T HE T OTAL P ACKAGE FOR T EACHING W ITH T ECHNOLOGY TPACK Maggie Niess Oregon State University ToBg&ved=0CAwQFjAA&usg=AFQjCNGqDevqGG_YbZeKmMfLndj5EKaMwQ

If we teach today as we taught yesterday, then we rob our children of tomorrow. ~John Dewey ~John Dewey

NETS ( N ational E ducational T echnology S tandards) 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 P edagogical C ontent K nowledge Content Pedagogy PCK

Teacher Knowledge for the 21st Century T echnological P edagogical C ontent K nowledge Technology, Pedagogy, and Content Knowledge The Total Package for Teaching in the 21st Century! Content Pedagogy TPCK Technology 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 PCKTPACK

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: Theyre 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. Devils Advocate Students work in pairs, each challenging their others 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,

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 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 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 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 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 Partnership Benefits for pre-service teachers 1. Time for collaboration with experienced teachers 2. Opportunities to test preconceptions about student learning with technologies 3. Design/teach lessons in authentic context 4. Teaching, reflecting, and refining 5. Curriculum redesign, integrating appropriate technologies Benefit for cooperating teacher 1. Learn about technologies to integrated in teaching subject matter/level 2. Work in collaborative group for curriculum redesign 3. Opportunities to observe student interactions in technology-enhanced work 4. Opportunities to test, reflect and redesign instructional strategies 5. 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, …) 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. 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 Pre-service teachers need more than knowledge of Technology Technology Pedagogy Pedagogy Content Content Pre-service teachers need to learn when, where and how to use domain-specific knowledge and strategies! 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 … But we are learning each day … Niess, 2008 Contact Maggie Niess: Contact Maggie Niess: PowerPoint available at: PowerPoint available at: Niess, 2005