6. Technological Pedagogical Content Knowledge.docx - Technological Pedagogical Content Knowledge(TPACK Technological Pedagogical Content Knowledge

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Technological Pedagogical Content Knowledge (TPACK) 1 Technological Pedagogical Content Knowledge Marilyn P. Mason EDU673: Instructional Strategies for Differentiated Teaching and Learning Instructor: Dr. Regina Miller October 9, 2017
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Technological Pedagogical Content Knowledge (TPACK) 2 Introduction As educators know, teaching is a complicated practice that requires an interweaving of many kinds of specialized knowledge. In this way, teaching is an example of an ill-structured discipline, requiring teachers to apply complex knowledge structures across different cases and contexts. Effective teaching depends on flexible access to sufficient, well-organized and integrated knowledge from various domains, including knowledge of student thinking and learning, knowledge of subject matter, and increasingly, understanding of technology. Content knowledge is teachers’ knowledge about the subject matter to be learned or taught and is of critical importance for teachers. Pedagogical knowledge is teachers’ in-depth knowledge of the processes and practices or methods of teaching and learning. This insight applies to understanding how students learn, general classroom management skills, lesson planning, and student assessment. It includes knowledge about techniques or methods used in the classroom; the nature of the target audience, and strategies for evaluating student understanding. A teacher with deep pedagogical knowledge understands how students construct knowledge and acquire skills and how they develop habits of mind and positive dispositions toward learning. Teaching with technology is a difficult thing to do well. The TPACK framework suggests that content, pedagogy, technology, and teaching/learning contexts have roles to play individually and together. The following lesson includes the TPACK framework and is intentional in helping students to be encouraged to use self-assessment and reflection about their work. Components of the Lesson The school in which I teach is a public school that has just received a grant for computers and whiteboards for middle and upper-grade student learning helps. The school itself is a moderately sized school serving kindergarten through 8 th -grade students in a mixed race neighborhood. My plan will be written for a 6 th -grade social studies class. The unit of focus is energy and how we can help conserve it for future users. The title of the unit is Energy: What If We Were to Run Out? The student body consists of 23 students from different cultural backgrounds with ability levels varying from a few low to mostly average
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Technological Pedagogical Content Knowledge (TPACK) 3 and a couple of high. There are thirteen girls and ten boys, most of who come from low-income families and are on free or reduced lunch plans. Some of the students come from single-parent homes with little or no support in their learning abilities. I have three bilingual students, all English/Spanish speaking. One of the three is from Venezuela. He and his family have only been in the United States for about six months.
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