Thursday 21 April 2011

LA One - The embedding of Googel Earth into a SOSE Unit

In the Learning Adventure there were many challenges from the aspects of collaborative work to the technological aspects of creating a video to the desired level. The development of the video was a great way of studying how to implement an engaging lesson through the TPACK model and comparing paper based resources used in the classroom compared to using Google Earth to map the voyage of the First Fleet. The learning adventure was a great way to develop the Technological, Pedagogical and Content Knowledge in embedding technology into a lesson.

Friday 15 April 2011

The use of ICT in the Classroom

     Over the last few weeks I have been able to reflect on my learning and how ICT's influences education and society. There currently seems to be a vast gap between what is currently industry standard and what is seen as being acceptable use of ICT's except when it comes to education.

     The ability of educational bodies to attempt to manage the constant change that is occurring in the areas of technology means that the education system will always be that step behind what is currently being used in other industries. Given the issues of privacy and student confidentiality this lag is understandable. What is needed to ensure that the education system itself does not fall behind is the education of established teaching practitioners.

      During my current placement there have been many teaching opportunities where the use of ICT's  would assist in the teaching and engage students in their learning. One example of this was a lesson on the Phases of the Moon. On completion of the lesson I was able to show some students the phases of the moon on Google Moon. The student’s ability to gain understanding was instant event though they had not understood the previous lesson. The different technologies available to students with the advancement of mobile technologies means learning can take place outside the school at a different level than what has previously experience. Student centered learning is allow students to develop skills and knowledge that has a real world context.

Thursday 14 April 2011

Professional Development




    

             Through out the course I have joined several online groups as part of my Professional Development. The main group with interesting and insightful views on teaching with technology is the Google for Educators hosted by Google Groups. http://groups.google.com/group/google-for-educators This group shares experience and ideas in a live forum. The group focuses on  K-12 Education initiatives, and is a vibrant community of educators sharing different classroom activities. Another group that I have been actively involved in is 1000 Ways to Teach with Technology. This Google group focuses on the implementation of technology into the classroom and pedagogical advice in teaching to the TPACK model. Other online professional development has included the membership of Teacher Tube which not only has video resources but also a support and discussion forum. 

      In the first few weeks of the course there was a real push for the development of a student arm of the Australian Collage of Educators. There was great enthusiasm for the project, and I was prepared to take steps to ensure the development of this project. Even though this has not yet eventuated, after the first two meeting interest dwindled, I will still be pursuing this for my own personal professional development in the next semester.

Tuesday 12 April 2011

TPACK

     In 1986 Lee Shulman introduced the concept of PCK or Pedagogical Content Knowledge, this was seen to represent the marriage of Pedagogy and Content Knowledge. Shulman (1986) argued that “having knowledge of subject matter and general pedagogical strategies, though necessary, was not sufficient for capturing the knowledge of good teachers.” (Mishra & Koehler, 2006, p.1021)

      When Shulman proposed his PCK model technology was taught as a subject general labeled “computer studies” which was more about the operating of the hardware rather then the use of technology to enhance the learning. The developments of the TPACK model has moved the focus of Technology Education form the technology itself to how we can improve the engagement of students and develop life long skills the students require rather than just introducing students to the technology.
 
                                                                                Image Source: http://www.edu.org.au/whatisit/pedagogy

      What has changed since Shulman’s model was invented is that technology is now at the forefront of society, where it is a part of student’s lives. When Shulman’s model was developed for the connections of Pedagogy and Content Knowledge the concepts of technology and Technological Knowledge were not part of the mind set of teachers at that time. Today with the advances and importance placed on the integration of technology into the curriculum, it has brought TPACK to the forefront for teaching professionals and educational bodies.

            The work of Mishra & Koehler (2006) Technological Pedagogical Content Knowledge: A Framework for Teacher Knowledge, has set the framework for the development of the integration of technology into the classroom. Expanding on the work of Shulman, Mishra & Koehler extended Pedagogical Content Knowledge model to incorporate the Technological Knowledge to make it relevant to teachers of today.  The TPACK model “represents the blending of content and pedagogy into an understanding of how particular topics, problems, or issues are organized, represented, and adapted to the diverse interests and abilities of learners, and presented for instruction” The main points of the TPACK model is that technology should not be taught content free, that is to say that the technology should be used to enhance the content and pedagogy.

            It is interesting to note that Mishra & Koehler discuss the resistance of some teachers to adapt to the technological changes that were occurring in Education at this time. Five years on and in my personal experience there are still many teachers still not willing to change their pedagogy and accept the changes that have taken place. They are still teaching in Shulman’s PCK model and even though there is nothing to say that this is a bad thing the students are not being prepared for the social technological lives that they have been born into. Pedagogical content knowledge is of special interest because it identifies the “distinctive bodies of knowledge for teaching. It represents the blending of content and pedagogy into an understanding of how particular topics, problems, or issues are organized, represented, and adapted to the diverse interests and abilities of learners, and presented for instruction”( Mishra & Koehler 2006, p.1023)


The Content
            The Content Knowledge is about the actual content that is being taught, it is the subject matter and the knowledge that is required to teach the topic. Teachers must know and understand the subjects that they teach, including knowledge of central facts, concepts, theories, and procedures

Pedagogical Knowledge
            Pedagogical Knowledge (PK) is knowledge about the processes and practices or methods of teaching and learning and how it encompasses, overall educational purposes, and aims. Pedagogical Knowledge includes knowledge about techniques or methods to be used in the classroom and strategies for evaluating student understanding

Technological Knowledge
Technology knowledge (TK) is knowledge about standard technologies, such as books, chalk and blackboard, and more advanced technologies, such as the Internet and digital video. This involves the skills required to operate particular technologies.

Reference
Mishra.P & Koehler.M.J, Technological Pedagogical Content Knowledge: A Framework for Teacher  
                                        Knowledge. 2006. Michigan State University.Retrieved Mar 11, 2011 from        
                                        citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.91