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<TITLE>! What would John Dewey do: ! Programmatic design for ! developing TPACK for 21st ! Century Learning </TITLE>
<BLOCKQUOTE>! Education is not preparation for life; ! education is life itself—John Dewey
! The self is not something ready-made, ! but something in continuous formation ! through choice of action—John Dewey</BLOCKQUOTE>
<a name=”John Dewey”>
<TITLE>What would John Dewey do: Programmatic design for developing TPACK for 21st
Century Learning</TITLE>
<INFO>March 2012, Austin TX
</INFO>
<a name=”Denise Schmidt-Crawford” affiliation=”Iowa State University”>
Introduction
<START>
What would John Dewey do: Programmatic design for developing TPACK for 21st Century Learning
Introduction — Denise Schmidt-Crawford
Dewey or don't we — Punya Mishra
Rethinking the foundations of the Total PACKage — Michelle Schira Hagerman & Jodi Spicer
Tools to think with: Exploring learning & development — Kristen Kereluik, Laura Terry, & Punya Mishra
<BR>
Towards lifelong creativity and leadership — Michael DeSchryver & Sean Leahy
Program (re)design 2.0: Social media — Leigh Graves Wolf
Does it work? Tracking TPACK development over 4 years — Tae Seob Shin & Matthew Koehler
Reflecting on process and product — Petra Fisser
</START>
<a name=”Punya”>
On designing an experience: Dewey or don’t we
<BLOCKQUOTE> The belief that all genuine education comes about through experience does not mean that all experiences are genuinely or equally educative — John Dewey
</BLOCKQUOTE>
The challenge….
Developing a program v.s. a set of courses
Overseas
On campus / f2f hybrid
Fully online!
Master Technology + Pedagogy + Content
(in an integrated manner)
Technology
ContentPedagogy
Context
Technology
ContentPedagogy
Context
Technology
ContentPedagogy
Context
An “inchoate” or ordinary experience remains embryonic and never comes to mean anything... Thus, although there is activity – that is, things happening over
time, there is no coherence, development, or flow to these things.
What would John Dewey
Do?
On designing an experience
What is an experience?
...we have an experience when the material experienced runs its course to fulfillment. Then and then only is it
integrated within and demarcated in the general stream of experience from other experiences. A piece of work is
finished in a way that is satisfactory; a problem receives its solution; a game is played through; a situation, whether that of eating a meal, playing a game of chess, carrying on a conversation, writing a book, or taking part in a political
campaign, is so rounded out that its close is a consummation and not a cessation. Such an experience is a whole and carries with it its own individualizing quality
and self-sufficiency. It is an experience.
Elements of an experience
TransformativeCompelling
UnifiedHaving a dramatic quality
Aesthetic
An experience is an emotional state that fuses actions, events, and emotion into a unified whole
Experience as a transaction
One of [Dewey's] main points is that experience is not a psychological phenomenon. It is not something that happens exclusively “within'' us, though it may
certainly have components that we commonly describe in psychological terms. Rather, experience takes place in the world itself. It is made up of our
continuous interaction and participation with objects, situations, and events that constitute our
environment. (Jackson, 1995, p. 194
What does this mean for a Master’s Program?
Key elements
Unified
TPACK
Focus on Repurposing / Creativity
Deep Play
Dramatic Quality (Predictable v.s. Postdicdtable)
Multiple levels
Unified TPACKRepurposing / creativityDeep PlayDramatic Quality
Multiple levelsMechanical | Meaningful | Generative
Unified TPACKRepurposing / creativityDeep PlayDramatic Quality
Multiple levels
Program | Courses | AssignmentsMechanical | Meaningful | Generative
Unified TPACKRepurposing / creativityDeep PlayDramatic Quality
Multiple levels
Program | Courses | AssignmentsMechanical | Meaningful | Generative
Students | Instructors
Unified TPACKRepurposing / creativityDeep PlayDramatic Quality
The zoom… program, courses (or sets of
courses) to semesters, assignments, days…
The idea of dewsign!
Year 1
So with that...
<START>
Rethinking the foundations of the Total PACKage — Michelle Schira Hagerman & Jodi Spicer
Tools to think with: Exploring learning & development — Kristen Kereluik, Laura Terry, & Punya Mishra
<BR>
Towards lifelong creativity and leadership — Michael DeSchryver & Sean Leahy
Program (re)design 2.0: Social media — Leigh Graves Wolf
Does it work? Tracking TPACK development over 4 years — Tae Seob Shin & Matt Koehler
Reflecting on process and product — Petra Fisser
</START>
Thank You!
Punya Mishra mailto:punya@msu.edu
<a name=”Michelle”> <a name=”Jodi”>
Rethinking the Foundation
<h2>Rethinking the Foundation</h2>
Michelle Schira Hagerman & Jodi Spicer
Rethink?
Learning Alignment
Place Play
“ardent curiosity, fertile imagination and a love of
experimental inquiry” John Dewey
What are your personal learning goals for the Master’s in Educational Technology? Put another way, what do you really hope to get
out of this program?
Learning
9
8
7
5
3
3
22
21
Pre-MAET Goals
Learn ways to scaffold and differentiate instructionLearn about the research base that supports technology integration in classroomsInstrumental Goals: Job security, Change Jobs, PD CreditsLearn new ideas that I can share with colleagues in my schoolLearn to enhance student achievement and comprehensionStreamline administration and grading workflowCollaborate & learn from other teachersLearn to use specific technologies that I’ve heard of but have not yet used or masteredBecome more proficient and knowledgeable with a broader range of technologiesLearn to integrate technology effectively in my classroom
Alignment
• 5 common assignments
• Wikis
• Common activities with common technologies
• Planned for cross-Atlantic peer collaboration using social media and video-conferencing
Colleague Connections Page
HootCourse #maety1
Place
PlaceContent Connections Assignment
• Create a website
• Connections between MSU/E. Lansing or Rouen, France & a topic they teach
• Design a student assignment that is inquiry-based that you deliver via this website
• Embed multimedia
Conflict and Community Project Grade 11 English
Number Line Jumping -Third Grade
Place
Play
Thank You!
Michelle Schira Hagerman mailto:schiraha@msu.edu
Jodi Spicer mailto:spicerj@msu.edu
<a name=”Kristen”>
<a name=”Laura”>
<a name=”Punya”>
Tech tools to think with
<h3>Tech tools to think with: Exploring learning and development through technology</h3>
Kristen Kereluik, Laura Terry, & Punya Mishra
Tech tools to think with
exploring learning and development through technology
Activities
Learning Experience
Layers
Layers #1 Obvious Technology Activity
Layers #1 Obvious Technology Activity
#2 Ed Psych
Layers #1 Obvious Technology Activity
#2 Ed Psych #3 7
Cognitive Tools
Layers #1 Obvious Technology Activity
#2 Ed Psych #3 7
Cognitive Tools
#4 TPACK
Alphabits
Alphabits
UnderstandingUnderstanding
using video
Literature searchDevelop protocol
Conduct video interviewsEdit video
Create website
How do we taste?
Identify problem of practiceUse TPACK to address the
problem
!
!
Going beyond right/wrong in an English class
Representing educational tensions
And now repurposed!
Thank You!
Kristen Kereluik mailto:kereluik@msu.edu
Laura Terry mailto:terrylau@msu.edu
Punya Mishra mailto:punya@msu.edu
<a name=”Mike”> <a name=”Sean”>
Towards lifelong creativity and leadership
<a name=”Mike”> <a name=”Sean”>
Towards lifelong creativity and leadership
<a name=”Kristen”>
<h4>Towards lifelong creativity and leadership</h4>
Mike DeSchryver & Sean Leahy
CreativityDesign
LeadershipVision
Why Creative Thinking?
Perceiving
Patterning
Abstracting
Embodied Thinking
Modeling
Deep Play
Synthesizing
iImages
iVideos
...and so much more...
“Hard” quickfires
Sparks explores the notion of “schooling the imagination” in detail. Several apparent dichotomies are presented:
knowing and understanding
illusion and reality
hand knowledge and symbolic knowledge
mind and body
intellect and intuition
synthetic and eclectic learning
truth and fiction
In this context, the authors assert:
By checking and crosschecking fiction with fact, experience with knowledge, by creating each in the image of the other, the writer
[or in our case, the learner] ever more closely approximates recognized truths (p. 23).
Short quickfires
And some, a bit longer, “quick” fires...46 hours or so
a few teaching “innovations...”
time...
Read
&
Tweet
deep-play.com
student feedback:
“Never in my life have I taken a class that allowed me the time and flexibility to practice creative
thinking...”
Thank You!
Mike DeSchryver mailto:deschry2@msu.edu
Sean Leahy mailto:leahysea@msu.edu
Q&A (1)These presentations can be
downloaded from punyamishra.com
Short Break (15 minutes)
<TITLE>! What would John Dewey do: ! Programmatic design for ! developing TPACK for 21st ! Century Learning </TITLE>
<BLOCKQUOTE>! Education is not preparation for life; ! education is life itself—John Dewey
! The self is not something ready-made, ! but something in continuous formation ! through choice of action—John Dewey</BLOCKQUOTE>
<a name=”John Dewey”>
<START>
What would John Dewey do: Programmatic design for developing TPACK for 21st Century Learning
Introduction — Denise Schmidt-Crawford
Dewey or don't we — Punya Mishra
Rethinking the foundations of the Total PACKage — Michelle Schira Hagerman & Jodi Spicer
Tools to think with: Exploring learning & development — Kristen Kereluik, Laura Terry, & Punya Mishra
<BR>
Towards lifelong creativity and leadership — Michael DeSchryver & Sean Leahy
Program (re)design 2.0: Social media — Leigh Graves Wolf
Does it work? Tracking TPACK development over 4 years — Tae Seob Shin & Matt Koehler
Reflecting on process and product — Petra Fisser
</START>
<a name=”Leigh”>
Leveraging social media
<h5>Program (re)design 2.0: Leveraging social media</h5>
Leigh Graves Wolf
An experience is an emotional state that fuses actions, events, and emotion into a unified whole
Text
A REALLY LOUD PUBLIC SUCCESS
ANALYTICS
A REALLY LOUD PUBLIC SUCCESS
<a name=”Tae”> <a name=”Matt”>
Tracing TPACK development over 4 years
Does it Work?Tracking TPACK
DevelopmentOver Four Years
Tae Seob ShinHanyang University, Seoul, Korea
Matthew J KoehlerMichigan State University
Punya MishraMichigan State University
Does it Work?
Does it Work?TPACK Integration
Does it Work?TPACK Integration
Course Goals
Help teachers understand how well-designed
educational technology projects are rooted in
educational psychology, and also how appropriate
application of educational psychology often
benefits from emerging technologies
Major Assignments
Cognitivism
Concept Map Mini-Video Project on Physics
DreamIT Grant Proposal
Understanding
Understanding
?
?Did the year-2 in-service teachers’ TPACK change as a result of their course experiences?
MeasuringTPAC
K
MeasuringTPAC
K
MeasuringTPAC
K
Schmidt et.al (2009)
Archambault &Crippen (2009)
MeasuringTPAC
K
Schmidt et.al (2009)
Archambault &Crippen (2009)
MeasuringTPAC
K
Schmidt et.al (2009)
Archambault &Crippen (2009)
Koehler, Mishra,& Yahya(2007)
MeasuringTPAC
K
Schmidt et.al (2009)
Archambault &Crippen (2009)
Koehler, Mishra,& Yahya(2007)
MeasuringTPAC
K
Schmidt et.al (2009)
Archambault &Crippen (2009)
Koehler, Mishra,& Yahya(2007)
Harris etal. (2010)
SURVEYSTPACK
SURVEYSTPACK
Schmidt, D. A., Baran, E., Thompson A. D., Koehler, M. J., Mishra, P. & Shin, T. (2009). Technological pedagogical content knowledge (tpack): The development and validation of an assessment instrument for preservice teachers. Journal of Research on Technology in Education, 42(2), 123-149
TPACKTechnology
ContentPedagogy
12
3
4
5 67
1 ContentKnowledge (CK)
2 PedagogyKnowledge (PK)
3 TechnologyKnowledge (TK)
4 PCK
5 TPK
6 TCK
7 TPACK
Deconstructing
SURVEYSTPACK
TPK - Technological Pedagogical Knowledge
SURVEYSTPACK
“I can choose technologies that enhance the teaching approaches for a lesson”
TPK - Technological Pedagogical Knowledge
SURVEYSTPACK
“I can choose technologies that enhance the teaching approaches for a lesson”
“I am thinking critically about how to use technology in my classroom”
TPK - Technological Pedagogical Knowledge
SURVEYSTPACK
45 questions3-7 questions for each of the 7 sub-categories
?How did the in-service teachers’ knowledge change in each of the seven components of TPACK?
Design
Design74 teachers
Design74 teachers
4-years of data
Design74 teachers
4-years of data
Pre-post surveys
ExpectedResu
lts?
ResultsTechnology
ContentPedagogy
12
3
4
5 67
1 ContentKnowledge (CK)
2 PedagogyKnowledge (PK)
3 TechnologyKnowledge (TK)
4 PCK
5 TPK
6 TCK
7 TPACK
Expected
ResultsCK
0
1
2
3
4
5
3.513.41 3.62 3.83
3.74
3.503.82 3.93
MathSocial Studies
ScienceLiteracy
*
PrePost
d=.24
d=.11
d=.20d=.11
Results
PK & PCK
0
1
2
3
4
5
4.13
3.42
4.23
3.70
PK
PCK
*
PrePost
d=.17
d=.37
ResultsALL THE TS
0
1
2
3
4
5
3.72
3.30
4.05
3.63
4.07
3.77
4.42
4.10
TKTCK
TPKTPACK
*
PrePost
d=.50
d=.63
d=.65d=.73
** *
Conclusions?
Conclusions?
Conclusions?
Course = Success
Conclusions?
Conclusions?
TPACK Integration = Working as Intended
Conclusions?
Conclusions?
Use of TPACK looks promising
Thank you!
http://tpack.org
I tried projects I had not even considered before. It’s a small step, but I feel an important step, to fully integrate technology into the classroom — Teacher
Making the simplecomplicated is commonplace;
making the complicated simple, awesomely simple, that's creativity.
— Charles Mingus
TPCK Handbook for Educators
Consider a Ph.D. in Educational Technology -http://edtechphd.com
TPACK SIGWed, 12:15 pm
mkoehler.educ.msu.edumkoehler@msu.edu
<h6>Does it work? Tracing TPACK development over 4 years</h6>
Tae Seob Shin & Matt Koehler
Thank You!
Tae Seob Shin mailto:shinmeister@gmail.com
Matt Koehler mailto:mkoehler@msu.edu
<a name=”Petra”>
Reflecting on the process and product
<h7>Reflecting on the process and product</h7>
Petra Fisser
Thank You!
Petra Fisser mailto:P.H.G.Fisser@utwente.nl
Q&A (2)These presentations can be
downloaded from punyamishra.com
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