Talk:TPCK - Technological Pedagogical Content Knowledge
From TPCK
There is a spelling error on the front page.
"The TPCK approach goes beyond seeing these three knowledge bases in isoloation"
I'm so interested in this framework, I think it is inspiring! I have been doing some research on multimodal perspectives of learning and I find them beautifully compatible with TPACK.
Contents |
How does defensive teaching inhibit student’s learning?
The students who finish first are bored and get off task; therefore, the students get bored with that class and stop listening and learning. That is a lot of time wasted that could be spent exploring the materials on their own. The students who finish last, rush through their work just so they don’t hold back the class and everyone else can move on. Then they don’t understand the material and are left behind.
Heather and Kayla
Steffany Myers and Tiffany Haug (pgs 31-34)
Explain the three stages of the digital divide:
First Digital Divide: Students at home without computers to do studies because of low incomes. Second Digital Divide: Students from the first digital divide in the schools are even more behind because of the teachers not stopping and helping them catch up with the middle class students. Third Digital Divide: The teacher is not culturally sensitive to the students, therefore causing them to be in the end way behind their classmates. Refer to the first paragraph on pg 33.
Q and A
Pages 21-24
Question:
What are some of the significant implications of teacher knowledge in practice, or teachers as curriculum designers have?
Answer:
There are some approaches that just teach the skills and don't go far enough in depth. Teacher-training programs should begin with more standard adn familiar technologies and progressively move to more advanced. Provide multiple opportunities to work through problems before entering learning scenarios for the first time. Context matters and should have a deep understanding of each interaction.
What's the TPCK handbook describe?
This handbook describes a broad array of technology-infused learning strategies and explains how teachers can facilitate the use of those learning strategies as a part of curriculum-based instruction. This handbook offers a series of consensus chapters by scholars in different content areas who apply the technological pedagogical content knowledge framework to their individual content areas. This book helps teachers integrate technology into the classroom in a variety of ways. How technology influences the classroom.
Using Internet time productively
What are some things that teachers can do to encourage students to use their Internet time for more educational purposes rather than purely entertainment purposes?
-Teachers can try to make students curious about certain subjects and encourage the students to go and find information and knowledge on the Internet. It's not necessarily homework, but they are still learning something educational.
for more information see pages 35-38 of the Handbook
How can technologies be integrated into your field of study to improve learning and how can young teachers learn more to integrate it in the classroom?
Technology can be integrated by knowing what your field needs more of, Technology can be integrated by physical technology or visual technology.
What role is the teacher expected to fulfill while integrating technology in the classroom? Teachers create and implement everything that goes on in their classrooms each day. Teachers are not merely robots responding to pre-programmed ideas, but unique individuals, each with their own experiences and skills to draw from. See paragraph on p. 20.
