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Unit 3: TPACK
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Technological Pedagogical Content Knowledge: A Framework for Teacher Knowledge by Mishra and Koehler
The source of this material is really old, but really classic, as far as instructional media and instruction in concerned.
Unit Outcomes:
- (CO 2) Align teaching-learning strategies with learning outcomes
- (CO 3) Create technological pedagogical and content knowledge for given learning outcomes
- Discuss cognitive theories and their implications to designing technology based courses
- Appreciate the important role of cognitive theories in selecting T-L strategies and teaching resources for a given course.
Face to Face Session
Pedagogical Knowledge
Face to Face Session Activity
Just added a really dated article on media and instruction. I would just like to use this article to trigger a discussion on 'Pedagogical Knowledge.'
I consider all of you as content experts as par as your individual area of practice is concerned. However, content expertise is not a guarantee for successful teaching, which is measured in terms of observable learning. Some of you may be teaching the same content knowledge to different group/set of students, and you may find out later that your students seems to have learned differently (i.e. performing poorly or better than the other groups). What would explain the difference in achievement of outcome?
Read this chapter from the classic textbook 'Instructional Media and Technologies for Instruction' by Heinich, et.al. Relate the content to our topic for the week, TPACK with focus on Pedagogical Knowledge.
Central Question: What theories of learning that you can remember from your previous courses will be useful in supporting or rationalizing the use of technology in teaching and learning. Use the article to trigger your recall.
Session Outcomes:
- Discuss the different aspects of ISTE.
- Determine the technological knowledge requirement for teachers for a given instructional design.
- Determine preparedness of class members for technology based teaching based on result of ISTE mini survey.
INTERACTIVE PRESENTATION
INTERACTIVE PRESENTATION
Please use the instructional Design Matric below to guide the development of your final paper.
The IDM is very familiar to all of you, this is the same IDM that we are using as guide in HP 211 and HP 221. This time, however, the context of your IDM is the use of TPACK framework in identifying the key elements of the design.
Please use this block to submit your TPACK Paper.
Important elements of your TET paper (TPACK inspired ID) are the following:
- Title of the Course (focus of TET)
- Description of the course
- Intended Learning Outcomes
- Course Outline
- The TPACK project
- Section 1: Identify one session of the course that you plan to develop for TET.
- Note: The session can be as short as one hour to a couple of days.
- Section 2: Develop a detailed IDM for the session (remember to highlight the use of technology both in teaching and assessment). Please be guided by the matrix provided.
- Section 3: Discuss the following:
- Overall Session Description
- Session Outcome
- The interface between the Pedagogical and Technological knowledge in your proposed course:
- What pedagogical knowledge is required to successfully implement the session above?
- What technological knowledge is require to successfully implement the session above?
- Summarize your TPACK using the TPACK framework. In this context, I prepared an editable PPT for you. You just add the text for the three boxes. You can then save using another file name or export as pdf or jpeg and attach to your report. (File is attached below)
- Section 1: Identify one session of the course that you plan to develop for TET.
Zoom Meeting