TPACKing for a Wonderful Educational Trip/Group 8

 John T. Nash Elementary

Overview Of TPACK
Lee Schulman(1987), an educational psychologist, believed that the teacher preparatory programs of the time were treating subject knowledge and pedagogy as one in the same. He argued that developing general pedagogical skills was not enough for preparing content teachers. Schulman believed the key to distinguishing the knowledge base of teaching rested at the intersection of content and pedagogy--PCK. Schulman introduced this as Pedagogical Content Knowledge (PCK). That intersection is the overlap of information about subject knowledge, which is the knowledge of the subject being taught, and pedagogic knowledge, that is the knowledge of how to teach, which is the strategy, planning, assessment, etc. A teacher may have deep understanding of their subject area, but there must also be an understanding of how to teach those concepts to the learner.

Piggybacking on this PCK model, technology was added into the formula. "Whatever technology you select, it is the intersection of Pedagogy, Content Knowledge and Technology within a Context that will carry the message for the learner. It will determine the topic's relevance to the learner and ultimately learners' interest in remembering and using the new information.” Dr. Z RWLD

TPACK is this framework that was developed for understanding the complexity of teaching with technology. Mishra & Koehler (2006)introduced the first and somewhat definitive presentation of the TPCK framework. Effective technology integration is successful when it meets our curricular goals. It needs to support some of the key components of learning: sound pedagogical knowledge, rich content knowledge, and technology awareness.

TPACK Assignment- Reflection
As a group of elementary educators, one kindergarten teacher, third grade teacher, and fourth grade teacher, our task was to create and design learning scenarios by integrating the TPACK model. Our vision is to implement a 1:1 Ipad elementary school providing rich, meaningful learning for our student. We strive to create lessons incorporating technology through the TPACK framework. However, adding technology for technology sake is not our objective. We feel that technology should allow the learner to do something they couldn’t do without that technology, and transform the learning experience. A pencil and paper may be the best technology for the job. In the design process, we didn’t start with the tools, but rather think about all three domains of our teaching: content knowledge, pedagogy, and technology and where they intersect. Creating the learning experiences is the end result of several instructional decisions. 1. Choosing learning goals (Content Knowledge- Iowa Core) 2. Making practical pedagogical decisions about the learning experience and student needs (Pedagogy) 3. Selecting and sequencing activities that meet the learning goals 4 Select formative and summative assessments 5. Select tools and resources that will best help students benefit from the learning experiences (Technology) First, as a team we decided on the content in which this design would be implemented. All three of us are currently working on implementing the ELA Common Core in our classrooms. We each chose the ELA standards that we are currently planning for our students. After understanding the standards to be taught, each group member identified the appropriate activity types to best teach those standards, using the resources provided for us.

Once the standards were in place we worked to choose activity types that would be most appropriate and best fit our standards and grade level. We wanted to enhance our activities with technology that would help meet our students learning goals while keeping the content at the core of the lessons. This proved to be a challenge. Making the sure that the technology aspect of our lessons provided students with enriched content focused learning.

After designing lessons that focused on content, pedagogy, and technology, our group realized the importance of carefully selecting particular teaching strategies that will best communicate the benchmark being taught and then using the correct technologies to enhance the lesson. When teachers are able to combine the benchmark they’re teaching with a research-based teaching strategy that will most effectively help students learn, and then add a piece of technology perfect for the lesson they’re teaching, then students are provided with a learning opportunity that will shape them into 21st century learners capable of working in a global society.

Standards and Benchmarks
Each of the following standards and benchmarks derive from the Common Core State Standards Initiative.

Key Ideas and Details: CCSS.ELA-Literacy.RI.K.2 With prompting and support, identify the main topic and retell key details of a text.

CCSS.ELA-Literacy.RI.K.3 With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text.

CCSS.ELA-Literacy.RI.3.3 Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.

CCSS.ELA-Literacy.RI.4.2 Determine the main idea of a text and explain how it is supported by key details; summarize the text.

CCSS.ELA-Literacy.RI.4.3 Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text.

Craft and Structure:

CCSS.ELA-Literacy.RI.K.4 With prompting and support, ask and answer questions about unknown words in a text.

CCSS.ELA-Literacy.RI.3.6 Distinguish their own point of view from that of the author of a text. Integration of Knowledge and Ideas

CCSS.ELA-Literacy.RI.K.9 With prompting and support, identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).

CCSS.ELA-Literacy.RI.3.8 Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence). Text Type and Purpose:

CCSS.ELA-Literacy.W.3.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

Key Ideas and Details
CCSS.ELA-Literacy.RI.K.2 With prompting and support, identify the main topic and retell key details of a text.

Technology Activity #1: Students will use Starfall to listen to stories for details.

Technology Activity #2: Using the mimio the teacher will be able to work with students to highlight key details from the story.

Technology Activity #3: Students will share details that they recall from a story by drawing pictures. These will then be digitally photographed with the iPad and students will explain their picture.

CCSS.ELA-Literacy.RI.K.3 With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text.

Technology Activity #1: Using Bookflix the students will listen/read books to activate prior knowledge.

Technology Activity #2: Students will have support in looking back into the text. The teacher will project the book using a document camera to model how to go back into the text to find information.

Technology Activity #3: Using ReQuest (Reciprocal Questioning) students and teacher will work together to make connections between information in the text. You may want to use a concept map application to make this connection more visual for the student.

CCSS.ELA-Literacy.RI.3.3 describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.

Technology Activity #1: Compare/contrast different time periods or people using Mindmesiter then share findings with different groups.

Technology Activity #2: Identify how an action or event will produce a certain response to the action in the form of another event. Thinglink--annotate a current image, making connections to the past; written reflections via Edmodo.

Technology Activity #3: Create a timeline of a historical event using Dippity and students can add to it collaboratively.

CCSS.ELA-Literacy.RI.4.2 Determine the main idea of a text and explain how it is supported by key details; summarize the text.

Technology Activity #1: Students will practice finding the main idea and key details of an online text using the highlighting feature of a .pdf reader. Students will then use a word processor to summarize their findings.

CCSS.ELA-Literacy.RI.4.3 Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text.

Technology Activity #1: Students will write a how-to paper on making their favorite recipe. Students will then record themselves making their recipe and create a movie with their recording using iMovie or Windows Movie Maker.

CCSS.ELA-Literacy.RL.4.6 Compare and contrast the point of view from which different stories are narrated, including the difference between first- and third-person narrations.

Technology Activity #1: Students will read various texts, recording the points of view from each. Students will then create a podcast to share with peers based on their findings. Students will then comment on each other’s podcasts to negotiate findings.

Craft and Structure
Craft and Structure: CCSS.ELA-Literacy.RI.K.6 Name the author and illustrator of a text and define the role of each in presenting the ideas or information in a text.

Technology Activity #1: When reading aloud it is very important to point out the name of the author and illustrator. By using Raz Kids students can read and listen to many books that highlight the author and illustrators.

Technology Activity #2: Students will create their own books with a partner to show them the connection of the author and illustrator. Students may use storybird or a storytelling app to create this book digitally.

Technology Activity #3: Teacher lead author and illustrator studies is a way to experience many authors and illustrations in a variety of texts. Student can create a wordle to tell the role of the illustrator and author of books.

CCSS.ELA-Literacy.RI.3.6 :Distinguish their own point of view from that of the author of a text.

Technology Activity #1: Students create a Symbaloo bookmarking important information on a topic like Immigration. For example,The History Channel's Ellis Island Gateway, Ellis Island Official Site, Scholastic's Interactive Tour of Ellis Island, A Boy's Journey.

Technology Activity #2: create a blog entry on Kidsblog about POV and have others students comment.

Technology Activity #3: Create a montage with pictures and sound using iMovie sharing the point of view from both the author and themselves.

Technology Activity #4: Students will create a podcast using Podomatic outlining their character’s point of view

Integration of Knowledge and Ideas
CCSS.ELA-Literacy.RI.K.9 With prompting and support, identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).

Technology Activity #1: Using Kidspiration the students can compare the text to identify basic similarities and differences.

Technology Activity #2: Students will work cooperatively with books of the same topic to identify similarities and differences in text. They will create a venn diagram with support using pictures and labels.

Technology Activity #3: using a video the students will show parts of the book (such as illustrations) and answer focus questions such as; Does that help us learn more? What makes this important? How are they the same? How are they different.

CCSS.ELA-Literacy.RI.3.8- Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence).

Technology Activity #1: Venn Diagram, interactive tool that contain two or three overlapping circles, enabling students to organize their information logically.

Technology Activity #2: Create a sequencing map using Googledocs

Technology Activity #3: Use Pixton Strip maker students recreate the event in order sequence, in their own words

Text Type and Purpose
CCSS.ELA-Literacy.W.3.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

Technology Activity #1: Research using safe searching tools

Technology Activity #2: Notetaking on Ipad using, or other notetaking tools: Soundnote, you can record drawings, notes, and audio all at once, balancing reading-based skills with those that are auditory and visual.

Technology Activity #3: Organize writing online with mindmapping software and write their report on GoogleDocs, the teacher can add comments and write what to improve right on the doc.

Technology Activity #4: Presentation tools to present information

Technology Activity #5: Use QR codes to share learning out in the hallways for other students and parents who can’t see the presentations.

Mindy
Who’s that author/illustrator?

Andi
Around the Globe, Animal Experts!

Kelsey
Determine the Main Idea and Details of a Text