21st century skills & tpack (english version)
DESCRIPTION
Tijdens een conferentie van de Poolse Centre for education development gaf Petra Fisser een keynote presentatie over competenties die leraren nodig hebben om hun leerlingen voor te bereiden op leren en werken in de 21e eeuw, waarbij een belangrijke rol is weggelegd voor de integratie van ict in het onderwijs. Daarbij werden 21st century skills gekoppeld aan het TPACK model.TRANSCRIPT
Competences of teachers in the 21st centurya challenging development!
Petra FisserUniversity of Twente
Curriculum Design & Educational Innovation13 December 2010
Competences of teachers in the 21st century
What are 21st century skills and why are they important?
From the past to the present to the future:
Past: schooling as we have known it for the last 150 years is a 19th
century invention that must change to keep pace with the demands
of the new economy
Present: schools, skills and learning that were designed to prepare
students for work and life
in the industrial economy need to be rethought
and re-engineered to serve the needs of people
in this century
Future: learning must use the affordances of
new technologies and employ better pedagogies based on recent
research on how people learn
21st century skills
But.. Is this really important?
I think it is…
http://www.youtube.com/watch?v=_A-ZVCjfWf8&feature=player_embedded
21st century skills
Many organizations and authors have written about 21st century skills, such as
Partnership for 21st Century Skills (P21)
EnGauge
Assessment and Teaching of 21st century skills (ATCS)
National Educational Technology Standards (NETS)
Technological Literacy Framework for the 2012 National Assessment of Educational Progress (NAEP)
EU, OESO, UNESCO
Comparison of these ideas and models (Voogt & Pareja, 2010)
21st century skills
21st century skills
All models In 4 models In 2 models In 1 model
Cooperation CommunicationICT literacySocial and/or cultural skills
CreativityCritical thinking skills
Problem solving skills
Productivity
Learning to learnSelf steeringPlanningFlexibilityCore subjects:
MathLanguage (own)Language (other)
Science
Taking risksMetacognitionControlling / solving conflicts
Initiative and entrepreneurism
Interdisciplinary themes
Core subjects: Art, economy, geography, history and social studies
21st century skills, what about the teacher?
Most studies are about students that have to develop 21st century skills
But what does this mean for the teacher?
He/she has a key role in this!
Needs the same competences as the students
Has to know about (student-centered) pedagogical approaches and ICT applications
Needs to be a lifelong learner: professional development is crucial
Yes, what about the teacher?
Teaching is a complicated practice
It requires integration of many kinds of specialized knowledge
Teachers practice in highly complex, dynamic classrooms
Effective teaching depends on flexible access to rich, well-organized and integrated knowledge from different domains, including
knowledge of student thinking and learning,
knowledge of subject matter, and increasingly,
knowledge of technology
A possible starting point for professional development
Teachers often have inadequate (or inappropriate) experience with using technology for teaching and learning
Many teachers earned degrees at a time when educational technology was at a very different stage of development than it is today
They do not appreciate its value or relevance to teaching and learning
They do not consider themselves sufficiently prepared to use technology in the classroom
They do not know how to combine technology with a morestudent-centered approach
A possible starting point for professional development
But: acquiring a new knowledge base and skill set can be challenging, particularly if it is a time-intensive activity that must fit into a busy schedule
Moreover, this knowledge is unlikely to be used unless teachers can use the technology so that it is consistent with their existing pedagogical beliefs
Teachers have often been provided with inadequate training for this task
Many approaches to teachers’ professional development offer a one size-fits-all approach to technology integration when, in fact,
Teachers operate in diverse contexts of teaching and learning
What to do?
How can teachers integrate technology and a student-centered teaching approach into their daily teaching practice?
There is no “one best way” to integrate this into curriculum, but:
“At the heart of good teaching with technology are three core components: content, pedagogy, and technology, plus the relationships among and between them.”
(Koehler & Mishra, 2006)
TPACK
Content or Subject matter knowledge•Knowledge of central facts, concepts, theories & procedures•Explanatory frameworks•Evidence for proof
Pedagogical knowledge•Students’ prior knowledge•How to use resources•Classroom management•Lesson plan development & implementation•Student evaluation
Technological (ICT) Knowledge•Skills necessary to operate particular technologies•The ability to learn and adapt to new technologies•A functional understanding of technologies
Pedagogical Content Knowledge: How particular aspects of subject matter are organized, adapted and represented for instruction
Technological Content Knowledge:How subject matter changes because of ICT (or how ict can support subject matter!)
Technological pedagogical Knowledge: How pedagogies change because of ICT (or how ict can support pedagogy)
TPACK
TPACK goes beyond all three “core” components of content, pedagogy, and technology
Technological pedagogical content knowledge is an understanding that emerges from interactions among content, pedagogy, and technology knowledge
Not an easy job..
There is no single technological solution that applies for every teacher, every course, or every view of teaching
There is no single (student-centered) pedagogical approach that applies for every student in every course
Important: the ability of a teacher to flexibly navigate the spaces defined by the three elements of content, pedagogy, and technology and the complex interactions among these elements in specific contexts
Ignoring the complexity inherent in each knowledge component or the complexities of the relationships among the components can lead to oversimplified solutions or failure!
Professional development is crucial
Teachers need to develop fluency and cognitive flexibility not just in each of the key domains (T, P, and C), but also in the manner in which these domains and contextual parameters interrelate
Important:
Introducing new educational technologies into the learning process changes more than the tools used
It has deep implications for the nature of content-area learning, as well as the pedagogical approaches among which teachers can select
This is often an overlooked aspect in many projects that try to implement technology in education
We have to do something…
How can we use the TPACK model?
As a guide and a reflection tool to make sure that there is always a careful selection of content, pedagogy and technology
Using the TPACK model to design courses may give some directions in how to design professional development programs
But how??2 examples..
The TPACK model in Kuwait
Study with 61 students from the science teacher preparation program
2 courses about ict, not integrated with other courses
Experiment: working in groups of 4 on
the design of science education with ict
with a more student-centered approach
Results pre-test
Good score on pedagogical knowledge (PK) and content knowledge (CK)
Very low score on technological pedagogical knowledge (TPK) and technological pedagogical and content knowledge (TPACK)
The TPACK model in Kuwait
Results post-test:
Higher scores on all domains, but especially in
Technological Content Knowledge (TCK),
Technological Pedagogical Knowledge (TPK) and
Technological Pedagogical and Content Knowledge (TPACK)
De students
Where able to use ict
Where able to make connections between technology, pedagogy and content
Had better ict skills
Had a better attitude towards ict in education
The TPACK model in Kuwait
Success factors:
An authentic assignment in a real context with a real problem
Working in groups
Working actively
Try-out in own classroom
Feedback from peers and experts (instructors)
The TPACK model in Tanzania
Study with 29 students from the science & mathematics teacher preparation program of the Dar es Salaam University College of Education in Tanzania
Different interventions:
Microteaching (small lesson for peer students)
TPACK Training
Lesson design
Lesson presentation in real classroom
Peer & instructor feedback
The TPACK model in Tanzania
The TPACK model in Tanzania
Success factors:
The TPACK training
An authentic assignment
Working actively
Try-out in own classroom
Conclusion
It can be done…
By integrating ict in the (pre-service) teacher training program
with attention for the interaction between and the integration of the different domains within TPACK
and letting students work actively on a real-life problem in practice
(future) teachers develop TPACK
Would this also be possible for in-service training??(at this moment we are trying to develop professional development programs based on the experience in the pre-service programs)
But… be careful!
Be careful..
From a recent study by Jo Tondeur (Ghent University, Belgium):
Teacher training institutes want to have TPACK in their curriculum
But by focusing on certain aspects of the model and not on the integration of all domains this happened:
PedagogicalKnowledge
(PK)
ContentKnowledge
(CK)
TechnologicalKnowledge
(TK) TechnologicalKnowledge
(TK)
PedagogicalKnowledge
(PK)
ContentKnowledge
(CK)
TechnologicalContent
Knowledge (TCK)
TechnologicalKnowledge
(TK)
PedagogicalKnowledge
(PK)
ContentKnowledge
(CK)
TechnologicalPedagogical
Knowledge (TPK)
Want to know more?
Literature study (in translation at the moment)
Development of TPACK interventions & instruments
Studies in the Netherlands, Belgium, Kuwait, Tanzania, Ghana, ….. and Poland????
Please contact me!
Petra FisserUniversity of [email protected]