*
Planning to use technology in a lesson follows a relatively simple design. Content knowledge is the start point by knowing what you want to teach, then pedagogical knowledge defines how you intend to teach it. Technology is then infused to mediate the other two facets of a well structured lesson.
The diagram at the left reflects the Technological, Pedagogical and Content Knowledge Model that describes the dynamics of any developing classroom presentation. The surrounding blue dotted line confines the planning in Context. The context represents the setting and materials available to implement the lesson. Do you have sufficient computers for the students to each have one? Is there a digital projector in the room? What part will the Internet play in the presentation...and on and on. The context will determine just what technology is applied because it depends on the equipment and media available for instruction. As a content instructor your knowledge of the subject matter sets the process of planning into motion. Whether the objectives are from the VSC, or your syllabus, the target has been set and what remains is to score a bullseye. Forget technology for the time being, just focus on how you intend to deliver the content. Lecture, jigsaw, project, student presentations, differentiation, guest speaker...whatever.
Now let's consider the technology, but before we do, what of the context? What do you have available for instruction and will it be adequate? Shoot first for the best design you can think of and then reign it in based on reality. Technology of course can be as simple as a white board and a dry erase marker, or a complex as the Interwrite pad with an Internet site that challenges your student's higher order thinking skills.
Don't be afraid of the technology! Everything takes practice. Whereas, Doctors and Lawyers practice, because you never master the fields; so do teachers. You are still practice teaching, or more accurately a teacher in practice. We never master the content, or the pedagogy, we merely practice each day in an attempt to get our current task done as effectively as possible. Take that attitude with your instruction. It will be daring and exciting for you, as well as your students.
*Technological Pedagogical Content Knowledge (TPACK) attempts to capture some of the essential qualities of knowledge required by teachers for technology integration in their teaching, while addressing the complex, multifaceted and situated nature of teacher knowledge. At the heart of the TPACK framework, is the complex interplay of three primary forms of knowledge: Content (CK), Pedagogy (PK), and Technology (TK). See Figure above. As must be clear, the TPACK framework builds on Shulman's idea of Pedagogical Content Knowledge.
Higher-order conversations about technology against a framework such as TPCK, can help technology coordinators get the most from professional development efforts, leadership conversations, resource development, and so on.
Consider the angle from which you usually approach technology integration efforts.
- -How would you balance your approach to provide a more solid overlay of the components represented here?
- -How would you choose which technologies are most relevant for your audience?
- -Who is 'at the table' when your efforts are being developed?
- -What are some specific technologies you're exploring based on identified teacher needs?
- Second Information Technology in Education Study 2006
Planning the Lesson
What is the context (classroom & teacher capabilities) of the lesson?
- Content-What are you going to teach?
- Pedagogy-How are you going to teach it?
- Technology-How, and where, should it be used in the lesson?
- MOODLE - Internet
- Document Camera
- Gyration mouse and Keyboard
- Power Point
- Interwrite
- Turning Point
I do - We do - You do
Scaffolding the text
Higher order thinking and Application of principles
Evaluation
