=external image TPACK2.jpgUnPacking your TPACK= Educators who exhibit best practices with technology are creative, flexible, and adapt in ways which enable them to navigate the constraints, affordances, and interactions within TPACK framework. True TPACK integration is a thoughtful approach in which educators understand how to relate concepts with technologies, demonstrate creative pedagogical practice, and facilitate learning and skills development with a learner centered approach through technology use. ==Learning Outcomes== After attending this session, participants will be able to: * Transfer TPACK learning to their own work (knowledge and behavior) * Articulate the value and challenges of effective learning experiences supported by TPACK (attitude) * Explore resources and observe models to gain strategies to implement TPACK in participants’ coaching/training, own work, and/or practice * Refine TPACK use with the implementation of activity types in their particular curriculum areas ---- ==I. Operationalize TPACK: Let's make TPACK distinguishable and measurable (20 minutes)== Planning a particular learning event can be the best result of the five basic instructional decisions: # Choosing learning goals # Making practical pedagogical decisions about the nature of the learning experience # Selecting and sequencing appropriate activity types* to combine to form the learning experience # Selecting formative and summative assessment strategies that will reveal what and how students are learning # Selecting tools and resources that will best help students to benefit from the learning experience being planned *We suggest curriculum-specific, technology-enhanced learning activity types as the building blocks for instructional planning. By focusing first and primarily upon the content and nature of students’ curriculum-based learning activities and activity types, educators’ TPACK is developed authentically, rather than technocentrically, as an integral aspect of instructional planning and implementation. ===external image icon_hand.gifLearning Activity Types (pedagogy/andragogy):=== Learning activity types function as conceptual planning tools for educators; they comprise a methodological shorthand that can be used to both build and describe plans for standards-based learning experiences. Each activity type captures what is most essential about the structure of a particular kind of learning action as it relates to what students do when engaged in that particular learning-related activity. Example Taxonomies of Learning Using Activity Types More about Activity Types and Activity Type Charts Remember, educational technology selections are not made until curriculum-based learning goals and activity designs are finalized. By selecting the technologies that best serve the learning goals and activities last, the focus remains on the content and the nature of students learning. ===Why Activity Types? external image light_bulb.png=== Activity-based instructional planning strategies are not new. Aligning learning activities with compatible educational technologies, and developing comprehensive, curriculum-keyed taxonomies of activity types that incorporate content, pedagogy, and technology knowledge, is the unique contribution of this TPACK development method. Combine Activities: The true power of utilizing activity types in designing learning experiences for students is realized when combining individual activities into more complex lessons, projects and units. The breadth of a plan for students’ technology-integrated learning is reflected in the number of activity types it encompasses. Though activity types can be used alone, more types included in a single plan typically help students address more curriculum standards simultaneously and in more varied and engaging ways than when fewer activity types are combined. external image 11954452882053745474jean_victor_balin_arrow_orange_right.svg.med.pngMore on combining activity types What does this look like? (TPACK in Action) ---- ---- ==II. Creating and Assessing TPACK in Content Areas: One Size Does NOT Fit All (45 minutes)== Using activity types and the Technology Integration Assessment Rubric, you will create a plan for a lesson in your content area. This process is a "mini-version" of what purposeful, impactful, and content specific learning looks like within the TPACK framework. Your work will be captured in a google document and shared using the web 2.0 tool, Lino-it. ---- ===external image stock-photo-blue-interface-plastic-orb-button-with-number-one-icon-3403628.jpgBegin with the End in Mind: Create Your Content Area Specific Activity TPACK Assessment (25 minutes)=== You should be sitting with your training team with whom you share a content curriculum focus. A Google Document, specific to your content area, has been created for you. Remember, best practice is to plan with the end in mind! Based on the general Technology Integration Assessment Rubric , a document designed to critique the effective use of technology in a lesson/unit, your team will work together to modify this rubric for your particular content area. IT IS UP TO YOU WHICH CONTENT AREA YOU CHOOSE, BE IT K-12 FOCUSED OR ADULT LEARNING. Select one person from your group to be the recorder. All of your directions for this activity are located in your unique content area Google Document. ====Find your GoogleDoc workspace:==== ||

August 21th0000


August 22nd

====000000000==--000000==== ||

August 23rd

====000000000000000000==== ||

October 18th

====000000000==--00000==== ||

external image stock-photo-blue-interface-plastic-orb-button-with-number-two-icon-3403624.jpgCreate A Mini-Lesson Activity Plan (10 minutes)

Using your new content specific rubric, you will create a short lesson session or activity that incorporates technology that is aligned with a learning goal(s) and standard(s) of a specific curriculum content area learning goal. Keep the lesson simple and focus more on how you are balancing your TPACK specifically for your content area.

external image stock-photo-blue-interface-plastic-orb-button-with-number-three-icon-3403636.jpgAssess Your Plan: Is it Balanced TPACK? (5 minutes)

As a group, assess how constructed your TPACK lesson to make sure that your TK, PK, and CK are equally balanced? Is one area larger/smaller than the others? Or are you "practicing in the sweet spot"?

external image stock-photo-blue-interface-plastic-orb-button-with-number-four-icon-3403630.jpgShare: Pass it On! Share the link to your document in a Lino-it! (10 minutes)

Now it is time to take a peek at what other content area TPACK looks like. You will share your Google Document page by selecting SHARE and copy and pasting the document URL into a Linoit board "sticky". Follow your directions to add comments to critique other groups.

|| August 21st - Unpacking Your TPACK Lino-it Board || August 22nd - Unpacking Your TPACK Lino-it Board || August 23rd - Unpacking Your TPACK Lino-it Board || October 18th - Unpacking Your TPACK Lino-it Board || ---- ---- ==III. Reflection (10 minutes) == # How do you think using the activity types assisted in your specific planning around TPACK? # What is one highlight you will take away from your group's discussion in this session? # How do you think you can share the TPACK model and activity types with those you support in your schools/districts? Share your thoughts with your group and you may even Tweet your responses at #tpackextra. Twitter include the hashtag (#tpackextra) in your responses. ---- ==IV. Conclusion== The TPACK framework is going to look differently depending on curriculum content and individual pedagogy, yet there are clear intersections. The activity types approach to instructional planning and preparation is focused squarely upon students’ standards-based, curriculum-related learning processes and outcomes, rather than upon the technologies that can assist in their creation.This approach is designed to help educators to plan effective, efficient, and engaging learning experiences for their students and their specific content areas. The process is based upon a series of deliberate, balanced, and well-informed pedagogical choices, which, when taken together, can result in an instructionally effective plan for professional development and classroom learning that incorporates digital and non-digital tools and resources in appropriate ways. ---- ---- Additional Resources: Activity Type Presentations courtesy of the College of William and Mary School of Education TPACK Assessment Resources courtesy of the College of William and Mary School of Education TPACK, will you know it when you see it? ISTE 2012 Session References: Harris, J. , Hofer, M. (2009). Instructional planning activity types as vehicles for curriculum-based TPACK development. In C. D. Maddux, (Ed.). Research highlights in technology and teacher education 2009 (pp. 99-108). Chesapeake, VA: Society for Information Technology in Teacher Education (SITE). Harris, J.B. (2008). TPCK in inservice education: Assisting experienced teachers’ planned improvisations. In AACTE Committee on Innovation & Technology (Eds.). Handbook of technological pedagogical content knowledge for educators (pp. 251-271). New York, NY: Routledge. Learning Activity Types Wiki. (n.d.).Activity Types and TPACK. Retrieved June 26, 2012, from activitytypes.wmwikis.net/HOME Contributions to http://activitytypes.wmwikis.net/ are licensed under a Creative Commons Attribution No-Derivative-Works Non-Commercial 3.0 License. ---- ===Image Copyright:=== Wordle image courtesy of msuedtechsandbox.com All other graphics available via Creative Commons ----