Short descripction
This task is about TPACK. In this task the student has to investigate about the TPACK concept and how to do a cognitive map summarizing the most important aspects and relationships between the elements of TPACK. Then the students have to select examples of courses in the degree trying to find the correct place for each course. Finally they have to do an exposition in 5 minutes.
Product
Our history about how we have worked
It was our first time using this methodology so at the beginning of the week we felt lost and we had some problems. We didn't know how to do because nobody in our group had any idea about how to do a blog, we had to learn how create a blog and also to do the activity.
We thougth that the best way to organize the work was reading all the activity in common and later to divide the task between the members of the group (apart of the roles designed):
- Carol and Lola created the blog and found some examples of the courses in our degree.
- Eva and María had to design, draw the poster and create the account in Twitter.
- Miriam and Trini studied about the mind maps, explained to the others and create an account in Instagram.
- Finally, Marina and Alba studied the best way to do the exposition using mental maps.
To communicate between us, we created a group in whatssap to resolve small problems and to send documents we used a group in gmail.
Firstly we didn't know what TPACK was because we didn't heard this word before. We read some documents an it was a little confusing then thanks to some videos we understood the concept and everything related to it.
We found lot of information in internet to create the blog, at the beginnig it was very hard because we chose a dynamic view but this format is very limited and you cannot personalize the format so we had to change the format into another more easy to adapt it.
- Pedagogical content knowledge has also been viewed as a set of special attributes that helped someone transfer the knowledge of content to others (Geddis, 1993). It included the "most useful forms of representation of these ideas, the most powerful analogies, illustrations, examples, explanations, and demonstrations-in a word, the ways of representing and formulating the subject that make it comprehensible to others" (Shulman, 1987, p. 9)
Geddis, A. N. (1993).
Transforming Content Knowledge: Learning to Teach about Isotopes. Science Education, 77, 575-591
Shulman, L. S. (1987). Knowledge
and Teaching: Foundations of the New Reform. Harvard Educational
Review, 57(1), 1-22.
- Technological content knowledge is knowledge about the manner in which Technology Knowledge (TK) and content knowledge (CK) are reciprocally related to each other. Although technology constrains the kinds of representations possible, newer technologies often afford newer and more varied representations and greater flexibility in navigating across these representations. Teachers need to know not just the subject matter they teach, but also the manner in which the subject matter can be changed by the application of technology.
Kohler,M. (13 of May in 2011).Tpack-Technological Pedagogical
Content Knowledge.
- Content Knowledge is knowledge about the actual subject matter that is to be learned or taught. The content to be covered in high school social studies or algebra is very different from the content to be covered in a graduate course on computer science or art history. Clearly, teachers must know and understand the subjects they teach, including: knowledge of central facts, concepts, theories and procedures within a given field; knowledge of explanatory frameworks that organize and connect ideas; and knowledge of the rules of evidence and proof (Shulman, 1986). Teachers must also understand the nature of knowledge and inquiry in different fields. For example, how is a proof in mathematics different from a historical explanation or a literary interpretation? Teachers who do not have these understandings can misrepresent those subjects to their students (Ball, & McDiarmid, 1990).
Shulman, L. S. (1986). Those Who
Understand: Knowledge Growth in Teaching. Educational Researcher, 15(2),
4-14.
Ball, D., & McDiarmid, G.
(1990). The Subject Matter Preparation of Teachers. In W. Houston, M. Haberman,
& J. Sikula (Eds.), Handbook of Research on Teacher Education (pp.
437-449). New York:
MacMillan.
- ICT: Information and communications technology (ICT) is often used as an extended synonym for information technology (IT), but is a more specific term that stresses the role of unified communications and the integration of telecommunications (telephone lines and wireless signals), computers as well as necessary enterprise software, middleware, storage, and audio-visual systems, which enable users to access, store, transmit, and manipulate information.
"Cloud network architecture and ICT -
Modern Network Architecture".
Itknowledgeexchange.techtarget.com. 2011-12-18. Retrieved 2013-08-18.
This obtained in Wikipedia: http://en.wikipedia.org/wiki/Information_and_communications_technology
"Information and
Communication Technology from". FOLDOC. Retrieved 2013-08-18.
This obtained in Wikipedia: http://en.wikipedia.org/wiki/Information_and_communications_technology
- Resources: A resource is a source or supply from which benefit is produced. Typically resources are materials, services, staff, or other assets that are transformed to produce benefit and in the process may be consumed or made unavailable. Benefits of resource utilization may include increased wealth, meeting needs or wants, proper functioning of a system, or enhanced well-being. From a human perspective a natural resource is anything obtained from the environment to satisfy human needs and wants. From a broader biological or ecological perspective a resource satisfies the needs of a living organism.
The concept of resources has been applied in diverse
realms, including with respect to economics, biology, computer science, management, and human resources, and is linked to the concepts of competition, sustainability, conservation, and stewardship. Resources have three main characteristics: utility, limited availability,
and potential for depletion or consumption.
Miller, G.T., and S. Spoolman
(2011). Living in the Environment: Principles, Connections, and
Solutions (17th ed.). Belmont,
CA: Brooks-Cole.
This obtained in Wikipedia: http://en.wikipedia.org/wiki/Resource
Ricklefs, R.E. (2005). The
Economy of Nature (6th ed.). New York, NY: WH Freeman.
This obtained in Wikipedia: http://en.wikipedia.org/wiki/Resource
Reflection
We have selected TPACK activity because after reflecting we have discovered that TPACK is what a good teacher has to learn and the basis of a good task.
At first we didn't know how to start because this way of teaching and learning was different from what we were used to do. We had work many times in groups, but we had never have to discover things by ourselves, and this have gave us so much confidence to do it in our future. It is suppose that one of the competence that we have to acquire during the school and the high school is to be able to learn by our own and also the digital competence (how to create blogs, use different tools...) but before this subject we did noy have it. We think that is because teachers did not created activities based on TPACK model, most of them used technologies but not in a pedagogical way, or they explained concepts but not using technologies. We also think that we have been memorizing all our school life, most of the activities that we did at class was about memory for that reason it has been so hard for us this kind of teaching and learning. We think our teachers did that because they explained things to us in the same way they were teached.
At first we didn't know how to start because this way of teaching and learning was different from what we were used to do. We had work many times in groups, but we had never have to discover things by ourselves, and this have gave us so much confidence to do it in our future. It is suppose that one of the competence that we have to acquire during the school and the high school is to be able to learn by our own and also the digital competence (how to create blogs, use different tools...) but before this subject we did noy have it. We think that is because teachers did not created activities based on TPACK model, most of them used technologies but not in a pedagogical way, or they explained concepts but not using technologies. We also think that we have been memorizing all our school life, most of the activities that we did at class was about memory for that reason it has been so hard for us this kind of teaching and learning. We think our teachers did that because they explained things to us in the same way they were teached.
With the TPACK model we have discovered a new way of teaching, we have learnt a lot of resources for our future class, we will be able do original things instead of the typical class with the textbook and this would be more attractive for children.
First of all, we have learnt that there is another kind of teaching, that it’s called “Learning by tasks” and it isn’t a teacher that explains a lesson with a book while the students are sitting in their chairs just listening to him. This kind of teaching is different, the teacher proposes a task and the student has to investigate it using a range of resources. The teacher doesn’t explain anything, except when the student asks him a concrete doubt. Thanks of that, we know that this kind of teaching also can be used in our future class with our students. The method used before the teacher explains and the students listen is not effective because students are aware the first 10 minutes and they don't pay attention and also if they have to "do something" they are going to learn how to do it forever or at least even if they don't remember exactly they know they can do it again.
We realized the importance that TPACK has in the teaching process. This content is related with the way teachers should teach, they must teach the content in a pedagogical way using the new technologies. Thanks TPACK we can analyse the way our teachers use to teach us, we can confirm that old teachers, for example, don’t use so much technology and nowadays this is the future because technology are now introducing in the broader range of education and when we are teachers the most of the schools may use the technology for a way for teach.
We are going to be primary teachers, so we must know about this kind of teaching in order to motive children to learn in an interesting way.
We can categorize the different subjects that we have had in the first course into the three domains of TPCAK:
Contents: “Teorias e instituciones contemporáneas de la educación”, “Planificación de la acción educativa”, English, “Comunicación oral y escrita de la lengua española”
Pedagological: Developmental Psychology, Educational Psychology, Sociology, “Diversidad del alumnado y acción tutorial”.
Technological: ICT.
There is a subject that use TPACK: School organization and educational resources, this subject use the technological pedagogical content knowledge because we learn the contents always in a technological way and also we learn pedagogical contents in it so we can say that it uses the model of TPACK.
Each teacher has their own way to teach but after studying what TPACK means, we have realize that the best way of teaching is using the TPACK model because it is the most complete.
Nowadays there is an increase in the use of social networks like: Facebook, Twitter, Tuenti... and technologies in general. We, as teachers, have to be updated because children must know how to work with the facilities that technology offers because work with technology is the future and we have to know it for can teach for our students in the future. And moreover we should know this kind of things for having resources and for doing an interactive class in which not only a textbook can be used to teach.
Self-Evaluation
1. TPACK
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9
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Albert Palazón, Trini Mª
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9
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Fuentes Marínez, María
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9
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Gamuz Gea, Miriam
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9
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Garcerán Conesa, Marina
|
9 |
García García, Eva
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9 |
Gómez de Cecilia, Carolina Eva
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9 |
López Serrano, Lola
|
9
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Marín Cano, Alba
|
9
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In this activity we think that we deseve a 9, although it was the first we had done and we didn't know exactly what we have to do, we did it the best as possible, and now, to put it at the portfolio we have had to change things for make it better and we really think that it was a very good work and it is an activity very completed and very worked.
Almost all of us think that we deserve a 9 because we did divided the activity in parts ad each one did her own part and later we put them in common to do it as perfect as we could.
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