Cooking with TPACK was a fun and unique experience. My mission was to make a fruit salad using a bowl, a plate, and a jam spreader randomly selected by my friend. Click here to watch the video or view it below. (Bonus: You’ll learn a Korean word!). It was challenging to make the fruit salad using the given tools. I had to be creative and find ways to repurpose my tools in order to slice the banana and the orange. However, peeling and cutting the Korean melon was impossible to do using my jam spreader and plate. My cooking with TPACK experience shows that providing students with technology tools that do not align with the learning goals makes the learning process more difficult, and even impossible in some cases, for both teachers and students. “The TPACK (or Technological Pedagogical Content Knowledge) framework describes the kinds of knowledge required by teachers for successful integration of technology in their teaching” (Mishra, 2018, p.1). Revised version of the TPACK image. © Punya Mishra, 2018. Reproduced with permission Teachers should have content knowledge, pedagogical knowledge, and technological knowledge to effectively integrate technology in teaching and learning. According to Mishra and Koehler (2009), “effective teaching represents a “dynamic equilibrium” between content, pedagogy, and technology” (p.17). Another critical factor that teachers should consider is the conditions where they have to function within - contextual knowledge (Mishra, 2018). Teachers should be aware of their class which include students’ needs and abilities as well as the kinds of technologies available to them. Going back to my cooking with TPACK experience, I would have been able to successfully make the fruit salad if my friend (teacher) had the task (learning goals/content) in mind, had chosen the appropriate tools (technologies), and had taught (pedagogy) me how to make a delicious fruit salad considering my kitchen and my cooking skills (context). Reference: Marcotte, C. (2013, April 26). TPACK in 2 minutes [Video file]. Retrieved from https://www.youtube.com/watch?v=FagVSQlZELY Mishra, P., (2018). Revised version of TPACK [image]. Retrieved from https://punyamishra.com/2018/09/10/the-tpack-diagram-gets-an-upgrade/ Mishra, P., (2018, September 10). The TPACK diagram gets an upgrade. [web log comment]. Retrieved from https://www.punyamishra.com/2018/09/10/the-tpack-diagram-gets-an-upgrade/ Mishra, P., & Koehler, M. (2009). Too cool for school? No way! Using the TPACK framework: You can have your hot tools and teach with them, too. Learning & Leading with Technology, 36(7), 14-18. Retrieved from https://files.eric.ed.gov/fulltext/EJ839143.pdf
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What is learning? How do we know if we successfully learned something? What does it really mean when we say we understand a new idea? What role does our prior knowledge play in the process of learning? These are some ideas I have been thinking about this week. The first three chapters of Bransford, Brown, and Cocking’s (2000) How People Learn, and a youtube video on conceptual change helped me organize my thoughts about learning and understanding as well as reflect on some pedagogies. In the past, learning was viewed as acquiring information and procedures. However, additional research in various fields and the advancement of technology shifted the focus of learning. According to Bransford, Brown, and Cocking (2000), “one of the hallmarks of the new science of learning is its emphasis on learning with understanding.” (p.8). For educators who aim to support students’ understanding, here are some factors to consider: prior knowledge, in-depth teaching, and metacognition. In my essay, I illustrate how these factors work to enhance students’ learning by including my own experiences as an ELL teacher. Then, I reflect on how these ideas help teachers effectively incorporate technology in classrooms. Reference: Bransford, J. D., Brown, A. L. & Cocking, R. R. (2000). How people learn: Brain, mind, experience, and school. Washington, D.C.: National Academy Press. Retrieved from https://www.nap.edu/read/9853/chapter/1 Pixabay. (2019). Piles of covered books [Photograph]. Retrieved from https://www.pexels.com/photo/pile-of-covered-books-159751/ Smithsonian Science Education Center. (2015, June 15). Good thinking! Conceptual change: How new ideas take root. Retrieved from https://www.youtube.com/watch?v=N3a_4471DEU |
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