EDU 210 MODULE 12 TPACK Development TPACK DEVELOPMENT

EDU 210 MODULE 12 TPACK Development

TPACK DEVELOPMENT • In Module 5, the TPACK (Technology Pedagogy Content Knowledge) framework was discussed • It is a model that allows teachers to plan lessons which helps them deliver lessons effectively • The framework interplays with each conceptualized knowledge as its role influences content and pedagogy with the use of technology Koehler, M. The Seven Components of TPACK. Retrieved from http: //www. matt-koehler. com/tpack-explained/

INITIAL TPACK DEVELOPMENT This is where I felt I was, in terms of the development of the knowledge bases and intersections of TPACK. I continue to work on developing my knowledge in content, pedagogy and technology.

EVOLVED TPACK DEVELOPMENT Technological Knowledge (TK) Pedagogical Knowledge (PK) I am still confident with my Pedagogical Knowledge from my experiences of volunteering with elementary children, and my Content Knowledge by being able to diligently study what is required for students to know from the curriculum. However, I feel more confident with my Technological Knowledge after learning more concepts throughout the course. Content Knowledge (CK)

EVOLVED TPACK DEVELOPMENT In terms of the development of the knowledge bases and intersections of TPACK, my Technological Knowledge changed the most. Technological Knowledge (TK) Pedagogical Knowledge (PK) Content Knowledge (CK) I am more knowledgeable about all the different types of technologies that can assist learning for various learners, whether this involves meeting the needs for students who need assistance mentally or physically; for example, students who have learning disabilities or lack of access to technology. Therefore, the size of my Technology Knowledge has increased, compared to my initial TPACK Development, as I am more knowledgeable of the benefits technology can provide for a diverse set of students. The placement of it has also changed in relation to my Pedagogical and Content Knowledge. I no longer think that teaching and using technology are in separate forms and a burden to use on the side, but that using technology can be integrated in a learning environment through pedagogy; thus, the Technological Knowledge overlaps the Pedagogical Knowledge. A teacher must understand the content of the curriculum very well in order to expand their teaching method, so that learning can be effective and productive when using that type of technology to teach; thus, the Content Knowledge overlaps the Technological Knowledge as it is the foundation of learning.

REASONS FOR THE SHIFT Module 6 (Technology in Alberta Schools) discussed how technology like the Smart. Board can enhance learning in a classroom. As opposed to a teacher writing notes on a Whiteboard, the level of interaction increases on a Smart. Board as students are given the opportunity to get up from their seats and to answer questions from the activity toolkit and activity builder feature. Ocal. (2010, December). Smart Board Clip Art. Retrieved from http: //www. clker. com/clipartsmartboard. html Module 7 (Virtual Learning Environments) discussed flexible learning environments. Through technology, it provides students with options as to when, where and how they want to learn; technologies like computers and the internet increases the flexibility of learning. Since every student is different, a more personalized and individualized learning system can allow them to learn at a level that is understood and doable. With technology, that concept can be applied to learning more easily because technological tools allow flexible learning to take place at any time, anywhere and any pace. It is an on demand nature. Therefore, Learning Management Systems (LMS), like Haiku, can mirror what is done in the classroom and get learning out in different ways to students.

REASONS FOR THE SHIFT Module 8 (Universal Design for Learning and Assistive Technology for Learning) discussed a framework that helps educators proactively design for diversity, with the help of technology. UDL aims to reduce barriers as it is about planning. Educators anticipate that they will have diversity in their classroom so they proactively think and use technology like Web 2. 0 tools to make learning accessible for students rather than adding and finding solutions if they happen to have students that have disabilities. Teachers then design their teaching methods by considering their students’ needs with a possible range from the beginning rather than retrofitting the need when it rises. Module 11 (Maker Movement) discussed the movement that encourages people to get back to tinkering and learn from tinkering and getting their hands dirty, rather than having a separation by consuming programming, but learning the teachings of how to program. The Maker Movement really solidified my Technological Knowledge because it was a real life experience that was evidence that learning can strongly improve through technology because it results in more interactions from students; the increase in visuals and hands-on type of learning engages students as opposed to having them sit and passively listen to the teacher in a classroom.

CONCLUSION For my initial TPACK Development, I at first questioned the usage of technology due to experience. I felt technology was used as a substitution, in relation to the SAMR Model. I observed many teachers use computer technology to perform the same tasks before the use of technology. As a result, technology was more like a direct tool to substitute an approach to activities without any functional improvement. In addition, I sensed that a lot of times students struggled to use the technology, which resulted in taking more time to use and know the basics of the technology instead of learning the required concepts through the assistance of technology. Nonetheless, I no longer treat the usage of technology to be a separate component of teaching. I believe using technology can enhance and effectively improve learning by properly integrating it into the curriculum, rather than treating technology like it is a side tool that may or may not be used given a certain time frame within the school year. Throughout the course, particularly with Module 6, 7, 8 and 11, it became evident to me that technology is beneficial for education. This evolved outlook will impact me as a teacher as I am knowledgeable that technology can construct studentcentered learning, provide flexibility in learning, accommodate diverse learners, and give opportunities for students to take action to what they would like to learn.