Discussion+3

  ** //Teacher education and training needs to be a place to start with TPACK. As we prepare the next generation of educators, should TPACK become a required component of pre-service teacher education? Post your thoughts in the Discussion Forum entitled, "TPACK." Remember to respond to other participants in the class.// **

//As Mishra writes,// //"A teacher capable of negotiating these relationships represents a form of expertise different from, and greater than, the knowledge of a disciplinary expert (say a mathematician or a historian), a technology expert (a computer scientist) and a pedagogical expert (an experienced educator)".// Hi Kevin & Nicole,

Are you interested in adding another dimension to the discussion - a mind map from Bubblus? (http://bubbl.us/) I started the one below and if you would like to try it, I can add you as collaborators. You need to sign up for bubbl.us first, then let me know your emails.(Needs revising though!)

Robin

Hi again, I also Tweeted a link to wallwisher - a page for ideas about TPACK ... just wanted to give it a try! Feel free to add some stickies and your ideas. I wonder if everyone in the class would add - it would be interesting to see what emerges! Robin This is the link: __@http://t.co/jQidHDd__ Hey Robin,

Very cool I have a user account with bubbl and I would like to try contributing to this mindmap!

Cheers,

Kevin

Hi Kevin, I think that I've shared it with you now - feel free to make any changes you like - arrangement, content, colour ... you name it.

Robin

Hi group,

The Mishra & Koehler article provides good background for this discussion - it is quite lengthy, but even with a quick perusal lots of good points jump out: http://punya.educ.msu.edu/publications/journal_articles/mishra-koehler-tcr2006.pdf Technological Pedagogical Knowledge: A Framework for Teacher Knowledge. Robin

A couple of interesting comments from that document Robin:

TPCK represents a class of knowledge that is central to teachers’ work with technology. This knowledge would not typically be held by technologically proficient subject matter experts, or by technologists who know little of the subject or of pedagogy, or by teachers who know little of that subject or about technology. Punya, and Koehler (2006) The actual process of design is the anchor around which the rest of the class (and learning) unfolds. This evolving artifact is also the test of the viability of individual and collective understandings, conceptions, and ideas of the project. And finally, the main role of the instructor in such an environment is that of a facilitator and problemsolving expert rather than an expert in the content. Learning in this context involves becoming a practitioner, not just learning about practice. Punya, and Koehler (2006) Merely knowing how to use technology is not the same as knowing how to teach with it. Punya, and Koehler (2006) In theory, there is no difference between theory and practice. But, in practice, there is. —Jan L.A. van de Snepscheut

Reference Mishra, P. & Koehler, M. (2006). Technological Pedagogical Content Knowledge: A framework for teacher knowledge. //Teachers College Record//, 10 (6), 1017–1054 Kevin

Hi Group!

You two are so with it! I am going to spend some good time tonight getting caught-up with the discussion! Bubbl.us looks very interesting. I'll be back soon,

Nicole

To directly address the question posed on D2L, I would have to agree that the training a pre-service teacher receives should include this methodology. If we are moving towards educational models based on connectivism, collaboration and personalized learning it only makes sense that we are exposed to these concepts when we ourselves are learners. By actively participating in the processes of creating meaningful learning as learners one can get a better view of activities that are valid and aligned to the learning goals. Projects when complete can be reflected upon to determine the attainment of such goals by individuals, learning cohorts and instructors.

As seen with our group when the goal is stated but the path is left up to individuals in the learning cohort many additional even unintended skills can be gained. I have certainly found to speak knowledgeably about the discussion questions posed, I must explore the technology and attempt to apply it into this learning environment before I can establish the value of it. Thanks to the experimental nature of the members of this group many new technologies we are discussing are no longer theoretical to us, they are now practical and real tools which may or may not be of value to our learners. Having practical knowledge of these tools allows us to form our own opinions as to the effectiveness when used to enhance learning.

When we are prepared to leave the comfort zone of being the one person in the class with all the answers, we promote individual learning. When students are prompted to take ownership of their learning they become an active participant with accountability for the decisions made to produce the final result.

When looking at the TPACK model the concept that Technology, Pedagogy or Content Knowledge have never been stand alone concepts in education is intuitive. The right mix of these concepts, applied to the right learning activities will produce amazing results.

Kevin

“ //Effective technology integration for pedagogy around specific subject matter requires developing sensitivity to the dynamic, transactional relationship between all three component//s ” (Mishra, 2008)

(Mishra, 2008) Kevin, I think you said it right: “The right mix of these concepts, applied to the right learning activities will produce amazing results”.

It is obvious that there is a need for change. We see it everyday – every time we walk down the street and see people texting while waiting for the bus, every time my student asks me if I’m on Facebook (“yes, and sorry, no we can’t be ‘friends’), and every time, we see line-ups ten blocks long for the newest version of iPhone. The message is loud and clear – the need for change is now, so…let’s make that change now!

In the 21st century classroom, students require skills that were virtually non-existent even 10 years ago. Students need to learn technological skills, from something as simple as typing, to the more active and multifaceted skills, such as critical thinking and communicating online in ethical and ‘safe’ ways. Therefore, I agree with you Robin and Kevin, that TPACK needs to be included in ‘teacher education for the 21st century’.

In our modern diverse and dynamic classrooms, the role of technology and its possibilities to encourage a personalized learning environment becomes even more pertinent. Our 21st century teachers should be educated and understand the ways that technology can help make the curriculum available and accessible for all learners. In addition to this, we have talked about how technology can personalize learning. By allowing choice and flexibility to choose tools and media, students can not only access information, but also create and produce. Kevin, I agree, as you say “it only makes sense that we are exposed to these concepts when we ourselves are learners”.

In addition to this, as an educator, I believe that learning never ends. Just as a surgeon studies the latest surgical techniques, I feel that it is my duty to be up-to-date with the latest best practices and constantly reflect upon my personal teaching pedagogy. I am certain that you will both agree (that is why we are taking this course!). I feel that all educators, not just new teachers, should be exposed to TPACK and reflect upon their own teaching practice. This could be done through professional development sessions, such as personal learning communities (PLCs) at the school or board level. Technology is here to stay, and educators should be encouraged to explore and embrace it!

Nicole

PS> Robin, I loved the wall wisher! I’ve never seen that before. PPS> I would also like to use bubble.us with you - I've never used it before. My user name is NikiCraig...

References

Mishra, P (2008). Punya Mishra’s Web: TCPAK. Retrieved September 27, 2010 from: http://punya.educ.msu.edu/research/tpck/

Hi Kevin & Nicole, Nicole, I added you as a collaborator on bubbl.us. To add to the conversation, I think that the key element of the TPACK model is in looking at the relationships and interactions between the components. I think that often our professional development has failed (missed the mark) in that it takes one element out of the model and does not situate it within the context of the other two, as well as the interactions between the three. So teachers go to workshops on how to, for example, use the SMARTBoard, yet they are not contextualizing their skills within pedagogy or particular content areas and real problems that need to be solved. I think that part of the reason we have been so effective in utilizing the technology in this course is that we have contextualized it - we are using it in authentic ways for real purposes to solve real problems.

As to whether TPACK should become a required component of pre-service teacher education, my answer is a resounding 'Yes!' I also believe that it is a model that would benefit in-service teachers and ongoing professional development. As noted in our course content, "teaching effectively requires that teachers use their understandings of content, pedagogy, //and// technology to adequately prepare students for the futures they face." Understandings of content, pedagogy, and technology must therefore be considered as they relate to one another, and within authentic contexts.

As Kevin quoted above, " Merely knowing how to use technology is not the same as knowing how to teach with it." <span style="font-family: 'Times New Roman',serif;">Mishra, and Koehler (2006) And as Mishra concludes: "Teachers learning to use technology for pedagogy is best achieved by situating them in contexts that honor the rich connections between technology, the subject matter (content), and the means of teaching it (the pedagogy)... Teachers learn technology not by learning specific computer programs, but rather by designing technological solutions to pedagogical problems". Source: http://punya.educ.msu.edu/research/design-pedagogy/ ... thanks again for the link, Nicole!

p.s. Mishra & Koehler's keynote address at a conference (? don't know which one) is interesting to view - 45 minutes! Each time I go to post on this wiki, I get taken down a long and winding path - Nicole's reference to Mishra's website led me down that path today! I was only going to quickly check it out, but ended up watching the entire thing - they present it in a very engaging manner. I'm not certain if it fits in here, but they have an appealing definition of creative solutions, captured in the images below. Perhaps that what we need in teacher education courses - creative solutions that meet the following criteria: source: http://site.aace.org/conf/archive/2008/mishra-site-08.htm Robin

The term that keeps popping into my head is authenticity, when we are using the concepts presented in the TPACK model. Kevin

Hi Kevin & Nicole, Did you see that Linda said that TPACK responses are to be posted individually? It is contradictory to the instructions on the forum, which say to choose a different member to summarize if you did it as a group. I think I'll ask for clarification. I really do not recall seeing the 'This is an individual' part of the discussion when I copied it onto the page above. I did send Linda the message below, asking for clarification. I'll let you know what I find out. (P.S. anyone know how to adjust the font size??)

<span style="background-color: #ffffff; color: #000000; display: block; font-family: 'times new roman',serif; font-size: 0.87em; line-height: normal; margin: 0px;">Hi Linda, Somehow our group missed the 'individual' nature of the TPACK discussion and have been discussing it as a group. Under the forum it says "Post your thinking about TPACK here. If you are working within your group, choose a different member of your group to summarize your group's thoughts about TPACK" ... which may have 'tricked' us into thinking it was a group thing. In this case, do we need to pull our comments out of our group wiki, or is it acceptable to post a group summary and participate in the ongoing conversation as individuals? (Not that you are trying to 'trick' us ... we graduate students are quite capable of tricking ourselves :-)) Robin

Okay, here is the response I received: "<span style="border-collapse: collapse; font-family: 'times new roman',serif; font-size: 14px; line-height: 21px;">Post as a group"She has also changed the instructions on the main page. Robin

I watched the TPACK video that you found Robin, it was certainly time well spent. Ideas in the lecture around the problems of finding CREATIVE solutions to WICKED problems using ideas that are NEW were represented clearly. Towards the end of the lecture the concepts of combining Technology, Pedagogy and Content around a specific learning objective shows how easily you can identify if the combination you are thinking about is authentic for the learning task.

Thanks for shining a light on all these interesting paths Nicole and Robin,

Kevin

Hi Team,

We had another interesting discussion this week. If it's ok with you, I would like to summarize our discussion. I'll post my summary in a document here and post it after I hear back from you~

Let me know if you have anything to add!

Nicole

Thanks Nicole! I'm good. Thanks to you both for another great discussion. Robin

Please see the summary below - with your OK I will post tomorrow:

“Merely knowing how to use technology is not the same as knowing how to teach with it”  Mishra and Koehler (2006)

Throughout the week, our group participated in a rich discussion about the role of TPACK within teacher education. We shared many interesting and insightful ideas, as well as discovered several links to additional learning material about TPACK.

As we have previously discussed (and unanimously agreed), technology is changing the way we teach and the way our students learn. By providing us with enriched and personalized learning environments, technology continues to find its place within our classrooms. Therefore, we believe that TPACK should be in included in ‘teacher education for the 21st century’.

When reflecting upon the TPACK model, one begins to understand the deep connectedness between technological, pedagogical, and content knowledge. It requires constant reflection upon the relationships and interactions of each of these components. As Kevin says, “The right mix of these concepts, applied to the right learning activities will produce amazing results”.

In addition to this, we feel that all educators, not just new teachers, should consider TPACK model and reflect upon their own teaching practice. Technology is here to stay, and educators should be encouraged to explore and embrace it!

As we move toward educational models that are based on connectivism, collaboration, and personalized learning, the role of TPACK becomes essential to teaching and teacher education. With this in mind, the underlying component to success with TPACK is authenticity. It is essential for pre-service teachers and current educators to explore the role of technology through authentic, meaningful, and purposeful ways.

"Teachers learning to use technology for pedagogy is best achieved by situating them in contexts that honor the rich connections between technology, the subject matter (content), and the means of teaching it (the pedagogy)... Teachers learn technology not by learning specific computer programs, but rather by designing technological solutions to pedagogical problems". (Mishra, 2008)

References: Mishra, P. & Koehler, M. (2006). Technological Pedagogical Content Knowledge: A framework for teacher knowledge. //Teachers College Record//, 10 (6), 1017–1054

<span style="display: block; font-family: Calibri; mso-ascii-theme-font: major-latin; mso-bidi-font-family: Arial; mso-bidi-font-size: 21.0pt; mso-hansi-theme-font: major-latin;">Mishra, P (2008). Punya Mishra’s Web: TCPAK. Retrieved September 27, 2010 from: []

Looks great, Nicole - thanks!

Robin

Well done, Nicole

Kevin