TeqSmart Tequipment on 2009-11-05
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This link has been bookmarked by 95 people . It was first bookmarked on 26 Oct 2007, by Cherice Montgomery.
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TeqSmart Tequipment on 2009-11-05
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Technological Pedagogical Content Knowledge (TPACK) attempts to capture some of the essential qualities of knowledge required by teachers for technology integration in their teaching, while addressing the complex, multifaceted and situated nature of teach
from the class 2.0 and UBD webinar
PACK survey developed through a collaboration between Iowa State and Michigan State, recently presented at SITE and (soon to be presented at) AERA is available here. Also note the survey developed by Archambault & Crippen (2009) has also been published.
Jeremy Brueck on 2009-06-20
This statement is an important theme that runs through Mishra's writing about TPACK. Finding good people who can effectively weave all 3 areas into model instruction is quite a task. I think that a team/collaborative approach is most appropriate for this form of instruction. I'd propose that building professional learning communities with that type of teacher diversity might be a good way for a building princiapl to move classroom instruction into 21st century practice.
Jeremy Brueck on 2009-06-20
I can really see this TPACK model working in a school district/building that builds professional learning communities in their organizations. For example, on a building level, you would create job-embedded and on-going professional development opportunities for your TPACK PLC teams to explore/create/share as Mishra points out in one of his videos.
education technology pedagogy
Annotated link http://www.diigo.com/bookmark/http%3A%2F%2Fwww.tpck.org%2Ftpck%2Findex.php%3Ftitle%3DMain_Page
great needs assessment shared by Jeff L. at AERA
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Technological Pedagogical Content Knowledge (TPCK) attempts to capture some of the essential qualities of knowledge required by teachers for technology integration in their teaching, while addressing the complex, multifaceted and situated nature of teache
Technological Pedagogical Content Knowledge (TPCK) attempts to capture some of the essential qualities of knowledge required by teachers for technology integration in their teaching, while addressing the complex, multifaceted and situated nature of teache

Technological Pedagogical Content Knowledge (TPCK) attempts to capture some of the essential qualities of knowledge required by teachers for technology integration in their teaching, while addressing the complex, multifaceted and situated nature of teacher knowledge. At the heart of the TPCK framework, is the complex interplay of three primary forms of knowledge: <B>Content (CK), Pedagogy (PK), and Technology (TK)</b>.
Technological Pedagogical Content Knowledge (TPCK) attempts to capture some of the essential qualities of knowledge required by teachers for technology integration in their teaching
Technological Pedagogical Content Knowledge (TPCK) attempts to capture some of the essential qualities of knowledge required by teachers for technology integration in their teaching, while addressing the complex, multifaceted and situated nature of teacher knowledge.
Technological Pedagogical Content Knowledge (TPCK) attempts to capture some of the essential qualities of knowledge required by teachers for technology integration in their teaching, while addressing the complex, multifaceted and situated nature of teacher knowledge. At the heart of the TPCK framework, is the complex interplay of three primary forms of knowledge: Content (CK), Pedagogy (PK), and Technology (TK). See Figure above. As must be clear, the TPCK framework builds on Shulman's idea of Pedagogical Content Knowledge.
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