T HE T OTAL P ACKAGE FOR T EACHING W ITH T ECHNOLOGY TPACK Maggie Niess Oregon State University
-
Upload
paula-regester -
Category
Documents
-
view
213 -
download
0
Transcript of T HE T OTAL P ACKAGE FOR T EACHING W ITH T ECHNOLOGY TPACK Maggie Niess Oregon State University
THE TOTAL PACKAGE FOR TEACHING WITH TECHNOLOGY
TPACK
Maggie NiessOregon State University
http://www.google.co.il/url?q=http://people.oregonstate.edu/~niessm/WFN/TPACK.ppt&sa=U&ei=coR_TfiJHIvysgbx6-ToBg&ved=0CAwQFjAA&usg=AFQjCNGqDevqGG_YbZeKmMfLndj5EKaMwQ
If we teach today as we taught yesterday,
then we rob our children of tomorrow.
~John Dewey
NETS (National Educational Technology Standards) Teacher Standards for Teaching with Technology
1. Facilitate and Inspire Student Learning and Creativity
2. Design and Develop Digital-Age Learning Experiences and Assessments
3. Model Digital-Age Work and Learning
4. Promote and Model Digital Citizenship and Responsibility
5. Engage in Professional Growth and Leadership
International Society for Technology in Education (ISTE), 2008
Teacher Knowledge
Pedagogical Content Knowledge
Content Pedagogy
PCK
Teacher Knowledge for the 21st Century
Technological Pedagogical Content Knowledge
Technology, Pedagogy, and Content Knowledge
The Total Package for Teaching in the 21st Century!
Content Pedagogy
TPCKTechnology
TPACK
Thinking about TPACK -Borrowing from PCK
An overarching conception of what it means to teach particular content topics;
Knowledge of students’ understandings, thinking, and learning of particular subject matter topics;
Knowledge of curriculum and curriculum materials with learning and teaching subject matter topics;
Knowledge of instructional strategies and representations for teaching and learning particular content topics.
Grossman, 1989,1990
An overarching conception of what it means to integrate technology to teach particular content topics;
Knowledge of students’ understandings, thinking, and learning of particular subject matter topics with technology;
Knowledge of curriculum and curricular materials that integrate technology with learning and teaching subject matter topics;
Knowledge of instructional strategies and representations for teaching and learning particular content topics with appropriate technologies.
Niess, 2005
PCK TPACK
Developing TPACK
1. Recognizing (knowledge)
2. Accepting (persuasion)3. Adapting (decision)4. Exploring
(implementation)5. Advancing
(confirmation)
Niess, Sadri, and Lee (2007) proposed a development model for TPACK emanating from Everett Rogers’ (1995) model of the innovation-decision process (first introduced in 1962 concerning societal diffusion of innovations; published in Diffusion of Innovations).
Preparing Teachers to Teach with Technology - Guiding Development of TPACK
The challenges Digital emigrants from 20th century 20th century learning in K-12 20th century college subject matter teaching 20th century teacher preparation programs Teacher educators Cooperating teachers 20th century school classrooms, curriculum,
instruction Technology access TPACK developmental process
Impossible?
Promising Practices for Attacking the Impossible
Question: Should teacher preparation programs continue to
have a technology course? My response:
Yes Question:
Why? My response:
They’re digital emigrants which means…
Writing and Word Processing Stations for classroom Writing with Word Processors
1. Ratiocination Small groups exchange ideas and responses for editing the
individual drafts.
2. Nutshelling Collaborative groups of students examine their writing
looking for one sentence to capture the cores.
3. Devil’s Advocate Students work in pairs, each challenging their other’s ideas
in the drafts.
4. Swapping Conclusions for Introduction Students swap their conclusion for the introduction as a
means of moving the real meat of the essay to beginning.
5. Exploding Sentences Students take sentences in their essays and expand that
sentences, providing evidence that supports the positions.
Guiding Learning with Technology
Part I: Preparing Teachers to
Guide Learning with Technology in the 21st Century
Part 2: Connecting Technology
with Learning Part 3:
Connecting Technology with Teaching
Developing TPACK in Pre-service Courses
Handbook of Technological Pedagogical Content Knowledge (TPCK) for Educators, 2008, New York: Routledge Part 1:
– What is technological pedagogical content knowledge (TPCK)?
Part 2: Integrating TPCK into specific
subject areas Part 3:
Integrating TPCK into teacher education and professional development
Niess, M. L. (2008). Guiding pre-service teachers in developing TPCK. In Silverman, N. (ed.)., p, 223-250.
Designing Lessons With Technology
Student knowledge and thinking desired Declarative
knowing that, including definitions, terms, facts, and descriptions
Procedural knowing how that refers to sequences of steps to complete a
task or subtask Semantic
knowing why by drawing on both declarative and procedural knowledge, such as principles and mental models
Strategic knowing when and where to use domain-specific knowledge
and strategies, such as planning and problem solving together with monitoring progress towards a goal
Learning to teach with technology suggests that pre-service teachers need opportunities to:
Interconnect and interrelate their knowledge of content, pedagogy and technology
Plan, organize, critique and abstract their ideas for guiding their particular students’ learning of the subject matter content with appropriate technologies
Implement their plans that include methods and strategies for applying technology to maximize student learn
Reflect on the effectiveness of the instruction and students’ learning, refining and refining their plans
Pre-service teachers need:
Time to build confidence and understanding
Opportunities to see good teaching modeled
Assistance in making good technology choices
Opportunities to develop and teach technology infused lessons
Alternatives to Pre-service Teacher Preparation: A Technology Partnership Model Phase 1
One month technology course (2 hours/day); content specific materials and instruction (2 hours/day)
One month, full-day coursework introducing common themes of teaching: unit and lesson design, learning theories, professionalism, and classroom management
One month of full day field placement Phase 2
Coursework and field experiences where pre-service teachers interact in their initial field in the mornings and coursework in the afternoons (two months)
Phase 3 Full time coursework with class assignments that
involve short-term field experiences Phase 4
Full time student teaching experience
Phase 3: The Technology Partnership
Partners Two pre-service teachers in similar subject/grade levels Practicing teacher in the subject/grade level
Challenge Design and teach lessons for the subject/grade level that
integrates appropriate technology in the lessons Partner roles in the design of lessons
Pre-service teachers Provide insight into the ways that the technology might be used to
enhance the instruction of the planned curriculum Practicing teacher
Provide information about the curriculum and the classroom context
Design-based, iterative lesson development/teaching/reflection Pre-service teachers take turns teaching lessons, observing
and critiquing lessons Reflection where all three partners take active roles
leading to redesign of future lessons.
Phase 3: The Technology PartnershipBenefits for pre-service teachers
1. Time for collaboration with experienced teachers2. Opportunities to test preconceptions about student learning
with technologies3. Design/teach lessons in authentic context4. Teaching, reflecting, and refining5. Curriculum redesign, integrating appropriate technologies
Benefit for cooperating teacher6. Learn about technologies to integrated in teaching subject
matter/level7. Work in collaborative group for curriculum redesign8. Opportunities to observe student interactions in technology-
enhanced work9. Opportunities to test, reflect and redesign instructional strategies10. Opportunities to assess student understandings from technology-
enhanced lessons
More about the research on this model
Harrington, R. A. (2008). The development of pre-service teachers’ technology specific pedagogy. Unpublished doctoral dissertation, Oregon State University, Oregon.
TPACK - A Strategic Thinking Knowledge for Teachers Teaching in the 21st Century
Interconnected and interrelated knowledge of content, pedagogy (teaching and learning) and technology (Internet, podcasts, calculators, computers, …)
Characterized by planning, organizing, critiquing and abstracting for specific content, specific student needs, specific classroom situations, etc.
Pre-service teachers need more than knowledge of
Technology Pedagogy Content
Pre-service teachers need to learn when, where and how to use domain-specific knowledge and strategies!
Technology
Content Pedagogy
The Total Package for Teaching With Technology - TPACK
We have some understanding of what pre-service teachers should know, but less of an understanding of how they come to know it.
But we are learning each day …Niess, 2008
Contact Maggie Niess: [email protected]
PowerPoint available at:
http://oregonstate.edu/~niessm/WFN
Niess, 2005