The devices enhance students learning because students can receive immediate feedback with their responses on the interactive whiteboard and the KWL chart. Students will be able to access their research and projects at home as well. The classroom blog and newsletter communicates to parents what we are working on and when parts of the unit are due. The parents can work with students to ensure they are staying on track. The presentation tools used allow students to collaborate with peers to receive feedback and share information. As a whole class we will brainstorm together and also the class will brainstorm in their pairs or small groups. Students will brainstorm about their understandings of natural disasters and how they have impacted their community. In the student’s groups or small pairs they will be responsible for assigning portions of the assignment to one another. This way they are each responsible for a piece of the presentation. Another way for organization is to assign each group with a role. This way someone can be the leader, someone can find where to do the best research, and someone can get information for their presentation. Students can use their KWL chart to organize their thinking as they research the natural disaster or their choice. The NETS standards that align with this section: o The NETS standards that align with this section: 3. Technology Productivity Tools Students: a. use technology tools to enhance learning, increase productivity, and promote creativity. b. use productivity tools to collaborate in constructing technology-enhanced models, preparing publications, and producing other creative works. 4. Technology Communications Tools Students: a. use telecommunications to collaborate, publish, and interact with peers, experts, and other audiences. b. use a variety of media and formats to communicate information and ideas effectively to multiple audiences. 5. Technology Research Tools Students: a. use technology to locate, evaluate, and collect information from a variety of sources. b. use technology tools to process data and report results. c. evaluate and select new information resources and technological innovations based on the appropriateness to specific tasks. Technological Pedagogical and Content Knowledge (TPACK) is a concept that intersects a teachers pedagogical content knowledge, technology knowledge, and its integration with content related pedagogy (Puckett, 2013). TPACK is the transformation that occurs when the three areas
Technological Pedagogical Content Knowledge (TPACK) of teaching, content, pedagogy, and technology knowledge are combined (Puckett, 2013). TPACK is the whole and the sum of all its parts are PCK, TCK, and TPK, and in this concept the whole is greater. Integrate TPACK for Differentiation Teachers must differentiate assessments to help guide instruction of many mixed abilities students of class. Differentiated assessment uses a wide variety of ways for students to demonstrate their understanding of concepts and mastery of skills. Throughout this lesson all components of TPACK framework are used. TPACK is the basis of effective teaching with technology, requiring an understanding of the representation of concepts using technologies;
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- Fall '10
- Technological Pedagogical Content Knowledge, Technological Pedagogical Content, pedagogical content knowledge