Reimagining Practical Applications of TPACK Framework in the New Digital Era
Posted by Rebecca Blankenship on March 8 2022 at 4:27 p.m.
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Posted by Rebecca Blankenship on March 8 2022 at 4:27 p.m.
Log in to post a a comment in this discussion.
Welcome to the SITE 2022 TP(A)CK Symposium, which is happening on Wednesday, 4/13/22 at 10:15 AM - 12:30 PM Pacific Time!
Please use this discussion space during the symposium (both hours) to post your "backchannel" reflections and questions in response to what the symposium presenters will be sharing. Near the end of the symposium, Judi will share the primary themes from your posts briefly, inviting further (live) discussion if time permits.
Posted
I have a request. Please make sure this symposium will be streamed online too. Much appreciated. Salma
Posted in reply to Judi Harris
Hi Salma!
If you click where it says Tidepool 2 above, it should open the Zoom room for you. I'll also be monitoring the Zoom room and chat during the symposium once the presentations begin.
Thanks!
Dan
Posted in reply to Salma Ali
I like the coordination of TPACK with inquiry based learning. TPACK is pedagogic neutral so by pairing we can better prioritize the pedagogy we believe to be most effective.
Posted
And as we noted in the introduction, choosing the right technology to match student learning outcomes should be intentional to reflect best pedagogic practice.
Posted in reply to Daniel Mourlam
Our challenge was to develop discipline-specific TPACK in non-discipline specific course, so cognitive demand and inquiry were high-impact strategies that applied to different disciplines in a different way. Thus, we aligned TPACK levels with the levels in these two models adapted for techology use to define what it means higher or lower level of TPACK.
Posted in reply to Daniel Mourlam
Great info.. When I click on the link of your session for the papers, only the Proposal comes up with the abstracts. how can we get your great. papers? Thanks so much
Posted
I checked online and it only allows to upload one paper and one presentation. I suggest we share our presentations with Rebecca and Dan, and you can compile them into a single file that could be uploaded.
Posted
Thank you, Irina. They should be able to access them through LearnTechLib as well. You can also share with Dan and me, and we will send them out to the SIG.
Posted
Sure, I will. I uploaded it, but it is hidden right now as I did not see any other presentations for sumposium
Posted in reply to Rebecca Blankenship
Why was the context put on the outside as a circle and not within the actual TPACK model?
Posted
My thoughts is that knowledge is contextual, TPACK is knowledge, so it is contextual, it relates to specific population and discipline, school context, etc. Thus TPACK is within context always.
Posted in reply to Rebecca Blankenship
Salma Ali writes:
I would say that context is the entry point or the gate for this framework. TPACK enacted in a particular context.
Posted
Lynn Hartle writes:
Thanks for including those of us in ECE…and recognizing the distinctions for young children
Posted
I wonder how we take into account health issues related to youg children using technology. Should that be part of TPACK of early childhood educators?
Posted
I think that is a great question, particularly in terms of selecting age and cognitive appropriate digital content.
Posted in reply to Irina Lyublinskaya
We view health issues as encompassed in PK with the focus on developmentally appropriate practice in the selection and use of technology.
Posted in reply to Rebecca Blankenship
Rebecca Blankenship writes:
What considerations were given to Vygotsky's ZPD and moving from object, to other, to self-regulation?
Posted
What kind of "technology" is included in TPACK for early childhood educators?
Posted
Sharo Dickerson writes:
If health issues are taken into account and integrated in the TPACK implementation when delivering instruction, I think there will be more buy in from public school education
Posted
Sharo Dickerson writes:
As an active K-12 practitioner, social emotional learning is highly important among learners
Posted
I wonder whether AK, affective knowledge, is a part of CK for early childhood education and also a part of XK, ConteXtual Knowledge.
Posted
I had a similar thought but was wondering if it fit with PK?
Posted in reply to Yi Jin
Considering the role of CK in ECE (and other contexts too, for example if we think of interdisciplinary teaching), I was wondering if there is the need to slightly broaden our understanding of CK from traditional view of knowledge of “subject matter” to a more generalized view of “what is being learned”/“the message”?
Posted
Exactly. I have been thinking about this as well. I think in ECE, social-emotional learning is a concrete subject for teaching and learning, although it might not be a content area.
Posted in reply to Eliana Brianza
Were the teachers able to use the digital badges for in-service hours?
Posted
Salma Ali writes:
This is wonderful to see in-service teachers as your participants. Mostly researchers have been conducted on preservice teachers' TPACK development.
Posted
Teachers not being prepared for teaching with tech or in digital spaces is a systemic problem and Covid showed us how poorly prepared teachers are in this area. Moving forward we need to think differently about how we prepare teachers to integrate tech.
Posted
Agree to some extent. A barrier that causes the lack of consistency in developing teachers using digital tools and spaces effectively is the emphasis on state accountability and assessments.
Posted in reply to Daniel Mourlam
In Yi’s presentation she shared that preservice teacher knowledge decreased pre-post and I’m wondering if this is a calibration effect where they thought they knew more than they did and then after completing the activities they realized they had less knowledge even though they benefitted from the activities? Curious if this is a trajectory teacher knowledge will take and the impact that will have on the design and structure of their development experiences.
Posted
I think of the same. I also wonder whether self-reported data is a good measure and whether pre- and post-design is appropriate for pre-service teachers because they don't know what they don't know at the pre-test.
Posted in reply to Daniel Mourlam
From Meliss and Tracey's Presentation:
https://wke.lt/w/s/DurUdi
Posted
Here is Yi's presentation link: https://docs.google.com/presentation/d/1nacZDgQI4C0P7moq1QMAV0h-z9IA8dfJXZJrrNpyBHI/edit?usp=sharing
Posted
Thank you!
Posted in reply to Yi Jin
Sharo Dickerson writes:
Can perfectly relate to you, Tracy, with regard to scripted curriculum provided by the state education agency
Posted
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Posted