ms_spiral_in_tpack_itl8_august_2011
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TPACK@U C Why TPACK? ICTs and preservic e teachers Unused Sectio n Space 2 Wicked problems require creative solution s Unused Sectio n Space 3 Unused Sectio n Space 4 Unused Sectio n Space 1 Outcom es based planni ng
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PPT presentation designed for PPTPlex, for ITL2011, concerning approaches to TPACK in English, Years 9-10, in the Australian Curriculum.
Transcript of ms_spiral_in_tpack_itl8_august_2011
TPACK@UC
Why TPACK?
ICTs and preservice teachers
Unused Section Space 2
Wicked problems require creative solutions
Unused Section Space 3
Unused Section Space 4
Unused Section Space 1
Outcomes based planning
With thanks to our Major Sponsor and Host School:
Spiral In, Spiral Out: the TPACK model for secondary English learning activities and teacher professional development and evaluation
Michael Sisley
Teaching Teachers for the Future (TTF) Project
Thirty-nine teaching universities
Fifty thousand preservice teachers
Focus on National Curriculum
UC chooses English & History
TPACK@UC facilitator, Robert Fitzgerald, Director of the Inspire Centre, UC collaboration with ACTDET
TTF Project #2
Many of the heavies of education technology: Romeo, Albion, Finger, Watt,
Holkner and many more
Toni Downes, ACDE President
Delays, regrouping in Education Services Australia
Three major phases: TPACK surveys for all (50,000)
preservice students Most Significant Change “to
demonstrate the impact on ICTE curriculum & pedagogy”
Report and ongoing > May 2012
TTF Project #3
Each teaching institution has a Coordinator and an ICT Pedagogy OfficerThe Project is to be ongoing, sustainableIt’s all about ICT in education, starting with teacher educationAll universities encouraged to research and publish – aimed at conferences in 2012,
such the strand of ‘It’s time to prepare’at ACEC 2012
ESA
•Development of resources directly related to TPACK•Tested by ICTPOs and others – just arrived!•Several on Scootle, except History
TTF Project #5
Learning technologies audit: Semester 1, 2011 and Winter, 2011Core Moodle use for
unit outlines, PDFs, links and texts on e-Reserve
Some use of Mahara e-Portfolio (NZ)
Thirty-nine (39) different services used, mostly Web2
No IWB use
TTF Project #4
•Survey instruments supported by previous trials, research & successes•Provides an agreed, quantitative base•Links to TPACK.org and many other groups•MSC & end survey
Why TPACK?
“TPACK supports teachers in using their knowledge about technology, pedagogy, content, learners, and context to provide transformative teaching and learning experiences.” ESA (2011) ‘Who am I’. Year 2 level Australian Curriculum: English resource. Retrieved 1 August, 2011, from http://www.ttf.edu.au/english-f-4/introduction/making-meaning-through-text,-images-and-audio-%5Bpi-e-f-4%5D.html
From Shulman’s PCK to TPACK
TPACK Model builds on Shulman’s (1986, 1987) interest in pedagogical and content knowledge and the intersection of these domains, pedagogical content knowledge
Koehler and Mishra’s TPACK Model (2009) extends Shulman’s Pedagogical Content Knowledge (PCK) further by introducing technological knowledge
TPACK and grounded theory: learning activity types Collaborative
collections of learning activities linked to technologies
Over 270 academic papers in Mendeley site for TPACK
Text and conference stream from ISTE
Playful, involved community of teachers and academics
SlowAlan, CC3.0Aus
Remember the Venn: focus on the centre
JaneFox26, CC3.0Aus
Acknowledging the ‘wicked problem’ of teaching with technology“it is acknowledged
that solutions are difficult due to ‘complex interdependencies among a large number of contextually bound variables’” (Mishra & Koehler, 2006, p.9)
Wicked problems need creative solutions“I love the idea about technology
being a ‘wicked problem’ and that there aren’t quick easy answers that will work for everyone; that teachers will need to look at their specific circumstances and creatively work towards a solution that will probably not ever be completely resolved. I love the idea that it’s a constant work in progress, much like a piece of art.” (Spires, Zheng & Pruden, 2011)
Unpacking TPACK
Jaipal, K. & Figg, C. (2010). Unpacking the “Total PACKage”: Emergent TPACK Characteristics From a Study of Preservice Teachers Teaching With Technology. Journal of Technology and Teacher Education, 18(3), 415-441. Chesapeake, VA: AACE.
What is the context for this class?
Context: NAPLAN results, affordances of school resources
NAPLAN results
Similar schools
ICT affordances and constraints: occasional wicked problemsBlocked sites come
from any ICT Coordinator, in any school
Webooks still in the cupboard – profiles not established
The teacher, the students in the class before
Australian Curriculum English Yr9
Curriculum approach - CK
Australian Curriculum English Yr9
Backward design by outcomes
Aligning to unit outlines
School platform curriculum
Year 9 can cover Science Fiction (SF)
Texts ancient and more modern:‘Flowers for
Algernon’
A few videosStrong responses
from previous years
Short texts for the Year 9 Cyborgs The stories include: ‘Robbie’ (1940), ‘True Love’ (1977) and
‘Robot Dreams’ (1986) by Isaac Asimov ‘Skirmish’ (1977), by Clifford Simak ‘EPICAC’ (1950) by Kurt Vonnegut Junior and ‘A Word from the FAMily’ (2010) by Anders
Brink Poetry: ‘All watched over by machines of loving
grace’ (1968), by Richard Brautigan Visual texts: ‘Machine Love’ (2004), written and directed
by George Pak ‘The Measure of a Man’ (1989), directed by
Robert Sheerer and written by Michael Snodgrass
‘Wall-e’ (2008), directed by Andrew Stanton and
‘Warhead’(1997), directed by William Kolbe
Curriculum resources – CK & PK
Scootle resources searched by content descriptors
Resources linked by theme, context of the group
Considerations of the group and the outcomes for choices
ICT elaborations – CK, PK & TK
ACCE & AITSL collaboration: ICT elaborations or dimensionsSeems like a great
many overlaps, but ...No sense of
improvement Stress on the tool, not
the way knowledge is changed/built with technologies
MindTools or Cyborgs
Drawing in: PCK, TCK & PTK
Decisions for TPACK planning: grounded tech
cLc Virtual Learning Portal
Improved results for English 9, Level 2
Improved results for English 9, Level 2
cLc Forums
Web 2 apps embedded in cLc
Web 2 apps embedded in cLc #2
Teachers ‘subvert’ technologies, repurposing for the context
Choices of personal pedagogy:Bereiter and CSILE
Improvability of the concept of intelligence:‘What does it mean to be human?’
Designed for the heart: TPCK
Remixing Shakespeare: ESA, August 2011 TPACK Resource
ESA TPACK Resource #1: English, Yr 9-10
ESA TPACK Resource #2: English, Yr 9-10
ESA TPACK Resource #3: English, Yr 9-10
ESA TPACK Resource #4: English, Yr 9-10
ESA TPACK Resource #5: English, Yr 9-10
ESA TPACK Resource #6: English, Yr 9-10
TPACK research and testing
TPACK in professional development
Agreed evaluation of teacher’s plans
Evaluation of teachers’ performance through TPACK
Surveys for teachers
Gesture, avatar based TPACK: privacy, collaboration, emerging
TPACK game - professional development with pinboards
<http://www.littletonpublicschools.net/DISTRICTINFORMATION/GetInvolved/LPSBlogs/tabid/656/EntryId/375/The-TPaCK-Game.aspx>
TPACK in professional development
Jaipal, K. & Figg, C. (2010). Unpacking the “Total PACKage”: Emergent TPACK Characteristics From a Study of Preservice Teachers Teaching With Technology. Journal of Technology and Teacher Education, 18(3), 415-441. Chesapeake, VA: AACE.
TPACK as an assessment of teacher planning and performance
Thank you to our Sponsors
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