20 Matching Annotations
  1. Last 7 days
    1. The TPACK framework builds on Shulman’s (1987, 1986) descriptions of PCK to describe how teachers’ understanding of educational technologies and PCK interact with one another to produce effective teaching with technology. Other authors have discussed similar ideas, though often using different labeling schemes. The conception of TPACK described here has developed over time and through a series of publications, with the most complete descriptions of the framework found in Mishra and Koehler (2006) and Koehler and Mishra (2008).

      TPACK

    1. TPACK Lesson

      This is a great TPACK lesson for Spanish. I have done a lesson sort of like this with back-to-school flyers but I love how she takes it one step further and integrates twitter as well.

  2. Feb 2019
    1. Technological pedagogical content knowledge is an understanding that emerges from interactions among content, pedagogy, and technology knowledge.

      TPCK

  3. Oct 2018
    1. three key components of teacher knowledge: understanding of content, understanding of teaching, and understanding of technology.
    2. a complex interaction among three bodies of knowledge: Content, pedagogy, and technology. The interaction of these bodies of knowledge, both theoretically and in practice, produces the types of flexible knowledge needed to successfully integrate technology use into teaching.
    3. The development of TPACK by teachers is critical to effective teaching with technology.

      TPACK or technology, pedagogy, and content knowledge

  4. Jul 2018
    1. TPACK, or technology, pedagogy, and content knowledge).

      technology, pedagogy, and content knowledge

    2. Social and contextual factors also complicate the relationships between teaching and technology. Social and institutional contexts are often unsupportive of teachers’ efforts to integrate technology use into their work. Teachers often have inadequate (or inappropriate) experience with using digital technologies for teaching and learning. Many teachers earned degrees at a time when educational technology was at a very different stage of development than it is today

      Very true- schools need to be supportive of this technological integration. If not, teachers are going to have a hard time integrating

  5. Oct 2017
    1. It should also be noted that Internet Inquiry Projects are not only appropriate but also vital for use in classrooms from Pre-K up through higher ed. It is the responsibility of educators in all grades and content areas to modify as needed for learners.

      depending on your own content area knowledge and your students prior knowledge every lesson needs to be tailored to fit both of your needs. Scaffolding and time duration are two main components when planning an internet inquiry project.

    1. technological tools can provide a greater degree of flexibility in navigating across these representations.

      depending on your content knowledge more or less technology is available to be used in the educational processes. knowing the technology involved in the content area is essential

    2. FITness, therefore, requires a deeper, more essential understanding and mastery of information technology for information processing, communication, and problem solving than does the traditional definition of computer literacy.

      you must have FITness and it is something that is always changing and updating, making it very complicated to learn

    3. PCK is the notion of the transformation of the subject matter for teaching

      how the teacher is going to teach their content knowledge to their students

    4. Pedagogical knowledge (PK) is teachers’ deep knowledge about the processes and practices or methods of teaching and learning. They encompass, among other things, overall educational purposes, values, and aims.

      pedagogical knowledge is the teacher's knowledge of educational processes and their values and aims for teaching

    5. knowledge of concepts, theories, ideas, organizational frameworks, knowledge of evidence and proof, as well as established practices and approaches toward developing such knowledge.

      content knowledge

    6. there are three main components of teachers’ knowledge: content, pedagogy, and technology. Equally important to the model are the interactions between and among these bodies of knowledge,

      tpack consists of teachers knowledge of content, pedagogy, and technology and the relationship between all of these

    7. this knowledge is unlikely to be used unless teachers can conceive of technology uses that are consistent with their existing pedagogical beliefs

      how one teacher decides to integrate technology into their classroom will be different from another because teachers need to see how technology fits into their pedagogical values

    8. By their very nature, newer digital technologies, which are protean, unstable, and opaque, present new challenges to teachers who are struggling to use more technology in their teaching.

      teaching with technology is not easy especially considering that technology is always changing and most technologies are not used in a single defined way but can be used in very different ways.

    9. This paper describes a framework for teacher knowledge for technology integration called technological pedagogical content knowledge (originally TPCK, now known as TPACK, or technology, pedagogy, and content knowledge)

      TPACK is a framework for teachers to integrate technology into their pedagogy and content knowledge

  6. Jul 2017
    1. Instead, TPACK is the basis of effective teaching with technology, requiring an understanding of the representation of concepts using technologies; pedagogical techniques that use technologies in constructive ways to teach content; knowledge of what makes concepts difficult or easy to learn and how technology can help redress some of the problems that students face; knowledge of students’ prior knowledge and theories of epistemology; and knowledge of how technologies can be used to build on existing knowledge to develop new epistemologies or strengthen old ones.