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. At the heart of the TPACK framework, is the complex interplay of three primary forms of knowledge: Content (CK), Pedagogy (PK), and Technology (TK). See Figure above. As must be clear, the TPACK framework builds on Shulman's idea of Pedagogical Content Knowledge.
Help Needed : The section on Researching TPACK is in need of heavy development, and needs your help. If you know of any approaches to developing TPACK for pre- or… An introduction to TPACK - Technological Pedagogical Content Knowledge A number of TPACK survey instruments have been created.
I think the best place to start when thinking about incorporating technology into the classroom is by asking the question, “What is the right tool for this particular job?” Sometimes it’s a digital tool and sometimes it’s not. But when we force a digital tool into a classroom scenario where it isn’t the best one for the job, students are extremely quick to pick up on this “tech for tech’s sake” implementation.
And the faster and more intense our connectedness becomes, the further we move away from that ideal. Digital busyness is the enemy of depth.”
Instead, if used in a dynamic way that addresses the medium’s strengths, mobile media can actually get us to engage with each other and with the spaces we move through in deep, meaningful, and context-rich ways.
It is apparent that the students often shift between the two classroom spheres. Does this “distraction” take them away from engaging with the content I’m presenting? Quite the contrary. From my experience, they are engaged with the material that is being discussed in a much more sustained way because the devices that have typically severed as “distractions” in the past (e.g. using the laptop or the mobile phone to access Facebook) are now being utilized to constantly engage them with the material.
The quiz began with a QR code posted on my office door (I started here so they would all know where my office was located!) that led them to a download of the 7scenes app.
from Broadcastr to Foursquare
When they arrived to class on the day of the field test, we all went geocaching around campus.
The three groups each decided to create fictional narratives and used a range of mobile media from websites designed for the iPad, geocaches that contained narrative elements, and one group even built a reverse geocache that held the contents of the story.
Soon, if it hasn’t happened already, every teacher in higher education will have to develop a strategy for mobile phone use in the classroom (whether that be to integrate the technology or to ban it).
I can still sing that one, and it made sense to me. Schoolhouse Rock is the "important" education I remember - conjunction junction, the Preamble, multiplication facts, etc.
This history of rubber is an example of what at the time was cutting edge technology for classroom teachers to use in the 60's & 70's. Looks very similar to early slide show presentations done on the computer in the 90's.
An excellant referance source. This site includes a compendium of articles from the "Journal of Technology" and the "Journal of Industrial Teacher Education."
http://www.youtube.com/watch?v=hMCnX3F6YC4 Here is another video (more like an animation similar to Suzzette's) to be added to the collection posted by my classmates. In it they mentioned a simple way to start utilizing this model in a school through lesson plans.
Simple and effective explanation with the use of a real life situation.The last post I made seemed very detailed and I wondered about my part as a teacher. Was I the one creating, following or implementing TPACK? This has helped me to clarify my thoughts. Thumbs up!
Hey Julian! This was a very effective sample from which I could get two of the main aspects in which technology can be a great contributor: students can learn independently by using tech applications, and students can learn more effectively by following an interactive model. Nice video!
Archambault, L., & Crippen, K. (2009). Examining TPACK among K-12 online distance educators in the United States Contemporary Issues in Technology and Teacher Education, 9(1). Retrieved from http://www.citejournal.org/vol9/iss1/general/article2.cfm Examining TPACK Among K-12 Online Distance Educators in the United States Leanna Archambault Arizona State University Kent Crippen University of Nevada Las Vegas Although online distance education has become established in higher education, it is a relatively new area within the K-12 field.
This scholarly article examines a sample of 596 online teachers (K-12) in the States. The study measures the knowledge they have in the three domains (technology, pedagogy and content).