gottpack

**Got TPACK?** (Facilitated by Julie Coiro)
-- What knowledge is of most worth? (when designing curriculum and instruction) (Spencer, 1859) Download "In 2006, in the midst of fast-paced technological changes, Mishra & Koehler (2006) assert that in teacher education, the successful teacher is one who can draw from content, pedagogy and technology, forming a technological pedagogical content knowledge (TPACK) framework—and that it is this knowledge that is of most worth" (Spires, Hervey, & Watson, in press).


 * TPACK**: The ability to flexibly draw from and integrate knowledge of Technology, Pedagogy, and Content into your curriculum and instructional practices (Mishra & Koehler, 2006)


 * **Content [C]**: subject matter to be learned
 * **Technology [T]**: foundational and new technologies
 * **Pedagogy [P]**: purpose, values & methods used to teach and evaluate learning
 * **PCK:** What pedagogical strategies make concepts difficult or easy to learn?
 * **TCK:** How is the content represented and transformed by the application of technology?
 * **TPK:** What pedagogical strategies enable you to get the most out of existing technologies for teaching & evaluating learning?
 * **TPACK**: Understanding the relationship between elements -- “a change in any one factor has to be ‘compensated’ by changes in the other two”


 * TPACK Guidelines to Consider As You Evaluate Your Own Inquiry Projects: **
 * 1) **Content focus:** What content does this lesson focus on?
 * 2) **Pedagogical focus**: What pedagogical practices are employed in this lesson?
 * 3) **Technology used**: What technologies are used?
 * 4) **PCK**: Do these pedagogical practices make concepts clearer and/or foster deeper learning?
 * 5) **TCK**: Does the use of technology help represent the content in diverse ways or maximize opportunities to transform the content in ways that make sense to the learner?
 * 6) **TPK**: Do the pedagogical practices maximize the use of existing technologies for teaching and evaluating learning?
 * 7) **TPACK**: How might things need to change if one aspect of the lesson were to be different or not available?

Select a project and work with your group to apply the TPACK Guidelines above. How well does each represent a project designed by teachers who understand the dynamics of TPACK? How might you improve or adapt these projects to better reflect the TPACK principles? Be prepared to share your thinking with the larger group.
 * Applying TPACK Principles To Learning Projects **
 * Example 1**: [|Math: Multiplying and Dividing Fractions in Word Problems]** (Grade 4) -- VoiceThread
 * Example 2: **[|Science Lab Experiment]** (High School) -- VoiceThread
 * Example 3: **[|History/Language Arts: Japanese Internment Camps in WW2]** (High School) -- Remixing Multiple Media Forms
 * Example 4: (Plan B) **[|History/Language Arts: Vote However You Like]** (Grade 6 & 7) -- Remixing and Composing


 * To explore later:** View more Voicethread ideas from the VoiceThread 4 Education Wikispace or the [|K-7 Mathcasts Project] . Another resource that may be helpful in terms of operationalizing TPACK for the various content areas is the [|TPACK Learning Activity Types Wiki] You may also enjoy the [|TPACK wiki] or the website created by the [|SITE TPACK Special Interest Group] for more background information about the TPACK model.

Connections to NC Professional Teaching Standards

__References__ Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A new framework for teacher knowledge. Teachers College Record,108(6), 1017-1054.

Spires, H., Hervey, L, & Watson, T. (in press). Scaffolding the TPACK Framework in Reading and Language Arts: New Literacies and New Minds. Chapter submitted for //Research in English Language Arts and Technology//.