Term
|
Definition
| Technological Pedagogical Content Knowledge, is a model that helps teachers consider how their knowledge domains intersect in order to effectively teach and engage students with technology. |
|
|
Term
|
Definition
| Critical thinking and problem solving, Creativity and innovation, and Communication and Collaboration |
|
|
Term
|
Definition
- Creativity and Innovation: The ability to think and work creatively with others and to implement new ideas.
- Critical Thinking and Problem Solving: The ability to reason, make judgments, solve problems, and evaluate and synthesize information.
- Communication and Collaboration: The ability to articulate thoughts and ideas through various media and in different contexts and to work effectively with diverse groups and individuals.
|
|
|
Term
| Pedagogical Content Knowledge (PCK) |
|
Definition
| is the knowledge that teachers have about their content and the knowledge that they have about how teach that specific content. First identified by Shulman in 1986, we can see evidence of PCK as we consider the different strategies that science teachers use as compared to the strategies used by language arts teachers, or teaching strategies used by art teachers as opposed to teachers of mathematics. This specialized knowledge allows teachers to use the most effective methods for teaching specific content. |
|
|
Term
| Technological Pedagogical Knowledge (TPK) |
|
Definition
| s the set of skills, identified by Mishra and Kohler in 2006, which teachers develop to identify the best technology to support a particular pedagogical approach. For instance, if you want your students to work in collaborative groups (pedagogy) you might choose to have them share their learning in a wiki (a digital tool that is collaborative) or communicate what they have learned in a multimodal presentation using for example, PowerPoint, Glogster or Prezi (digital tools that allow students to present what they know). |
|
|
Term
| Technological Content Knowledge (TCK) |
|
Definition
| is the set of skills, also identified by Mishra and Kohler in 2006, which teachers acquire to help identify the best technologies to support their students as they learn content. For instance if you wanted your students to recognise and understand the sequence of steps leading up to a hurricane (content) you would look for online hurricane tracking sites, allow them to find photographs that represented the formation of hurricanes and have them document the different stages in a timeline. |
|
|
Term
|
Definition
| TPACK is an essential part of the education system today as it incorporates the growing demand on the use of technology in the classroom as well as continuing the focus on the content and how we teach it. Therefore it sets up education for the future as well as setting up the students for their future. |
|
|
Term
|
Definition
- Impact on the Teacher: It is important for the teacher to be completely up to date and knowledgeable with the curriculum and the components of TPCK to effectively incorporate it into their lessons.
- Impacts on the Students: Students of the millennium work better through technology and quite often find the content and direct teaching quite stale. Therefore by adding the technology component to the already existing PCK model the students become more engaged in their learning.
|
|
|
Term
| How can implement TPACK in the classroom? |
|
Definition
| Keeping technology as a separate knowledge set causes problems, but when we understand the framework of TPACK, we can integrate technology into the content and pedagogy of our classrooms. The integration will help our students learn more effectively.To be a great teacher, we have to combine our knowledge of the subject with our knowledge of how to teach. With the increasing focus on technology, we need to also learn how to combine technology with our content and pedagogy to create an effective learning environment. |
|
|
