TPACK Presented by Na’ela AL-Mahdawi Teachers’ Training 2012230008

What is TPACK?

It is Technological Pedagogical Content Knowledge

Which Came First - The Technology or the Pedagogy?

Learning technology by design approach This approach requires a shift in the roles of both students and teachers. The student becomes a cognitive apprentice, exploring and learning about the problem in the presence of peers .The teacher, on the other hand, must shift from being the “knowledgeable other” towards becoming a facilitator, who manages the context and setting, and assists students in developing an .understanding of the material

Three Examples of the Learning by Design Approach   Three Examples of the Learning by Design Approach Example I: Faculty Development & Online Learning The task of designing an online course was a unique opportunity for most teachers. Seeing and participating in the process of developing a graduate-level course from scratch provided the participants with an opportunity to apply their knowledge of educational theory to a real-world context, and thus further their own development as future lecturers, instructors, and professors. In addition, the chance to work with tenured faculty provided novel experiences for most of the students. By working with expert educators, they were able to interact with ideas in ways that they are seldom allowed.

Example II: Making Movies Students spent most of their time in groups discussing or debating their idea, storyboarding, filming, digitizing, editing, revising, and feedback. The instructors scheduled regular times for the whole class to preview the participants’ work in progress and receive feedback. Versions of their Videos were posted to a Web site so that feedback from other master’s-level courses could also serve as an impetus to change and re- design . Example III: Learning Technology through (re)Design In contrast to the previous two cases, participants in this course were involved in the redesign of existing Web sites or Web resources. This emphasis on redesign was to ensure that the participants would not spend a lot of time researching the topic but instead would focus on the process of design

Types of activities

Types of activities

Types of activities

Types of activities

Types of activities

Types of activities

Types of activities

TPACK Model Plan Name: Anne Yamashita Title: Reading Fluently Summary: Students will practice reading fluently by recording themselves while reading out loud and then listening themselves.

TPACK Model Plan Primary Core Objective: Standard 5  Fluency-Students develop reading fluency to read aloud grade level text effortlessly without hesitation.   Objective 1  Read aloud grade level text with appropriate speed and accuracy.

TPACK Model Plan Materials Used by the Teacher: Books provided in the classroom Materials Used by the Students: Books Technologies Used by the Teacher: Computer Webcam Projector Technologies Used by the Students:

TPACK Model Plan Intended Learning Outcomes:   My students will be able to learn to read fluently and figure out what they need to work on for reading more fluently.

TPACK Model Plan Instructional Procedures: Step 1: Have the students sit at their own individual computers. Step 2: Show the video of me reading one of the passages out loud. Point out how the words come out smoothly and there are no real stops. Also, point out that to read fluently is to read with emotion. Step 3: Have the students pull up the webcam program on their computers. Step 4: The students will now take one paragraph at a time from the book and record themselves with the webcam reading the paragraph out loud. Step 5: The students will then go back and watch themselves read out loud. Have them compare their video with the video of me reading and figure out what they need to work on to be more fluent. Step 6: They need to record themselves reading at least 10 paragraphs

TPACK Model Plan Extensions: The students that record themselves at least ten times and feel that they are reading more fluently than when they first started can go and record a tokbox.com video. This video will be of them reading a favorite poem or short story. Then the tokbox video will be sent to the class email for review. Assessment Plan:  I will know if the students have learned what I am teaching because they will be able to read more fluently.  I will know if the students have learned what I am teaching because they will be able to read with more emotion.

Model lesson

Conclusion TPACK framework allows us to view the entire process of technology integration as being amenable to analysis and development work. Most important, the TPCK framework allows us to identify what is important and what is not in any discussions of teacher knowledge surrounding using technology for teaching subject matter. Also TPACK could support "Meaningful Learning". Which are: (a) active - where students were not passive listeners but actively manipulating objects and information; and observing results (b) constructive – where students constructed knowledge, reflected, and articulated their personal understandings of phenomenon (c)authentic – where students engaged in the solving of real-world problems (d) intentional – where students set their learning goals and planned their learning pathways

Task Design TPACK plan

References Koehler, Matthew J.; Mishra, Punya (2005).Teachers Learning Technology by Design Journal of Computing in Teacher Education, v21 n3 p94-102 Retrived Mar 21, 2004 from http://files.eric.ed.gov/fulltext/EJ882473.pdf Mishra, P. & Koehler, M. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record,108(6), 1017-1054.Retrived Mar 20, 2004 from http://punya.educ.msu.edu/publications/journal_articles/mishra-koehler-tcr2006.pdf