Recently in IV. Papers and Articles Category
this is one thing that's related to my work since my return to work on 20090401.
TPCK (read "TPACK"), stands for "Technological Pedagogical Content Knowledge", just to quote "(it is a) complex, multifaceted and situated form of knowledge” (Mishra & Koehler, 2006, 1017)".
(source: tpck.org)
very briefly, when we reflect upon the time when we use ICT in our classroom, teachers are applying techonological knowledge of the watever tools u might choose to see how best the affordances can be used to as part of your carrying out of lesson (the pedagogical knowledge) on your intended lesson and its outcomes/objectvies (the content knowledge). and these three types of knowledge are not standalone but overlaps with each other. so for e.g. your pedagogical knowledge will not be wat it used to be as it has now evolved to include ICT; likewise the use of an ICT may not be wat it is originally designed to ("repurposing"). Yes, TPCK is not a new idea, and if you're interested to get a better understanding of this, here's some resources:
1. a MUST WATCH webinar by Mishra & Koehler (i found this very useful link from tucksoon's blog, thank you :)
2. notes taken by Wesley Fryer during the keynote presentation at CITE2007 by Mishra & Koehler
3. TPCK.org maintained by Mishra & Koehler
4. related reading list on TPCK.org
The title of Will Richardson's latest article on ASCD reads "Footprints in the Digital Age" (first saw this article mentioned in Anne Davis's post. Thanks Anne for highlighting the article). As I read through the online article, the following sentences resonated:
- (As) a consequence of the new Web 2.0, ... (we) are becoming increasingly woven into the fabric of almost every aspect of our lives.
- ... like it or not, social Web technologies are having a huge influence on students ..., even the youngest ones.
- ... like it or not, social Web technologies are having a huge influence on students ..., even the youngest ones.
- One of the biggest challenges educators face right now is figuring out how to help students create, navigate ... the Web and helping them do this effectively, ethically, and safely.
- The things we create are searchable to an extent never before imagined and will be viewed by all sorts of audiences, both intended and unintended.
And the recurring theme on the importance of teachers' leading/scaffolding appears in the following sentences:
- ... we may find opportunities to empower students to learn deeply and continually in ways that we could scarcely have imagined just a decade ago
- ... they're doing all sorts of things with online tools that, for the most part, we're not teaching them anything about.
- Our teachers have to be colearners in this process, modeling their own use ... and understanding the practical pedagogical implications ... technologies and online social learning spaces.
- (educators should learn that) transparency fosters connections and ... (willing) to share our work and, to some extent, our personal lives.
- ... still needs the guidance of teachers and adults who know them in their own practice.
- ... students have the potential to own their own learning—and we have to help them seize that potential.
- Younger students need to see their teachers engaging ...
- Middle school students should be engaged in the process of cooperating and collaborating with others ..., just as they have seen their teachers do.
And the ending paragraph reminds us to be a lifelong learner in ICT if we were to teach and prepare our students for their future lives:
"But to do all that, we educators must first own these technologies and be able to take advantage of these networked learning spaces."
this 2nd post within an hour is to capture the recent NECC (National Educational Computing Conference) held in San Antonio, organised by ISTE (International Society for Technology in Education). reading a highlight from eSN, saw NETS (National Educational Technology Standards) being mentioned. looks like i have not been tracking developments in FRAMEWORK for quite some time *LOL* anyway it's now included in the storeroom, so will read more about it when time permits :P
oh yes, the NECC 2007 Research Papers can be found in this archive, and the NECC 2008 Papers here.
juz received the latest installment of preview book list from sensepublisher, here's 2 of the books that i thought are interesting to read. 2 chapters of each book can be downloaded via the provided URL:
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RETHINKING EDUCATION WITH ICT: New Directions for Effective Practices
Nicola Yelland, Greg A. Neal and Eva Dakich, Victoria University, Australia
This book brings together a number of academics who have conducted research and written about effective practices and pedagogies that incorporate the use of information and communications technologies (ICT). The book is intended for graduate and undergraduate students in Teacher Education programmes, as well as teachers and those who are interested in contemporary educational issues. The authors in this book have been engaged in rethinking education with ICT. Implicit in this, is the view that we need to reconceptualise our pedagogies and practices in order to make schools relevant to the lives of the young people who inhabit them. The chapters in this book are based on empirically grounded research work. The chapters illustrate the various dimensions of innovative practices with ICT that can extend teachers’ pedagogies and engage learners so that they are able to extend their potential for knowledge building in new and dynamic ways.
CRITICAL READINGS IN TEACHER EDUCATION: Provoking Absences
Anne Phelan, University of British Columbia, Vancouver, Canada and Jennifer Sumsion, Charles Sturt University, Bathurst, Australia(Eds.)
Like other fields of study, teacher education defines itself both by what it includes and by what it excludes. Teacher educators and researchers have spent a great deal of time seeking and attempting to eradicate the flaws in existing structures and practices, but significantly less time learning to perceive the absences. The premise of this book is that until we can identify and begin to address what is absent, teacher education will be constrained by a perennial recycling of concerns that have characterized so much of research, policy and practice to date. If teacher education is to have a different future, we need to ask different and difficult questions. This book, with contributions from theorists in Australia, Canada and the United States, addresses the challenges we face in establishing a more hopeful future for teacher education. The authors’ provocative contributions identify what is ‘missing’ in teacher education while providing critical counterpoints to existing frames of reference in the field. In writing ‘against the grain’ they open up new conceptual spaces and exciting trajectories for a different teacher education.
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for record and (future) reading pleasure:
1. Using Blogs for Formative Assessment and Interactive Teaching [article]
2. Using technology in teaching and learning: Resources to help you navigate a digital world [article]
An article written by Christopher D. Sessums :)
