Technology, Teaching and Learning

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Technology, Teaching and Learning by Mind Map: Technology, Teaching and Learning


1.1. 2006- Mishra and Koehler added dimension of technology to content and pedagogical knowledge

1.2. TPACK stands for Technological Pedagogical and Content Knowledge

1.3. MAIN GOAL: identify the domains a teacher would need to successfully integrate technology into the classroom

1.4. Complex interplay of the three main forms of knowledge: CK (Content Knowledge), PK (Pedagogical Knowledge), and TK (Technological Knowledge)

1.4.1. CK: A teacher's knowledge of the subject matter that they are teaching their students. Knowledge of content, theories, ideas, evidence and proof and approaches toward developing this knowledge

1.4.2. PK: A teacher's knowledge of the processes of teaching and learning Understanding how students learn, classroom management, assessment and lesson planning

1.4.3. TK: A teacher's knowledge about working with technology, tools and resources Understanding how to apply technology to everyday life, recognizing when technology can facilitate achievement of goals, and the ability to continuously adapt to changes

1.5. New kinds of knowledge are developed at the intersecting points of this model: PCK (Pedagogical Content Knowledge), TCK (Technological Content Knowledge), and TPK (Technological Pedagogical Knowledge)

1.5.1. PCK: A teacher's knowledge of pedagogy that is applicable to teaching certain content. Teacher can interpret subject content, finds ways to represent it to their class, and tailors it to meet student requirements

1.5.2. TCK: A teacher's knowledge of how technology and content work together in the classroom Understanding what technologies and tools are most appropriate for teaching certain content, and how content can change technology or how technology can shape content

1.5.3. TPK: A teacher's understanding of how technology can change and influence teaching and learning Knowledge of how technology relates to developmentally appropriate pedagogical designs and strategies


2.1. Dr. Ruben Puentedura

2.1.1. SAMR model created based on his research about how teachers utilized technology in the classroom

2.2. MAIN CONCEPT: teacher can take any piece of technology and use it, but what they do with it is either an ENHANCEMENT or TRANSFORMATION

2.2.1. Enhancement: Substitution or Augmentation

2.2.2. Transformation: Modification or Redefinition

2.3. GOAL: bring students from technology enhancement to technology transformation

2.4. 4 LEVELS: 1. Subsitution 2. Augmentation 3. Modification 4. Redefinition

2.4.1. 1. Technology is used to perform the same task that was done before the use of computers EXAMPLE: Finishing a worksheet on the computer, printing it and handing it in Teacher-centric No significant difference in grades at this level

2.4.2. 2. Technology offers and effective tool to perform common tasks EXAMPLE: taking a quiz using Google forms instead of pen and paper Teacher/Student-centric (BOTH) No significant difference in grades at this level

2.4.3. 3. Computer technology used to accomplish common classroom tasks EXAMPLE: Students write essay, record audio of essay to soundtrack, then play soundtrack for an audience Significant functional change in classroom About a half-grade difference at this level

2.4.4. 4. Tasks that were not possible before are made possible using computer technology EXAMPLE: sharing Google Doc's with students across the world and giving/receiving peer feedback Collaboration becomes necessary and discussions become student generated About a full grade difference seen at this level

3. 21st Century Learner

3.1. Mishra & Kereliuk

3.2. 3 LEVELS: 1. Foundational Knowledge 2. Meta Knowledge 3. Humanistic Knowledge

3.2.1. 1. There are 3 sub-levels: 1. Content 2. Digital/Information Literacy 3. Cross-Disciplinary Knowledge

3.2.2. 2. There are 3 sub-levels: 1. Problem Solving/Critical Thinking 2. Communication/Collaboration 3. Creativity

3.2.3. 3. There are 3 sub-levels: 1. Life/Job Skills 2. Cultural Competence 3. Ethical/Emotional Awareness

4. Philosophy of Teachnology

4.1. Stems from Philosophy of Teaching

4.1.1. Philosophy of Teachnology goes on to include your beliefs about how technology should be included within your teaching practices TPACK should inform your Philosophy of Teachnology

4.2. PGP: Professional Growth Plan

4.2.1. Alberta Education initiative

4.2.2. Develop and put to action a plan for professional growth

4.2.3. Outlines the professional development activities that you as a teacher intend to complete in that year Professional Development Days Attending specific workshops to further your knowledge of specific areas of education

5. Resources: Technology is Learning: SAMR Model