Tpck Presentation
Transcript of Tpck Presentation
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Developing TPCK: Developing TPCK: Impact of experience Impact of experience
and science expertiseand science expertiseDiane Jass Ketelhut
Temple [email protected]
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4/14/09 AERA 2009: Diane Jass Ketelhut
TPCKTPCK
Koehler and Mishra’s TPCK framework
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•Elementary ed certification programs:
• Low on science
• Low on inquiry models
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4/14/09 AERA 2009: Diane Jass Ketelhut
Strong Science BackgroundStrong Science Background
Something like this should be used in classroom
“interactive technology is a great way to use visual and auditory learning styles to reach students with different learning abilities.”
“using interactive technologies is essential in these times.”
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4/14/09 AERA 2009: Diane Jass Ketelhut
Weak science backgroundWeak science background
See no value for it
“I don't think that I will do all that much with technology when I get into my classroom ... If we can provide entertainment without the computer how cool are we?”
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•80% of K-8 teachers do not teach with inquiry
•Pressures of high stakes testing
•Few experiences
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4/14/09 AERA 2009: Diane Jass Ketelhut
Teaching ExperienceTeaching Experience
Something like this should be used in classroom
“We are currently living in an age where video games, ipods, laptops and cell phones rule. In order to compete schools must find ways to engage and maintain our students' attention. We have to incorporate more computer based research and activities into our lessons.”
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4/14/09 AERA 2009: Diane Jass Ketelhut
Beyond Value…Beyond Value…
But:“I am a teacher who has two computers at home, I occasionally use my daughter's ipod, I play video games with my son and who doesn't have a cell phone. I have all of these devices at the tip of my hand and yet I rarely use technology in my classroom.”
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•How to achieve TPCK with deficient PK and CK?•Science instruction must be integrated with technology
Summer Institute 2008
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4/14/09 AERA 2009: Diane Jass Ketelhut
Summer Institute 2008Summer Institute 2008
Exercise physiology in amPedagogy and technology in afternoon
preK-8 teachers
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4/14/09 AERA 2009: Diane Jass Ketelhut
Evidence-Team 1Evidence-Team 1
Low on content and technologyStruggled to understand
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4/14/09 AERA 2009: Diane Jass Ketelhut
Evidence Team 2 and 3Evidence Team 2 and 3
AnaerobicAerobic
Stronger on contentStruggled to understand how to teach it and integrate technology
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4/14/09 AERA 2009: Diane Jass Ketelhut
Biggest learning momentsBiggest learning moments
12%: tpck “how to use technology meaningfully”
25%: pck—real world connections
25%: content
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4/14/09 AERA 2009: Diane Jass Ketelhut
“It is simply my unwillingness to think out of the box when it comes to technology. I'll try the latest teaching strategy or do something out of the norm that my colleagues won't do and yet I refuse to give technology a try. Here I go with the excuses: lack of working computers, time, the curriculum, standardized testing, students' behavior, school walkthroughs, etc, etc, etc. In spite of these I know I have to do better by my students. Hopefully, this summer I'll be able to create some lessons and reformat activities that will incorporate more interactive technology. Sadly, this statement sounds familiar. Oh yeah, I think I said it last spring......”
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4/14/09 AERA 2009: Diane Jass Ketelhut
ThanksThanks
This material is partially based upon work supported by the National Science Foundation under Grant No. ESI-0639646. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author and do not necessarily reflect the views of the National Science Foundation.
Catherine Schifter, Susan Varnum, Judith Stull