presentation_3030_21305

presentation_3030_21305 - Connecting Preservice Teachers...

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Connecting Preservice Teachers’ Knowledge of Mathematics, Pedagogy, and Technology through Learning Object Design Jennifer Kosiak Becky LeDocq
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Outline Learning Object Design TPCK Our Study Conclusion Questions
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Learning Object Design A LO is a self-contained learning unit. LO’s can transform the traditional classroom environment. (Kay & Knaack 2005; NRC 1999) The LO Design predicates learning from technology. (Reeves 1998)
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PRAXIS Wisconsin Project The primary purpose was to involve mathematics faculty and preservice elementary and secondary teachers as designers of digital learning objects for mathematics. Initially, the components of the learning objects were intended to help prepare educators for the mathematics portion of the Educational Testing Service’s Praxis II: Elementary Education and Middle School Content Knowledge Tests.
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PRAXIS Learning Objects Statement of the Question with possible Answers and mistake-specific feedback Hint to help them remember a key detail Sandbox , a place to “play and learn” Tutorial , a careful presentation of the solution (shockwave movie) Chalk-Talk to hear and see a solution Additional Self-Check Questions to Assess Understanding
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Example Find this example at http://www.uwlax.edu/mathematics/praxis/los/prelim_results.htm
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Lesson Study Development Model Team structure: (1) exchange ideas about student difficulties and/or misconceptions regarding the content of the learning object; (2) discuss multiple solution strategies of the mathematical task and multiple representations of the key mathematical concepts embedded in the learning object; and (3) provide constructive feedback during the design process.
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presentation_3030_21305 - Connecting Preservice Teachers...

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