The statement from Koeler & Mishra (2009) about teachers earning their degrees in an age when technology was not what it is today is in my opinion the reason why the use of ICTs is limited in the majority of classroom. Teachers need to develop confidence using ICT in order to integrate technologies with pedagogy, knowledge and content teaching and learning practices hence developing TPACK.
The TPACK Framework therefore put simply is (Koeler & Mishra, 2009):
1. Content knowledge (CK) is teachers’ knowledge about the subject matter to be learned or taught.
2. Pedagogical knowledge (PK) is teachers’ deep knowledge about the processes and practices or methods of teaching and learning. Pedagogical content knowledge (PCK) "is the notion of the transformation of the subject matter for teaching".
3. Technological content knowledge (TCK) is an understanding of the manner in which technology and content influence and constrain one another. Technological knowledge is "certain ways of thinking about and working with technology can apply to all technology tools and resources."
4. TPK is an understanding of how teaching and learning can change when particular technologies are used in particular ways.
Digital Natives, Digital Immigrants
Prensky (2001) notes that teachers today need an understanding of both legacy and future content to bridge gaps and make learning relevant to the newer generation of digital natives.
The benefit to teachers of knowing about the TPACK framework is the benefits of using technologies in their classroom practices. Technologies create more flexible learning practices, provide ways for diversities to be catered for whilst still being involved in stimulating learning experiences. Technology doesn't need to dictate the domain they are working in, it merely facilitates the learning to a greater domains than students would otherwise have the opportunity to reach. Understanding how technologies can be leveraged will benefit all end-users.
eLearning activities (Henderson, 2008) are highly successful at engaging student's in learning practices, such as role plays, debates and soap operas.
A Study of ICT-associated identities of primary-aged learners
Learning now takes place in an ‘an electronically mediated environment’ (Samoriski as cited in Thrupp, 2008).” This paper by Thrupp (2008) explores how teachers understanding of the diverse range of ICT tools that your students are interested in provides a benchmark of resources available for which lessons that will ensure these are utilised can be planned. This is the most important underlying message of the article.
Learning now takes place in an ‘an electronically mediated environment’ (Samoriski as cited in Thrupp, 2008).” This paper by Thrupp (2008) explores how teachers understanding of the diverse range of ICT tools that your students are interested in provides a benchmark of resources available for which lessons that will ensure these are utilised can be planned. This is the most important underlying message of the article.
Generation Cut and Paste
I couldn’t agreed with Beverley Head’s (2008) comment that “children have to be shown how to use, synthesise, process, incorporate and retain information whatever its source” more. There is no argument that students know how to locate and retrieve information, but this is not education as argued by Head (2008). What is important for teachers using ICTs in the classroom is to develop solid knowledge and skill in applications that involve creating, analysing or transforming information. This takes learning to a higher cognitive level.
I couldn’t agreed with Beverley Head’s (2008) comment that “children have to be shown how to use, synthesise, process, incorporate and retain information whatever its source” more. There is no argument that students know how to locate and retrieve information, but this is not education as argued by Head (2008). What is important for teachers using ICTs in the classroom is to develop solid knowledge and skill in applications that involve creating, analysing or transforming information. This takes learning to a higher cognitive level.
Adolescent digital gamers and implications for classrooms
Knowing who your student’s are and where they are coming from is pivotal to a teacher. Teachers need to be aware of what educational benefits electronic games do provide so they can expand upon this level of interest in classroom practices in order to keep this type of student engaged.
Knowing who your student’s are and where they are coming from is pivotal to a teacher. Teachers need to be aware of what educational benefits electronic games do provide so they can expand upon this level of interest in classroom practices in order to keep this type of student engaged.
References:
Head, B. (2008). Generation cut and paste. Retrieved from http://www.zagami.info/4001EPS/Readings/Entries/2011/3/7_Week_2.html Henderson, L. (2008).
Head, B. (2008). Generation cut and paste. Retrieved from http://www.zagami.info/4001EPS/Readings/Entries/2011/3/7_Week_2.html Henderson, L. (2008).
Adolescent digital gamers and implications for classrooms. Retrieved from
Henderson, M. (2008). Engaging eLearning strategies: Role plays, debates and soap operas. Retrieved from http://www.zagami.info/4001EPS/Readings/Entries/2011/3/7_Week_2.html
Koehler, M., & Mishra, P. (2009). What is technological pedagogical content knowledge? Contemporary issues in technology and teacher education, 9(1), 60-70. Retrieved from http://www.editlib.org/f/29544
Prensky, M. (2001). Digital natives, digital immigrants. Retreived from http://www.zagami.info/4001EPS/Readings/Entries/2011/3/7_Week_2.html
Thrupp, R. (2008). A study of ICT-associated identities of primary-aged learners. Retrieved from http://www.zagami.info/4001EPS/Readings/Entries/2011/3/7_Week_2.html
No comments:
Post a Comment