Comments on: A Quote for Safe-Keeping http://www.johnhendron.net/digest/2008/03/27/a-quote-for-safe-keeping/ education technology Fri, 12 Feb 2010 13:07:28 -0800 http://wordpress.org/?v=2.8.4 hourly 1 By: John http://www.johnhendron.net/digest/2008/03/27/a-quote-for-safe-keeping/comment-page-1/#comment-256 John Thu, 03 Apr 2008 10:52:09 +0000 http://www.johnhendron.net/digest/2008/03/27/a-quote-for-safe-keeping/#comment-256 <p>Karen, et al.,</p> <p>I think we leave the last portion (the smaller, more specific) technological, pedagogical, content knowledge piece to the teacher to "figure out" in many training sessions, at least in the types of training I've been involved in within smaller school divisions.</p> <p>One professional development method/idea/component that I think is important is followup. After an initial training, "how did it go? Where you able to follow the training up? Did you apply any of this? What kind of successes or failures did you have?"</p> <p>If we are doing that, we are likely helping teachers cement-in that last, but most important wedge in the TPACK model.</p> Karen, et al.,

I think we leave the last portion (the smaller, more specific) technological, pedagogical, content knowledge piece to the teacher to “figure out” in many training sessions, at least in the types of training I’ve been involved in within smaller school divisions.

One professional development method/idea/component that I think is important is followup. After an initial training, “how did it go? Where you able to follow the training up? Did you apply any of this? What kind of successes or failures did you have?”

If we are doing that, we are likely helping teachers cement-in that last, but most important wedge in the TPACK model.

]]> By: Karen Richardson http://www.johnhendron.net/digest/2008/03/27/a-quote-for-safe-keeping/comment-page-1/#comment-255 Karen Richardson Thu, 03 Apr 2008 10:13:52 +0000 http://www.johnhendron.net/digest/2008/03/27/a-quote-for-safe-keeping/#comment-255 <p>As someone who has studied the model pretty extensively as the framework for my dissertation, I'll jump in here. The model is really meant for professional developers as they consider the ways they help teachers learn about technology. I would argue that one way to move from basic to superlative ability in tech use is to consider the ways that it support specific content area teaching. The idea is that there are differences in the way math teachers might use a wiki rather than English teachers. Yet, in the past, we've put them all in the same room together, taught them how to use the tool, often in isolation, and then expected them to figure out how it worked with their content. TPACK reminds us that we have to have the pedagogy and content conversation right along with the tech training.</p> <p>As for the question of how much content knowledge teachers need, I guess I'm old fashioned, too. Although I think you knew that, John. You certainly wouldn't want me teaching math OR science, but like you, John, I have enough understanding that I could help a content expert become a better educator by providing them with more choices in terms of pedagogy and technology.</p> As someone who has studied the model pretty extensively as the framework for my dissertation, I’ll jump in here. The model is really meant for professional developers as they consider the ways they help teachers learn about technology. I would argue that one way to move from basic to superlative ability in tech use is to consider the ways that it support specific content area teaching. The idea is that there are differences in the way math teachers might use a wiki rather than English teachers. Yet, in the past, we’ve put them all in the same room together, taught them how to use the tool, often in isolation, and then expected them to figure out how it worked with their content. TPACK reminds us that we have to have the pedagogy and content conversation right along with the tech training.

As for the question of how much content knowledge teachers need, I guess I’m old fashioned, too. Although I think you knew that, John. You certainly wouldn’t want me teaching math OR science, but like you, John, I have enough understanding that I could help a content expert become a better educator by providing them with more choices in terms of pedagogy and technology.

]]> By: TPACK (nee TPCK) « Educational Insanity http://www.johnhendron.net/digest/2008/03/27/a-quote-for-safe-keeping/comment-page-1/#comment-236 TPACK (nee TPCK) « Educational Insanity Fri, 28 Mar 2008 20:57:47 +0000 http://www.johnhendron.net/digest/2008/03/27/a-quote-for-safe-keeping/#comment-236 <p>[...] is TPACK (the artist formerly known as TPCK).  It only came up about 17 times at AERA, and John Hendron happened to capture a quote from a paper about the theory on his blog. You can read and learn just [...]</p> [...] is TPACK (the artist formerly known as TPCK).  It only came up about 17 times at AERA, and John Hendron happened to capture a quote from a paper about the theory on his blog. You can read and learn just [...]

]]> By: John http://www.johnhendron.net/digest/2008/03/27/a-quote-for-safe-keeping/comment-page-1/#comment-230 John Fri, 28 Mar 2008 04:49:19 +0000 http://www.johnhendron.net/digest/2008/03/27/a-quote-for-safe-keeping/#comment-230 <p>Good to know the model is evolving. I tried creating my own model this past year to describe the relationship between teaching, technology, and learning, but once I found this one, I couldn't come up with something better.</p> <p>I think the separation of tech knowledge (let's say, e-mail, web surfing) and teaching math with technology (let's say, using something like Geobebra) is a refreshing examination.</p> <p>But I'd like to see a model that showed the relationship between getting from basic tech knowledge to superlative ability in using technology to teach... there is more than just "knowledge," of course; there's access and connectivity and then the actual technologies at play.</p> <p>I for one am still old fashioned, perhaps, when it comes to content knowledge. I don't consider math my strong suit, and you would not want me teaching your kids... math. But I think with what math I do have and my tech knowledge, I could help make a better math teacher (err, gotta be careful, a better math learning experience).</p> <p>Visually, the diagram is very perfect; we shall stay tuned on this one and others.</p> Good to know the model is evolving. I tried creating my own model this past year to describe the relationship between teaching, technology, and learning, but once I found this one, I couldn’t come up with something better.

I think the separation of tech knowledge (let’s say, e-mail, web surfing) and teaching math with technology (let’s say, using something like Geobebra) is a refreshing examination.

But I’d like to see a model that showed the relationship between getting from basic tech knowledge to superlative ability in using technology to teach… there is more than just “knowledge,” of course; there’s access and connectivity and then the actual technologies at play.

I for one am still old fashioned, perhaps, when it comes to content knowledge. I don’t consider math my strong suit, and you would not want me teaching your kids… math. But I think with what math I do have and my tech knowledge, I could help make a better math teacher (err, gotta be careful, a better math learning experience).

Visually, the diagram is very perfect; we shall stay tuned on this one and others.

]]> By: Jon Becker http://www.johnhendron.net/digest/2008/03/27/a-quote-for-safe-keeping/comment-page-1/#comment-229 Jon Becker Fri, 28 Mar 2008 04:38:22 +0000 http://www.johnhendron.net/digest/2008/03/27/a-quote-for-safe-keeping/#comment-229 <p>Hey there John, TPACK (as it is now called) is picking up steam as a theory in the ed. tech. academic world. I think it's interesting, but I hope it doesn't go on uncontested. I, for one, wonder about the content knowledge part. In the information age, how necessary is it really for teachers to have so much content knowledge? I'll have to read through their most recent paper to unpack my argument a bit, though.</p> Hey there John,
TPACK (as it is now called) is picking up steam as a theory in the ed. tech. academic world. I think it’s interesting, but I hope it doesn’t go on uncontested. I, for one, wonder about the content knowledge part. In the information age, how necessary is it really for teachers to have so much content knowledge? I’ll have to read through their most recent paper to unpack my argument a bit, though.

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