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Design a Dream Room project incorporating geometry and budget application skills

This video is long, but it breaks down all parts of TPACK and provides examples. This video stresses the importance of using the TPACK model to solve "wicked" problems. The presenter also discusses the importance of creativity in this process. There are many great examples provided in the video. My favorite example was about the third grade teacher who used technology to enhance students understanding of maps. The class took a trip to DC and used cameras and mapping software to record their journey. The main points of the video are: teaching with technology is a wicked problem, wicked problems require creative solutions, and that teachers are the designers of the Total PACKage, and that solutions need to be novel, effective, and whole,

I have shared this with my technology integrated group, since we has cited TPACK as the basis for our school's program. This video does a beautiful job of conveying this information and I hope we use this to assist our staff as we struggle to implement technology uses for learning. I particularly like the acknowledgment of the difficult nature of this. The humorous nature of the presentation along with depth of scholarly foundation contained is excellent!

free for educators/students!

This is an article by a 3D printing company (so obviously they have their own agenda), but I did think it presents some interesting uses for 3D printers for various subjects.

Noteworthy statements in this document: - "the three sets of activity types (conceptual knowledge building, procedural knowledge building, and knowledge expression) are presented including compatible technologies that may be used to support each type of learning activity" - "technologies listed in the tables are meant to be illustrative" this work is based upon : Millar, R. & Driver, R. (1987). Beyond processes. Studies in Science Education, 14, 33-62. National Research Council. (2000). Inquiry and the national science education standards.Washington, DC: National Academy Press. This article's citation: Blanchard, M. R., Harris, J., & Hofer, M. (2011, February). Science learning activity types. Retrieved from College of William and Mary, School of Education, Learning Activity Types Wiki: http://activitytypes.wmwikis.net/file/view/ScienceLearningATs-Feb2011.pdf

Great video that explains the concepts of TPACK in a more simplistic manner. I think is does a great job of showing how not integrating such a model could harm our current/future learners- learners of the 21st century.

This is a beautiful presentation, and I know it's purpose is not to teach you everything about TPACK, but you also don't want to dishearten learners or veteran teachers with overloading them with what they should be doing. If I told everyone right now that by next Friday you all should be playing golf and be good at it, most of you would look at me and say no way or I cannot. If I said I want to show you how to putt a golf ball one day, then the next day we are going to work on chipping a golf ball... I am slowly building the foundation of playing golf. For TPACK to work with teachers who are not tech savvy, you have to slowly build the foundation. Maybe designate one piece of technology, and for some it might be something as simple as a digital camera, and properly work that into a lesson. If you want all teachers to be successful using the TPACK model, baby steps might be needed for some, just like some of our students need baby steps and others hit the classroom running in full stride.

The video "TPACK Framework" definitely portrays the most important message of TPACK which is successful implementation of TPACK is not an easy process; rather it is a process that will require creativity from teachers. I really like what Stephen stated with his golf analogy and I feel like the video is great for teachers who are new to the framework by explaining TPACK in a very simple format: you need to have knowledge of the content you are teaching, knowledge of how to effectively teach as well as creative ideas of how you will use technology to tie in the content effectively. Through this video, I can see how the subject being taught can be considered as a resistant force to the framework. It is absolutely possible to apply TPACK in every content area however I feel that it is easier or more obvious to apply it in science curriculum as oppose to language arts (I am in no way saying that it is impossible). In order to make TPACK successful introducing teachers to this framework and ensuring them that is okay if they run into a brick wall because this not a 1-2-3 fix and it will require creative solutions.

What is standards-focused Project Based Learning (PBL)? When engaged in standards-focused Project Based Learning (PBL), students are working in teams to experience and explore relevant, real-world problems, questions, issues and challenges; then creating presentations and products to share what they have learned.

Cancer and Geometry Charity Manis, NSF Scholar, 2002-03 Mathematics & Science Center and The University of Virginia Developed with funding from the National Science Foundation (DGE0086320) Major Understanding Based on the present and past, cancer is very real. It touches families as well as individuals when they least expect it.

In this lesson, the engineering component is the students making the different polygons on the Geo-Boards, using the rulers to measure their areas and perimeters, and then comparing the results of making the different shapes and sizes of these polygons.