Group items tagged

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.

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.

"Teachers in many subjects, including math, science and foreign languages, are all using technology to switch up the way students learn. However, one area that hasn't recently been in the spotlight is physical education (PE), where it's assumed students just run around playing soccer or basketball." If you wonder about flipped learning in physical education, this sharing is for you ;)

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

"When you step away from the prepackaged structure of traditional education, you'll discover that there are many more ways to learn outside school than within." - Kio Start Loved this quote !! + I am shocked to see how they used vine videos to explain science :)

The warning for social media privacy is quite an important aspect, indeed. Thanks for this educative article, Özlem!

A nice prezi related to TPACK in science education prepared by Jamie Smith.

The list of apps in different subjects.

we can share this list with our project participants.

New version of TI-Nspire calculator that can be used in math and science lessons

I also liked this project very much. It is also very useful for science education.

This article demonstrates some visual diagrams related to TPACK. These are funny and interesting due to dream worlds of teacher candidates.

This article is really easy to read and with its good visual demostrations. It also shows us that as all teachers independent from which course they are teaching they are in a way have to use technology integration into their classes. This an example from science teachers and mine is an example from mathematics teaching.

so fantastic, hard to imagine..

This is our paper with Hakan Hoca (my master advisor) about Fatih Project. It discusses how we can implement a technology-rich learning environment and whether we can implement in schools involved in FATİH Project

This week we are going to look at how we can use flipped classroom in our classrooms - as a teacher. This link provides a student perspective to this technology.

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