21st Century Skills & TPACK (Workshop)

Workshop: TPACK-related competences of teachers in the 21st century, a challenging development!

Petra FisserUniversity of Twente

Curriculum Design & Educational Innovation13 December 2010

21st century skills for students/children

Cooperation

Communication

ICT literacy

Social and/or cultural skills

Creativity

Critical thinking skills

Problem solving skills

Productivity

Learning to learn

Self steering

Planning

Flexibility

Math, Science, Languages

Taking risks

Metacognition

Controlling / solving conflicts

Initiative and entrepreneurism

Interdisciplinary themes

21st century competences of the teacher

Effective teaching depends on flexible access to rich, well-organized and integrated knowledge from different domains, including

knowledge of student thinking and learning,

knowledge of subject matter, and increasingly,

knowledge of technology

“At the heart of good teaching with technology are three core components: content, pedagogy, and technology, plus the relationships among and between them.”

(Koehler & Mishra, 2006)

TPACK

Content or Subject matter knowledge•Knowledge of central facts, concepts, theories & procedures•Explanatory frameworks•Evidence for proof

Pedagogical knowledge•Students’ prior knowledge•How to use resources•Classroom management•Lesson plan development & implementation•Student evaluation

Technological (ICT) Knowledge•Skills necessary to operate particular technologies•The ability to learn and adapt to new technologies•A functional understanding of technologies

Pedagogical Content Knowledge: How particular aspects of subject matter are organized, adapted and represented for instruction

Technological Content Knowledge:How subject matter changes because of ICT (or how ict can support subject matter!)

Technological pedagogical Knowledge: How pedagogies change because of ICT (or how ict can support pedagogy)

How can we use the TPACK model?

As a guide and a reflection tool to make sure that there is always a careful selection of content, pedagogy and technology

Using the TPACK model to design courses may give some directions in how to design professional development programs

Try it…

In the TPACK game!

Make groups of 4

Pick a piece of paper from all 3 envelopes, and think of a sound classroom activity that uses that technology, content, and pedagogy

How does the technology support the content and the pedagogy?

Is there an ICT-application that fits the content and/or the pedagogy in a better way? Which one? Why? How?

Reasons to do the TPACK game

It is fun..

It starts a discussion about the relation between technology, pedagogy and content

As facilitator of the game you can see/hear how people think about technology in education

It can be used to develop a vision on learning

It can be adapted to specific needs (content, pedagogy and technology)

It can be used in a professional development program(pre-service and in-service)

Professional development..

Important:

Introducing new educational technologies into the learning process changes more than the tools used

It has deep implications for the nature of content-area learning, as well as the pedagogical approaches among which teachers can select

This is often an overlooked aspect of many technology integration approaches used to date

How to proceed?

Opportunity: Activity types (Harris, Mishra & Koehler, 2009)

TPACK and Activity types

Identification of 42 distinct learning activity types

The activity types are divided into 13 knowledge-building and 29 knowledge-expression structures.

Knowledge-expression activity types were further divided into activities that emphasize either convergent (6 types) or divergent (23 types) thinking processes

In the article of Harris, Mishra & Koehler these content-driven pedagogical strategies are connected with specific technologies

(Part of)

Technology for knowledge-building

Technology for convergent knowledge expression

Technology for divergent knowledge expression

(Part of)

Why all these lists?

The goal in identifying activity types and specific technologies is

to help teachers become aware of the full range of possible curriculum-based learning activity options and

the different ways that digital and non-digital tools support this

This can help teachers efficiently select among, customize, and combine activity types that are well matched to

students’ differentiated learning needs and

students’ differentiated preferences and

classroom contextual realities (such as computer access, class time, etc.)

Try it...

Think about your discussions during the TPACK Game

Does the list of activity types help you in making more or other choices?

Why? How?

And.. Just curious… is this approach something that can work in Poland?

Want to know more?

Literature study (in translation at the moment)

Development of TPACK interventions & instruments

Studies in the Netherlands, Belgium, Kuwait, Tanzania, Ghana, ….. and Poland????

Please contact me!

Petra FisserUniversity of Twentehttp://users.gw.utwente.nl/[email protected]