TPACK+Hofer+Harris

toc Brought to you by: Karen Bossano, Isabella Olano, Trevor Hershberger, Cambria Beilstein, and Christina Regalado  Instructional Planning Activity Types as

Vehicles for Curriculum-Based TPACK Development Judi Harris & Mark Hofer School of Education College of William & Mary in Virginia United States

= Introduction: TPACK Video = = media type="youtube" key="0wGpSaTzW58" height="315" width="420" align="center"

= "TPACK in 3 minutes" by roycekimmons

Introduction:
According to Harris and Hofer, TPACK is the “intersection of teachers’ knowledge of curriculum content, general pedagogies, and technologies,” (2).

More concretely, TPACK is the point at which all of the following types of knowledge meet: 1. Pedagogical Content Knowledge (How do you teach particular content-based material?) 2. Technological Content Knowledge (How do you select and use technologies to communicate particular content knowledge) 3. Technological Pedagogical Knowledge (How do you use particular technologies when teaching?)

Factors that shape those 3 types of knowledge:
 * culture
 * socioeconomic status
 * school organizational structures

= Instructional Planning =
 * == Effective teaching? ==

= = = Developing TPACK Using Learning Activity Types =
 * Pedagogical content knowledge
 * Based on how much a teacher knows of the //content// AND the knowledge of teaching to students/contexts
 * ==Planning==
 * Contextually sensitive
 * Depends highly on the student demographics
 * Activity-based - especially surrounding technology
 * Instruction with a well-integrated focus on technologies should be curriculum-specific and activity-focused
 * ==Instructional Decisions to make:==
 * 1) Choose learning goals
 * 2) Make pedagogical decisions about what the learning experience will be
 * 3) Select and sequence activities that shows how students are learning
 * 4) Select tools and resources that will assist students through the learning experience

Each activity type hold the most important part about the structure of a particular kind of learning action as it relates to //what students d//o when they are engaged in learning.

Some of these activities can be:
 * Group discussions
 * Role play
 * Fieldtrips



These activities work as communication tools that can be combined to create lesson plans, units and projects in order for teachers to build their TPACK.

To develop TPACK the curriculum-based learning goal and activity designs are first made and then the educational technology selections are made. By using this method the technologies selected will best serve the learning goals and activities in order to maximize student learning.

//Content Knowledge// - knowledge about the subject matter (e.g. history)

//Pedagogical Knowledge// - educational processes, teaching strategies, teaching methods, etc. in which teaching and learning play a central role

//Technological Knowledge// - knowledge about technologies, how they work and how it can be used to support learning = Sample Activity Types =

Discusses the Activity Types in a Social Studies classroom
 * These activity types are stated in three different categories for 3 different purposes
 * Expressions of knowledge
 * Convergent knowledge
 * Divergent knowledge
 * This paper defines 42 social studies types
 * 13 are focused on Expressions of knowledge
 * 6 are focused on Convergent knowledge
 * 23 are focused on Divergent knowledge

** Expressions of knowledge- **
These activities are used when teachers want to build social studies content and have students process that knowledge

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 12px; line-height: 22px;">*Table (Harris & Hofer)*
 * <span style="font-family: Impact,Charcoal,sans-serif;">Activity Type || <span style="font-family: Impact,Charcoal,sans-serif;">Brief Description || <span style="font-family: Impact,Charcoal,sans-serif;">Possible Technologies ||
 * Read Text || Students extract information from textbooks, historical documents, census data, etc; both print-based and digital formats || Websites, E-books ||
 * View Presentation || Students gain information from teachers, guest speakers, and peers; synchronous/asynchronous, oral or multimedia || PowerPoint, Photostory,iMovie, MovieMaker, Inspiration, videoconferencing ||
 * View Images || Students examine both still and moving 9video, animations) images; print-based or digital format || PPT, Word, Photostory, Bubbleshare, Tabblo, Flickr ||
 * Listen to Audio || Students listen to recordings of speeches, music, radio broadcasts, oral histories, lectures; digital or non-digital || Podcasts, Audacity, Garageband, Odeo, Evoca, Podcast People ||
 * Group Discussion || In small to large groups, students engage in dialogue with their peers; synchronous/asynchronous || BlackBoard, discussion in Wikispaces, e-boards ||
 * Field Trip || Students travel to physical or virtual sites; synchronous/asynchronous || Virtual fieldtrips, Photostory to develop their own virtual tours ||
 * Simulation || Students engage in paper-based or digital experiences which mirror the complexity of the real world || Civilization, Revolution!, Fantasy Congress ||
 * Debate || Students discuss opposing viewpoints; formal/informal; structure/unstructured; synchronous/asynchronous || BlackBoard, discussion in Wikispaces, e-boards ||
 * Research || Students gather, analyze and synthesize information using print-based and digital sources || Digital archives, Google Notebook, Inspiration to structure ||
 * Conduct and Interview || Face to face, on the telephone, or via email students question someone on a chosen topic; may be digitally recorded and shared || Audacity, MovieMaker, iMovie, digital camera ||
 * Artifact-Based Inquire || Students explore a topic using physical or virtual artifacts || Digital Archives ||
 * Data-Based Inquiry || Using print-based and digital data available online students pursue original lines of inquire || CIA World Factbook, Thomas, census data, Excel, Inspire Data ||
 * Historical Chain || Students sequence print and digital documents in chronological order || Bubbleshare, Photostory, Moviemaker ||
 * Historical Weaving || Students piece together print and digital documents to develop a story || Word, Scrapblog, Google Pages, Historical Scene Investigation (HSI) ||
 * Historical Prism || Students explore print-based and digital documents to understand multiple perspectives on a topic || Wikispaces, Google Pages, Inspiration using links ||

** Convergent knowledge- **
<span style="font-family: 'Comic Sans MS',cursive; font-size: 15px; vertical-align: baseline;">These activities should be used when teachers think it is appropriate for all students to come to a similar understanding of the material- this is mainly used in conjunction with formative and summative assessments

<span style="font-family: Arial,Helvetica,sans-serif;">*Table (Harris & Hofer)*
 * <span style="font-family: Impact,Charcoal,sans-serif;">Activity Type || <span style="font-family: Impact,Charcoal,sans-serif;">Brief Description || <span style="font-family: Impact,Charcoal,sans-serif;">Possible Technologies ||
 * Answer Questions || Students respond to questions using traditional question sets or worksheets, or through the use of an electronic discussion board, email or chat || Inspiration, Word, BlackBoard, e-boards ||
 * Create a Timeline || Students sequence events on a printed or electronic timeline or through a web page or multimedia presentation || Timeliner, Photostory, Word, Bubbleshare ||
 * Create a Map || Students label existing maps or produce their own; print-based materials or digitally || PowerPoint, Google Earth ||
 * Complete Charts/Tables || Students fill in teacher-created charts and tables or create their own in traditional ways or using digital tools || Word, Inspiration, PowerPoint ||
 * Complete a Review Activity || Students engage in some form of question and answer to review content; paper-based to game-show format using multimedia presentation tools || PRS systems, Jeopard (or other games) on PowerPoint, survey tools like Survey Monkey ||
 * Take a Test || Students demonstrate their knowledge through paper-based, traditional format to computer-generated and scored assessments || Scantron forms ||

** Divergent knowledge- **
<span style="font-family: 'Comic Sans MS',cursive; font-size: 15px; vertical-align: baseline;">These activities are used when the teacher wants students to come to the own understanding of a subject as well as express those opinions.

Written Activity Types:

 * <span style="font-family: Impact,Charcoal,sans-serif;">Activity Type || <span style="font-family: Impact,Charcoal,sans-serif;">Brief Description || <span style="font-family: Impact,Charcoal,sans-serif;">Possible Technologies ||
 * Write an essay || Students compose a structured written response to a prompt; paper and pencil or word processed; text-based or multimedia || Word, Inspiration, Wikispaces (to track contributions from multiple authors) ||
 * Write a Report || Students author a report on a topic in traditional or more creative format using text or multimedia elements || Word, PowerPoint, Excel, Google Pages ||
 * Generate a Historical Narrative || Using historical documents and secondary source info, students develop their own story of the past || Word, Wikispaces, or Google Docs (to track contributions from multiple authors), blogs ||
 * Craft a Poem || Students create poetry, paper and pencil or word processed; text-based or multimedia || Photostory, Moviemaker, iMovie, PowerPoint, VoiceThread ||
 * Crate a Diary || Students write from a first-hand perspective about an event from the past; paper and pencil or digital format || Blogs, Word, Google Docs, Google Pages ||
 * Table (Harris &Hofer)*

Visual Activity Types:
*Table (Harris & Hofer)*
 * <span style="font-family: Impact,Charcoal,sans-serif;">Activity Type || <span style="font-family: Impact,Charcoal,sans-serif;">Brief Description || <span style="font-family: Impact,Charcoal,sans-serif;">Possible Technologies ||
 * Create an Illustrate Map || Students use picture, symbols, graphics to highlight key features in creating an illustrated map || Google Earth, PowerPoint ||
 * Create a Picture/Mural || Students create a physical or virtual image or mural || Paint, Photoshop ||
 * Draw a Cartoon || Students create a drawing or caricature using a paper and pencil or digital format || Comic Creator, DFILM video, digital cameras ||

Conceptual Activity Types:
*Table (Harris & Hofer)*
 * <span style="font-family: Impact,Charcoal,sans-serif;">Activity Types || <span style="font-family: Impact,Charcoal,sans-serif;">Brief Description || <span style="font-family: Impact,Charcoal,sans-serif;">Possible Technologies ||
 * Develop a Knowledge Web || Using teacher or student created webs, students organize information in a visual/spatial manner; written or digital format || Inspiration, PowerPoint, Word, Imagination Cubed ||
 * Generate Questions || Students develop questions related to course material/concepts || Word, Wikispaces or Google Docs (to track contributions from multiple authors) ||
 * Develop a Metaphor || Students devise a metaphorical representation of a course topic/idea || Wikispaces (to track contributions), Inspiration ||

Product-Oriented Activity Types:
*Table (Harris & Hofer)*
 * <span style="font-family: Impact,Charcoal,sans-serif;">Activity Type || <span style="font-family: Impact,Charcoal,sans-serif;">Brief Description || <span style="font-family: Impact,Charcoal,sans-serif;">Possible Technologies ||
 * Produce an Artifact || Students create a 3D or virtual artifact || Imaging tools ||
 * Build a Model || Students develop a written or digital mental model of a course concept/process || Inspiration, PowerPoint, Inspire Data ||
 * Design an Exhibit || Students synthesize key elements of a topic in a physical or virtual exhibit || Wikispaces, PowerPoint, Scrapblog, Bubbleshare ||
 * Create a Newspaper/News Magazine || Students synthesize course information in the form of a periodical; print-based or electronic || Word, Letterpop, Scrapblog, Bubbleshare ||
 * Create a Game || Students develop a game, in paper or digital form, to help students learn content || Word, Puzzlemaker, Imaging tools, We design software ||
 * Create a Film || Using some combination of still images, motion video, music and narration students produce their own movies || Photostory, Moviemaker, iMovie ||

Participatory Activity Types:
*Table (Harris & Hofer)*
 * <span style="font-family: Impact,Charcoal,sans-serif;">Activity Types || <span style="font-family: Impact,Charcoal,sans-serif;">Brief Description || <span style="font-family: Impact,Charcoal,sans-serif;">Possible Technologies ||
 * Do a Presentation || Students share their understanding with others; oral or multimedia approach; synchronous or asynchronous || PowerPoint, Photostory, Moviemaker, iMovie, Audacity ||
 * Engage in Historical Role Play || Students impersonate a historical figure; live, video-taped, or recorded || Moviemaker, iMOvie, Audacity, digital camera ||
 * Do a Performance || Students develop a live or recorded performance (oral, music, drama, etc.) || Photostory, Moviemaker, iMovie, Audacity ||
 * Engage in Civic Action || Students write government representatives or engage in some other form of civic action || Web, email, videoconferencing ||



= Combining Activity Types =

<span style="font-family: Arial,Helvetica,sans-serif;">Although these activities can work really well on their own- their true power comes from combining them together to form more complex units and/or projects.

<span style="font-family: Arial,Helvetica,sans-serif;">Below are some examples of how the authors suggest combining different numbers of activity types to a unit:

<span style="font-family: Arial,Helvetica,sans-serif;"> **· Combining 2 – 3** activity types yields a class time-efficient, yet longer duration learning activity that is more flexibly structured, and is comprised often of more divergent learning activities. <span style="font-family: Arial,Helvetica,sans-serif;"> **· Combining 3 – 5** activity types produces a medium-term, somewhat structured, both convergent and divergent exploration of curriculum-based content and process. <span style="font-family: Arial,Helvetica,sans-serif;"> **· Combining 5 – 8** activity types forms a learning experience of variable length that is a somewhat structured, yet flexible, and usually mostly divergent exploration of content and process. <span style="font-family: Arial,Helvetica,sans-serif;"> **· Combining 6 – 10** activity types creates a learning experience of rather flexible duration, structure, and content and process goals. It is the longest and most complex of these combinations, and therefore would be planned relatively infrequently for use in most classrooms.
 * <span style="font-family: Arial,Helvetica,sans-serif;">· Combining 1 – 2 **<span style="font-family: Arial,Helvetica,sans-serif;"> activity types usually produces a class time-efficient, highly structured, and easily repeatable experience, comprised primarily of convergent learning activities. It is completed often in just one or two class periods.

= Example Unit =
 * Sixth-grade history teachers Julie Bray and Darlene Russell employed the principles of combining activity types in response to learning goals in a student project entitled, “Civil War Voices Wall. The project aimed to get students engaged in Civil War history and to allow them to understand various perspectives of people who lived through the war. To achieve this end, and to make the learning experience more interesting and engaging than a traditional research project, the teachers had students create video documentaries on selected characters from the Civil War according to a highly structured process that included both formative and summative assessment, continuous feedback, and eight different activity types. **

<span style="font-family: Arial,Helvetica,sans-serif;">The activities were separated into three stages as follows:

<span style="font-family: Arial,Helvetica,sans-serif;">1. Research Stage <span style="font-family: Arial,Helvetica,sans-serif;">Students researched their subjects using print sources supplied by the teachers and web sources bookmarked by the teachers before the project. They procured appropriate images for their presentations by using online image searches and scanning pictures from relevant books. Students took organized notes on index cards according to a standardized format.

<span style="font-family: Arial,Helvetica,sans-serif;">2. Writing Stage <span style="font-family: Arial,Helvetica,sans-serif;">Students sections of their documentary scripts (such as introduction or the “defining moment” of their characters’ war experiences) in a journal, on which they received feedback at home from their parents and at school from their teachers during assigned writing blocks.

<span style="font-family: Arial,Helvetica,sans-serif;">3. Production Stage <span style="font-family: Arial,Helvetica,sans-serif;">At the end of the writing stage, students had complete scripts and proceeded to storyboard the scripts using their index-card notes and scanned/printed images. They also selected music, titles, effects, transitions, etc. for the presentation as they created their paper-based storyboards. Using these storyboards as plans for their documentaries, they compiled brief films using Microsoft’s Moviemaker software and then screened their films in class as review for the Civil War unit final exam.

<span style="font-family: Arial,Helvetica,sans-serif;">The project employed the following activity types: reading text, viewing images, researching, answering questions, historical weaving, creating a diary, engaging in historical role play, and creating a film. While many of these activities served as formative assessments, the final product was a complex, comprehensive summative assessment of their efforts. The whole project, though complex, was broken into smaller, highly structured pieces to make achievement of the learning goals possible and easily measurable. Furthermore, the project was not technocentric - each of the activities served to promote the ends of the lesson, resulting in the employment of a mix of digital and non-digital tools throughout the project’s three stages.

<span style="font-family: Arial,Helvetica,sans-serif;">Source: <span style="font-family: Arial,Helvetica,sans-serif;">Bray, J., Russell, D., & Hofer, M. (2006). Civil War voice wall project. Retrieved October 17, 2008, from http://www.ddguild.org/examples/voicewall/ = = = Conclusion: = > technology + teaching gone wrong= = =
 * TPACK is challenging for teachers, it requires
 * Detailed planning
 * Numerous decisions to make
 * “Technocentric” (Seymour Papert, 1987) instruction
 * Technology becomes the primary focus, not thecontent, curriculum or students themselves
 * The ultimate goal of using TPACK is to align student accessible,content rich lessons with the appropriate instructional technologies that besthelp students learn.

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