TOTAL PACKAGE
When choosing a technology to aid with learning, teachers must ensure that students are thinking about what they are learning, and not about the cool technology they are using. Daniel Willingham states "ninety-five percent of what students learn in school concerns meaning, not what things look like or what they sound like" (p. 61). The model of TPACK helps teachers remember the balance that must be maintained when bringing technology into the classroom. TPACK is the center point where Content Knowledge, Pedagogical Knowledge, and Technological Knowledge are perfectly aligned. Punya Mishra and Matt Koehler (2006) stated that "good teaching requires an understanding of how technology relates to the pedagogy and content" (p. 1026). The latest and greatest technological advancement may not fit into the content you are trying to teach or how you are teaching it. While solving my problem of practice, I investigated the what I want to teach (content), and how I want to teach it (pedagogy). After I cemented this knowledge, I researched different technologies that will help my students master the concept of density.
Please explore the links below for where my problem of practice originated and my thoughts on the content, pedagogical and technological knowledge needed to solve my problem of practice.
Context
Content
Pedagogy
Technology
Resources:
Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: a new framework for teacher knowledge. Teachers college record108 (6), 1017-1054.
Willingham, D. T. (2009). Why don't students like school?: a cognitive scientist answers questions about how the mind works and what it means for the classroom. San Francisco, CA: Jossey-Bass.
Please explore the links below for where my problem of practice originated and my thoughts on the content, pedagogical and technological knowledge needed to solve my problem of practice.
Context
Content
Pedagogy
Technology
Resources:
Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: a new framework for teacher knowledge. Teachers college record108 (6), 1017-1054.
Willingham, D. T. (2009). Why don't students like school?: a cognitive scientist answers questions about how the mind works and what it means for the classroom. San Francisco, CA: Jossey-Bass.