edu 211 Flashcards
What is TPACK?
Technological Pedagogical Content Knowledge
TPACK (or TPCK) is a theoretical framework that combines three kinds of teacher knowledge and tries to take into account how each of these knowledges work together in practice.
who created tpack
Punya Mishra and Matt Koehler (2006)
why was TPACK created
to help teachers understand how their knowledge domains intersect in order to effectively teach and engage students with technology.
what is tpack based off
the work of Educational Psychologist Lee Shulman (1986), who suggested that all teachers need to develop at least two overlapping knowledge domains: Content Knowledge (CK) and Pedagogical Knowledge (PK).
Content Knowledge (CK) vs Pedagogical Knowledge (PK)
CK is a teacher’s subject matter knowledge; and PK is knowledge of how students’ learn, teaching practices and an understanding of the purposes, values and aims of education
PCK (Pedagogical Content Knowledge)
the intersection of CK and PK. PCK refers to a teacher’s knowledge of how to effectively engage students in learning specific subject area concepts and skills including the ability to scaffold content for students and anticipating misconceptions.
what does TPACK add to PCK
TPACK adds technological knowledge to PCK
What is the difference between TPK and TCK?
TCK: How technology is used in a content area to assist deep and lasting learning:
TPK: Your understanding on how choose and manage technology for your students
Education technology definition
Educational technology involves the disciplined application of knowledge for the purpose of improving learning, instruction, and/or performance.
Educational technology is the study and ethical practice of facilitating learning and improving performance by creating, using and managing appropriate technological processes and resources.
Sidney Pressey made what when
1920s automated teaching machine
What was the automated teaching machine
Designed to be a multiple choice testing advice and students who got it right got candy
Sidney Pressey was motivated by what
Behaviourism
Lazerte’s Problem Cylinder
Developed by Emey Lazerte in the1930s
Works like a combination lock
If you got the answer, pin would set up in the right place and would unlock it if everything was right
B F Skinners made what when
Teaching machine 1954
B F. Skinner’s teaching machine (1954)
Programming instruction
Program assessment device
Wanted to improve teaching methods for math and spelling
What are some key ideas from Skinner that have influenced the design of teaching machines
Immediate knowledge: leads to learning the correct behaviour; (more efficient approach).
Motivating effect: the student is free of anxiety because they get quick feedback…
The student is free to move at their pace…
The student follows a carefully constructed program, in small steps; What he referred to as programming instruction.
Mastery learning resulted in the average student learning faster.
what does PLATO stand for
Programmed Logic Automated Teaching Operations
When was PLATO made
1960
Who was PLATO developed by
Don Bitzer
what is PLATO
(computer teaching machine)
computer made to be a teacher
Teacher could program it to help teach
Learning from technology: early machines
They were designed for teaching
Learning from a machine was influenced by behaviorism
Lessons learned from developing these early machine to deliver instruction are still very evident in many of today’s classrooms (in-person or online).
Mindtools
Technological Tools that can support and enhance problem solving and critical thinking.
Learning Process of Mindtools
Engagement, Generativity, Control
What is learning?
Brain structure
Environment/ surrounding stimuli
Based on Associations
Occurs in a social/cultural context
Skinner and Behaviourism
Believed it could replace teachers
attempted to describe human behavior in terms of rewards/punishments
Skinner beahviourism today
Educational Games often employ instant positive feedback, to reinforce players to continue playing…
In technology-supported learning environments, behavioural changes are evident in drill-and-practice programs that use instant positive feedback, this reinforces the student to continue interacting with the instructional program.
Jean Piaget’s theory of Constructivism
A learner must construct/build their own knowledge progressively through experiences.
Stage theorist (intellectual development & biological development are linked)
Stages of Piagets theory of constructivism
Stage 1: Sensorimotor (birth - ~2)
(develop object permanence)
Stage 2: Preoperational ( ~2 - ~7)
(use egocentric language) … … “I” this “I” that…
Stage 3: Concrete operational ( ~7 - ~12) (physical objects)
Stage 4: Formal operational
( ~12 - forever)
Vygotsky: Social Constructivism
Children Co-construct knowledge through interaction with others (peers, advanced peers, adults)
Learning can lead development
Child counting objects (level of assisted performance)
Development cannot be separated from its social context.
Language development plays a central role in cognitive development
Piaget vs Vygotsky social constructivism
Whereas Piaget was more about the individual,
Lev Vygotsky was more about the community.
Bruner: Constructivism
Concrete ————————————Abstract
Enactive Iconic Symbolic
(Doing) (Images)
Bruner promotes
idea of Discovery Learning
Discovery Learning
takes place best in problem solving situations, where the learner draws on past experiences and existing knowledge to discover facts and relationships.
Learner interacts with the world by exploring and manipulating objects, wrestling with questions, or performing experiments.
Learner is more likely to remember concepts when knowledge is discovered..
Constructionism (Seymour Papert)
Learners work best when they can construct something
when the learner is engaged in the construction of something external or at least sharable… a sand castle, a machine, a computer program, a book, [a robot]
Diagram depicting three overlapping circles representing areas of focus for integrating technology into the education environment
Learning about, from, with technology
Pressey’s Teaching Machine, M.E. Lazerte’s Problem Cylinder, B. F. Skinner’s Teaching Machine are all examples of these pre-computer machines that focused primarily on which aspect of teaching?
Assessment
Alan Kay describes the idea of progression in students as they mature from the “Doing” stage to the “Image” stage to the “Symbolic” stage. This theory is commonly associated with which educational psychologists?
Piaget and Bruner
main difference between constructivism and constructionism?
Constructionist theory extends upon the constructivist theory by having the students engage in building something that is external or sharable
According to Seymour Papert (1986), children in the schools of “the future” will certainly not be…
sitting in desks and writing on paper
What is curriculum
A course; spec. a regular course of study or training, as at a school or university.
A curriculum has
Scope (the breadth of what is taught or “covered”
Sequence (the order in which subject matter is taught)
A Curricular Sequence:
is normally organized by Grades
Alberta’s Information and Communication Technology Curriculum (ICT PoS) is organized by Divisions (e.g. 1 - 4)
Div 1 = Grades K-3
Div 2 = Grades 4-6
Div 3 = Grades 7-9
Div 4 = Grades 10 - 12
General Outcomes (GO)
are overarching statements about what a learner is expected to learn in a subject area strand, unit or category
may use a somewhat different term, e.g. “General Learner Expectations” (from the Science K-6 PoS)
Specific Outcomes (SO)
identify the specific knowledge, skills and attitudes of a general outcome, at a specific grade (or division) level
SOs are the building blocks of a GO
may also use a different term (check PoS front piece)
Learning Outcomes (LO)
identify the specific knowledge, understanding, skills & procedures expected at a specific grade level and in a specific subject area
articulates an “Organizing idea” with “Guiding question”
Teachers and curriculum
While alberta education determines what students need to learn and teachers use their judgement wit how students learn those outcomes
Lee Shulman (1986)
PCK: the “what” and “how”
Lee Shulman: Curricular knowledge
Curriculum and its associated materials are the materia medica of pedagogy, the pharmacopeia from which the teacher draws those tools of teaching that present or exemplify particular content and remediate or evaluate the adequacy of student accomplishments.” (Shulman, 1986)
Hidden curriculum
The “hidden curriculum” are (unintended) side effects of school learning
This includes the unwritten and sometimes unintended lessons, values and perspectives that learners learn in school
Taken-for-granted or “transparent” (ready-to-hand) technologies serve to structure much of the “hidden curriculum” learned in schools.
TPACK’s Arc of Transparency &
the “Hidden Curriculum”
When a new or emerging technology is integrated into a teacher’s practice, it eventually sinks into the taken-for-granted equipmental environment of the classroom
and the technology becomes part of the “hidden curriculum”
example: learning how to type
Curriculum is a technology: why
Every school curriculum is (literally) a program (a step-by-step algorithm) that sets out a course of studies over 12+ years with clearly defined general and specific outcomes
The intended product or output of “running” the program of studies to completion is a cohort of educated, young citizen
ICT PoS is intended as ____
curriculum within a curriculum”
“to be infused within core courses and programs”:
3 ICT Outcomes
C:Communicating
F:Foundational
P: Processes for Productivity
Numbers: p1-3.2
“1” here means the 1st General Outcome under the ICT “P” category
3” here stands for the Division, in this case, Div 3 or Junior High
2” here stands for the Specific Outcome (SO) number
The Alberta ICT program of studies emphasizes technology as
ways things are done; the
processes, tools and techniques that alter human
activity.
ICT is about the new ways in which _________
we
can communicate, inquire, make decisions and
solve problems.
In their TPACK model, Mishra and Koehler situate a teacher’s knowledge of educational technology under technological knowledge or TK, and describe intersections of TK with content knowledge (TCK), pedagogical knowledge (TPK) and pedagogical content knowledge (TPCK). Twenty years earlier, Lee Shulman (1986), situated a teacher’s knowledge of technology under what form of knowledge?
Curricular knowledge
Media Ecology
Media ecology is . . . the study of media (or human-made artifacts/technologies) as environments
Each medium (technology-in-use) enacts it own unique complex of effects and side effects on our personal, social, cultural, political ecosystems.
Neil Postman’s Principles of Technology
All technological change is a Faustian bargain. (any advantage has a disadvantage)
The advantages and disadvantages of new technologies are never distributed evenly among the population.
Embedded in every technology there is a powerful idea, sometimes two or three powerful ideas.
A new technology usually makes war against an old technology. It competes with it for time, attention, money, prestige, and a “worldview.”
Technological change is not additive; it is ecological. …
technology can not be _______ because ____________
Technology cannot be neutral, because … it has an inherent bias based on the properties of its materials and methods
What do media ecologists ask about technology as they try to discern the biases
effects and side effects
What human capacities does a technology amplify, extend or enhance, i.e., what are its (“positive”) effects?
What human capacities does a technology reduce, diminish or inhibit, i.e., what are its (“negative”) side-effects?
A teacher taking a media ecological approach asks:
What learner capacities (cognitive, perceptual, actional, social, etc.) are amplified, extended, enhanced or translated when this technology is in use? [= positive effects]
What capacities are reduced, diminished, inhibited or lost? [= negative or undesirable side-effects]
How can any undesirable side-effects of using this technology be counterbalanced?
The McLuhans’
Laws of Media
the four Laws of Media. tetrad: happening at same time but have order
ENHANCEMENT Every medium or technology enhances some human function
OBSOLESCENCE
It pushes aside some other medium or technology,
which was used to achieve the function.
RETRIEVAL
In achieving its function, the new medium or technology retrieves
some older form from the past
REVERSAL
When pushed far enough, the new medium or technology reverses or flips into a complementary form
FLA4
Marshall McLuhan
The medium is the massage. Any understanding of social and cultural change is impossible without knowledge of the way media work as environments
All media are extensions of some human faculty—[psychological] or physical
The McLuhans’
Laws of Media: purpose
The real purpose of the Laws of Media is to sharpen our perception and understanding of technology.
Don Ihde’s
(Post)Phenomenology of Technology Integration
human-technology-world
technology mediates the relationship to the world
Martin Heidegger’s Philosophy of Technology
A human being is a: “Being-in-the-world”
Our world of “equipment”:
“Present-at-hand” object of mind, thinking about it
“Ready-to-hand”: was just there, unconscious use
The less we just stare at the [hammer/iPad/…]-Thing, and the more we seize hold of it and use it, the more primordial does our relationship to it become.
human-world
Technology transparency and TPACK
“Law of the Instrument” or
“Maslow’s Hammer”
“I suppose it is tempting, if the only tool you have is a hammer, to treat everything as if it were a nail.”
fully integrated: dont think about it
Ihde’s Human-Technology-World (HTW) Relations
Embodiment
Hermeneutic
Alterity
Background
Embodiment relations
“Technologies extend human capabilities, and therefore constitute extensions of the human body (McLuhan, 1964), offering us new affordances, new possibilities and opportunities for human action.”
(human-technology)-world
Hermeneutic relations
human-(technology-world)
thermometer outside
globe, maps, gps, clock, written language
create an interpretive (“hermeneutic”) overlay that shapes how we subsequently “see” or interpret our world;
habituate students to a particular “way of knowing” the world or “worldview”;
extend our cognitive capacities, i.e., they are cognitive extenders or “cognitive mediators” (Goulet & Goulet, 2014)
are the HTW relation most often facilitated by teachers
Alterity relations
human –>technology (-world)
when we don’t yet know how to use and/or interpret the world through the technology
like present at hand
background relations
human (technology/world)
outside of our direct attention, like furnace and thermostat
What does Ruben Puentedura’s SAMR Model stand for?
Substitution Augmentation Modification Redefinition Model
SAMR model
It is a laddered, four-level approach intended to be used by teachers to guide their selection and evaluation of technology integration in their teaching and learning
It provides teachers’ with a way to think outside the box by asking them to consider the multiple ways that a given technology may be used to support learning. SAMR also helpfully clarifies that a technology is relevant only in terms of how it supports what learners DO
Substitution
tech acts as a direct tool substitute with no functional change: writing a story to typing a story
where is the line from ______ to __________ in the SAMR method
enhance to transform
between augmentation and modification
Augmentation
Tech acts as a direct tool substitute with functional improvement
writing to typing a story with word check
modification
Tech allows for significant task redesign
Typing on google docs, share with class and can comment on others
redefinition
tech allows for the creation of new tasks, previously inconceivable
transform stories into a multi media production and give opportunity to collab
Instrumental Ethics
Technology as a neutral artifact or “just a tool”
“guns dont kill people, people kill people”
Human Technology
Based on Cartesian dualism: subjects (humans) and objects (technologies) are conceptualized as radically separate entities
Humans are autonomous, agential beings
Technologies are separate from us humans, and have no agency in and of themselves
Technologies are value-neutral; they do not have embedded biases: humans bring their own values (biases) to them.
Sociomaterial Technoethics
Technology as a socially-constructed political (co)actor
(human-technology)
The basic unit of ethical consideration is a hybrid (human-nonhuman) or heterogeneous network of humans and/or technologies
“guns don’t kill people, cyborgs do”
Cant kill without a gun
bridge between gun and person
A technology:
Organizes a situation of choice and suggests the choice that should be made
Summary of this perspective:
Humans are better described as (human-nonhuman) hybrids or assemblages
Every technology (nonhuman) has built-in biases or “scripts” (programs) that suggest actions for us to follow when we use it
Every technology (i.e., non-human) is a political (co)actor, i.e., it is an agent of power when coupled with a human.
Scripts
a technology mediates our actions by means of a script which prescribes it the users actions
ex: google slides scripts a particular kind of presentation due to default settings
Existential Ethics
Technology as world producing and revealing
Technology mediates our relationship to the world (by occupying this middle position)
human- technology-world
gun affects human
human affects gun
gun affects the world
human affects the world
technology mediates our experience of and relations with the world around us
it is not neutral
Epistemology
Study of Knowledge
to know, to understand, to be acquainted with
Study or Theory of how we come to know, how we come understand.
What is knowledge, what is not.
Ontology
Study of being
The study of being, the study of existence, or the essence of things.
Metaphysical science of who we are, and how we fit in the world
Axiology
Study of value
The study of what matters, what is of value and what isn’t.
Onto-ethico Epistemology
the joint epistemology, ontology,axiology
