1. Technology & learning: putting together the total package Dr. Mike Charles Pacific University College of Education

2. What is happening?

3. Your explanation I cannot explain how the egg gets in to the bottle Air pressure outside the bottle is greater than the air pressure inside the bottle, pushing the egg in to the bottle As the paper burns, oxygen is consumed, which creates a vacuum, sucking the egg in to the bottle Something else

4. A closer look …using Vernier’s Logger Pro 3 software… Video provided by Dr. John Park from North Carolina State University Video

5. Summary Partially right: the egg is forced in by air pressure. Greater air pressure outside than inside the glass. Vacuum is created inside the glass not by burning/destroying oxygen but by heat. The warm air rises out of the glass so there is less air inside, and thus lower air pressure (i.e. vacuum) The hard boiled egg acts like a slip valve. It lets the hot air slip out, but then once the fire is extinguished, it forms a seal. The air inside the bottle cools rapidly and contracts, and the egg is pushed in to the bottle.

6. Seal the egg near the mouth of the glass. Increase the air pressure inside by: Heating the air (hot water on the outside, or an open flame or other heat source) Blowing in to the glass (around the egg—quite a trick!) Other Application: How could we get the egg back out?

7. How could we get the egg back out? http://www.youtube.com/watch?v=mpC5zlmtm- g&feature=player_embedded http://www.youtube.com/watch?v=mpC5zlmtm- g&feature=player_embedded

8. TPaCK T echnological P ed a gogical C ontent K nowledge TPaCK—the total technology package

9. http://www.csupomona.edu/~hcmireles/Courses/Sci 210/Activities2007/EJacobs1/EJacobs1.html Pedagogical Content Knowledge (PCK)-most students incorrectly think that the burning paper creates a vacuum by “burning the oxygen.” Technical Knowledge (TK)- -operate a digital video camera -operate an air pressure sensor -capture the video and the data from the sensor onto a computer -analyze it using Vernier probeware to sync the video to a graph of the air pressure. TPACK—the total package Content Knowledge (CK)— greater air pressure outside the glass causes the egg to be squeezed into the glass Pedagogical Knowledge (PK)-Scientific misconceptions are difficult to change and often require repeated experiences— ”successive approximation.”

10. A challenge… Apply the TPACK model when you attend sessions today—what is the total package that will use technology to help my students learn?

11. TPaCK—a 2 nd example

12. TPACK CK—define a rectangular prism and provide several real-life examples PK—pedagogical knowledge: the power of students explaining an important idea to a meaningful audience PCK—they are struggling with the formal definition of a rectangular prism in their developing understanding of 3D geometry TK—how to operate a digital camera, create a podcast with voice-overs, and post it on a teacher website

13. Online mathematics manipulatives http://sites.google.com/site/educ343543/mathematics/o nline-math-manipulatives http://sites.google.com/site/educ343543/mathematics/o nline-math-manipulatives

14. Fraction Track TK—java enabled applets on your web browser; java updates on that browser CK--think about how fractions are related to a unit whole, compare fractional parts of a whole, and find equivalent fractions.

15. PK—Mathematical games can foster mathematical communication as students explain and justify their moves to one another. PK--Games can motivate students and engage them in thinking about and applying concepts and skills. PCK—Breaking a single fraction into more than one fraction is the most sophisticated skill to watch for and teach. PCK--Some teachers preferred a simpler version of the game scaled back for easier understanding. the game PCK--Students move the sliders without explaining their moves to each other.

16. Technological concerns Access  Not enough computers  Differences between high SES and low SES schools  Computers are used for testing Appropriateness  Substitute artificial “on screen” experience for real experience  Technology can interfere with deeper level understanding of a topic  No impact on student achievement When you think about using technology in your classroom, what concerns do you have?

17. My concerns The fundamentally human character of teaching is being increasingly invaded by technical thinking that reduces education to a production task Production mandate: Make the same thing faster, cheaper, and smaller

18. Education has been redefined as a production task because everything is defined as a production task. Technological thinking invading every sphere of human activity…

19. In the case of education… A standards-based curriculum furnishes the “production specifications;” (1980’s) Standardized assessment tools function as quality control checkpoints. (1990’s) Mandated performance levels determine whether schools are making “adequate yearly progress” in an effort to identify “failing schools.” (2000’s)

20. Observation protocols of teachers based on “best practices” are in widespread use (1980’s) Increasingly there are calls to put in place measures of teacher productivity… (2010’s?) ”based on student scores coupled with the findings of multiple, well-designed classroom observations make a fair and reliable gauge of job performance” Oregonian, August 2, 2009Oregonian, August 2, 2009

21. Race to the top… Education initiative of the current administration Led by the Secretary of Education $4 billion dollar part of the stimulus package set aside to encourage new ways of teaching Charter schools for experimentation; assessing teacher performance is a must

22. Road trip… From the Chicago Tribune, August 15, 2009Chicago Tribune, August 15, 2009

23. Technology can be a corrective to technological thinking Egg in the bottle: Using the kind of technology that awaits them in the work force Rectangular prism video: Math as motivating—sharing their knowledge with the class and with a larger audience Fraction track: Play games, learn math

24. The total package…