4-Technological+Pedagogical+Knowledge

[|Team 2 See our GoogleSlideShow (Jeff, Sasha, Darryl)] [| Or Jeff's edited version]

Team 1 - See our GoogleSlideShow (Karen, Lindsey, Karen, Jamie)


 * Technological Pedagogical Knowledge Team 3 (Jann, Aaron, Harj, Daniel & Rob) **
 * What does this look like in the classroom? **
 * 1) start with pedagogy, the understanding of how you want them to learn and what it is that you want them to learn
 * 2) finding the right tool for the pedagogy - find the tool that best fits the pedagogy, instead of forcing the pedagogy to fit a particular tool
 * 3) Many tools are not designed for teaching/learning, so we need to understand how to adapt business tools to the learning environment
 * 4) We should consider learning styles and prior knowledge that students bring and try to select a technological tool that suits their needs
 * 5) Adaptability is extremely important when planning


 * How can it help your practice? **
 * 1) Taking TPK into account while planning encourages meta cognition
 * 2) Purposeful planning that accounts for pedagogy and technology is essential for good technology integration
 * 3) Melding your pedagogical knowledge with the integration of new technologies in your practice will....help customize/personalize the learning environment??...help put a creative touch on a specific technology?? (may) help to engage students in their learning??


 * Overview of TPK theory? **
 * knowing how teaching and learning can change when technology is used (“merging the beliefs of how people learn with technology”)
 * knowing the pedagogical advantages and disadvantages of different technologies
 * choosing technologies to fit students’ learning styles, enhance their learning, create assessment
 * leverage the technology to fit your pedagogy
 * <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 14px; vertical-align: baseline;">changes in context and purpose will afford different technological advantages

<span style="background-color: #ffffff; color: #690202; font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 14px;">"The truth is that the iPad is not destined to change the face of education. Nor is it just an expensive toy bought only by Apple fanboys, assome anti-Apple bloggers hyperbolize. It's a tool, like any other, and in the classroom it must always be thought of as being in the service of pedagogy. The pedagogical foundations must be solid, because the tool will achieve no heights the underlying pedagogy will not support." From an article titled "It's the Pedagogy, Stupid: Lessons from an iPad Lending Program" - Read the rest of the article here.


 * <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 16px; vertical-align: baseline;">Examples of TPK **

//**<span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 14px; vertical-align: baseline;">Positive Examples: **//

**<span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 14px;">Rob: **
<span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 14px; vertical-align: baseline;">Last term my project was on improving my assessment practice in my classroom, specifically in the area of writing. I had my students use blogs for their writing. The reason that I chose blogs because this technology afforded me things that other technologies could not. First of all, I wanted an easy way to give my students feedback. With a blog I did not need to collect papers or books. All of the writing was online, and easy for me to access. As well the feedback process is very easy using comments. As well, I wanted to change the feedback process to be less about teacher to student feedback, to be audience to student feedback. With a blog the audience is able to leave feedback for the author very easily. As well, the audience is able to be much greater than just the teacher. It allows for peer to peer feedback from within the classroom as well as peers from other classrooms and other schools. It allows for parent and family feedback. I think this is the key to why in this case the technology had a positive pedagogical purpose. My pedagogical reason for using the blog was to move away from teacher centered feedback to a more global sense of feedback.

<span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 14px;">While preparing my unit on Government for my Social Studies 11 classes last Fall I was using McTighe's Backward Design model. I asked myself what I wanted my students to be able to do by the end of the unit. After a number of revisions I came to the conclusion I wanted them to be fluent in the four Provincial Learning Outcomes for the government unit. The pedagogical approach I was going to use was to have students teach the major components to themselves, in the form of presentations. They also knew the final test for the unit would be to explain and describe the four PLOs to me in as much detail as possible, in order to demonstrate their understanding.
 * <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 14px;">Daniel: **

<span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 14px;">I decided the format would be to use Prezi as a presentation tool. None of my students had used it before but it presented the distinct advantage of being online, therefore allowing students to work together on the same presentation without actually being in the same room. In doing this I was selecting the appropriate technological tool to suit my pedagogical purpose. I made the technology fit the pedagogy, instead of letting //the technological tail wag the pedagogical dog.//

**<span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 14px;">Rob: **
<span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 14px;"> One of my pet peeves with regard to technology is when teachers use it thinking that it will automatically make their lessons better or more interactive. I have seen this with the use of interactive whiteboards. I wrote about this in a blog post a while back titled, “ [|Technology, Pedagogy and Content.”] My basic premise was that as the technology in the classroom changed from blackboards, to whiteboards, to interactive whiteboards, the teaching did not change. In fact, according to Roland Case of the Critical Thinking Consortium, with the introduction of interactive whiteboards teacher centered teaching increase. I believe that this is an example of a poor understanding of pedagogy and technology. I think that with a strong understanding of pedagogy and technology, one is able to identify the strengths of different technologies and how they are suited to different teaching practices.

<span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 14px;">Interactive whiteboards are good teaching tools, and I do not mean to say that they have no place in teaching. But to use them to do the same things as has been done in the past with a blackboard is a waste of resources. We need to understand that they are largely a teacher centered tool and use them effectively as such. They afford us the possibility to record our lessons for review. They allow us to use visuals in ways that were not as easily used in the past. They allow us to use other pieces of software to teach in ways that we could not without them. What they don’t do is make our teaching student centered. Only one person can use a whiteboard at a time, therefore we shouldn’t claim that they make our teaching more student centered.

**<span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 14px;">Daniel: **
<span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 14px;">I rarely show YouTube video clips in my classes but when I do I ensure I have a reason for using it. Too often I hear students complain that "another" teacher uses them all the time. They get bored when teaching is replaced by the overuse of YouTube. It's not meant to be used to replace teaching, but to enhance it. I have created a teacher channel in which I've stored a number of pertinent clips; my students are encouraged to consult them on their own time. The choice is then theirs; I am not letting t//he tail wag the dog// by overuse of YouTube.

<span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 14px;">[|Technology, pedagogy and education: reflections on the accomplishment of what teachers know, do and believe in a digital age] <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 14px;">[|Technology Integration in Math Education - Good & Bad?] <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 14px;">[|Stuffing Technology into the Curriculum] <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 14px;">When Good Technology Means Bad Teaching <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 14px;">Using the Technology of Today, In Today's Classroom
 * <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 14px;">Links to other articles and blogs: **

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<span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 14px;">TPK - Team 1 (Jamie and Karen)

https://docs.google.com/presentation/d/1TRpccagbeLC-nTy1HuDUS4UXxmtDR7c4-FHpNO2M-_0/edit#slide=id.p13

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