems in the world to have an idea about successful decisions and implementations. As far as I understand, books are prepared by private companies in Finland. I will check the links that you provided about book companies for having more detailed insight. Still, would you please tell me what happens if the curricula prepared by local authorities contradict the principles and objectives of national core curriculum? Do local authorities still have right to implement them?
I think the situation you presented is not possible becouse of the process of planning and executing the local curriculum. The teachers, school principals and local authorities in Finland are very engaged in the national core curriculum. Further, there exists space for adjustments, emphases and interpretation inside the national guidelines.
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.
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 aim of this study is to reveal how well online communities of practice (oCoPs) help teachers share explicit knowledge and bring their tacit knowledge to the surface.
This is the abstract of a research study . In this study they invited a research panel (six researchers) and an expert panel (54 science-related educators) to propose and validate the framework of TPACK-practical. They applied two rounds of anonymous communications and Delphi survey techniques; identified a total of eight dimensions of TPACK-practical and corresponding indicators and rated them as having high levels of importance. They found disciplinary differences between the different groups of experts. Their findings suggest that the structure and content of subject matter shapes not only the way they teach with technology but also the thinking logics they build longitudinally from their learning experiences
While I was doing research on TPACK, I saw that validity of TPACK-practical model was examined in Turkish context.In that study, it was revealed that the adapted form of the survey exhibited the same item-factor harmony and structure as the original form. Here is the link: http://www.sciencedirect.com/science/article/pii/S0360131515001189
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=)
Technological Pedagogical Content Knowledge (TPACK) attempts to identify the nature of knowledge required by teachers for technology integration in their teaching, while addressing the complex, multifaceted and situated nature of teacher knowledge. The TPACK framework extends Shulman's idea of Pedagogical Content Knowledge.