our collaborative work
DESCRIPTION
This booklet contains the responses from the collaborative activities we completed in the Teaching & Learning with Technology course in order to build our Technological Pedagogical and Content Knowledge!TRANSCRIPT
The 2011-2012 EDUC8Y24/34 Classes at Brock have been
building their Technological Pedagogical and Content
Knowledge (TPACK) by participating in modeled tech
activities, and reviewing how each one of us might integrate
technology into our classes. This book describes what we
learned during those class sessions and was constructed from
the end-of-class collaborative reflections created by each
class member.
Our Collaborative W O R K
page 2 of 11
C O N T E N T S Introduction .................................................................................................................................................... Page 1
Our Models of Teaching
Direct Instruction – Teacher-centered ..................................................................................................... Page 3
Internet Research (a form of Direct Instruction) - Teacher-centered ................................................... Page 4
Problem-Based Learning - Student centered ........................................................................................... Page 5
Project-Based Learning - Student-centered ............................................................................................. Page 6
Assessment of Project-Based Activities ...................................................................................................... Page 7
Collaborative Group Work - Teacher-centered ....................................................................................... Page 8
Cooperative Group Work (Center Work) - Student-centered ............................................................... Page 9
Demonstrate/Guide/Independent (a form of Guided Direct Instruction) - Teacher-centered ..... Page 10
Creating Learning Objects (Teacher-Guided Instruction) .................................................................... Page 11
page 3 of 11
D I R E C T I N S T R U C T I O N ( T E A C H E R - C E N T E R E D I N S T R U C T I O N )
In this Model of Teaching, the focus is on teacher delivery of factual information or introduction of topics.
Technology supports the presentation of new information through presentations, video clips, images, and
guided interactive learning objects.
TPCK
TCK
TPK
Activity Types modeled in this class session and limits/advantages of that activity
Tools modeled and connections to how these tools can be used in our own teaching
Planning and Implementation considerations for this Model of Teaching
Presentations Video clips Tweeting to Reflect Scavenger Hunt Collaborative
Reflection
SlideRocket PowerPoint
(Presentations can be used to present graphical information in multiple content areas)
(Tweeting can be used to have student process new information – end of class or during class)
Wiki (with Scavenger Hunt)
(Using a wiki to create a teacher web site or other types of content-based activities online)
Google Docs form
(Survey or quiz for students in many content areas)
Use of individual nametags on computers
Class Routines (Sign in sheet)
Use of Agenda/Advanced organizer
Class web site to guide learning
Using tutorials to support technical learning
Guided viewing of video clips
Demonstration techniques – few skills at a time
Slow pacing to keep all engaged
Additional activities for those who have finished
page 4 of 11
I N T E R N E T R E S E A R C H - D I R E C T I N S T R U C T I O N ( T E A C H E R - C E N T E R E D I N S T R U C T I O N )
In this Model of Teaching, the focus is on individual collection of factual information and introduction of
content-based topics. Technology supports the presentation of new information through presentations, Web 2.0
tools, social bookmarking sites, and social collaborative tools.
TPCK
TCK
TPK
Activity Types modeled in this class session and limits/advantages of that activity
Tools modeled and connections to how these tools can be used in our own teaching
Planning and Implementation considerations for this Model of Teaching
Presentations Online quizzes Tweeting to
Collect Information from Others
Virtual Field Trip Collaborative
Reflection
SlideRocket PowerPoint PREZI
(Presentations can be used to present graphical information in multiple content areas)
Delicious/DIIGO
(Use of social bookmark sites to locate class-related resources)
ISAAK/SAKAI
(Using a Learning Management System quiz to record marks)
(Tweeting can be used to build knowledge collaborative using hashtags)
Wiki (with Virtual Field Trip)
(Using a wiki to create virtual field trips for building other types of content-based knowledge)
Google Docs form
(Survey or quiz for students in content areas)
Use of Agenda/Advanced organizer
Class web site to guide learning before-during-after class sessions
Providing access to class resources via class web site
Using tutorials to support technical learning
Modeling how to administer online quiz
Facilitating online research via a Virtual Field Trip
Slow pacing to keep all engaged
Additional activities for those who have finished
Establishing partners for tech-enhanced research
Establishing groups for tech-enhanced collaborative work
page 5 of 11
P R O B L E M - B A S E D L E A R N I N G ( S T U D E N T - C E N T E R E D I N S T R U C T I O N )
In this Model of Teaching, the focus is on problem-based learning, specifically technologically-enhanced
activities that engage students in solving problems. A key technologically-enhanced activity that supports the
solving of problems is the WebQuest.
TPCK
TCK
TPK
Activity Types modeled in this class session and limits/advantages of that activity
Tools modeled and connections to how these tools can be used in our own teaching
Planning and Implementation considerations for this Model of Teaching
Presentations Glog Online quizzes Tweeting to
Others Jeopardy WebQuest Drag & Drop
Assessment
SlideRocket PowerPoint Glogster Edu
(Presentations can be used to present graphical information in multiple content areas)
Delicious/DIIGO
(Use of social bookmark sites to locate class-related resources)
ISAAK/SAKAI
(Using a Learning Management System quiz to record marks)
(Tweeting can be used to share knowledge specifically with others)
PowerPoint (Jeopardy Game)
(A different use for PowerPoint and limits of tool for playing this game)
WebQuest
(QuestGarden to build problem-based learning activities)
PowerPoint (Drag & Drop Assessment)
(Another use of PowerPoint)
Use of Agenda/Advanced organizer
Class web site to guide learning before-during-after class sessions
Providing access to class resources/tutorials via class web site
Using tutorials to support technical learning
Modeling how to administer online quiz
Adapting all games & lesson plans acquired from the Internet for students
Evaluation of tech-enhanced activity for implementation
Grouping students for game play and WebQuests
Evaluating WebQuests for quality
page 6 of 11
P R O J E C T - B A S E D L E A R N I N G ( S T U D E N T - C E N T E R E D I N S T R U C T I O N )
In this Model of Teaching, the focus is on students creating products that represent knowledge acquired.
Technology supports this type of instruction by providing students with multiple types of digital products they
can create. Edublogs are key examples of such a product that can be adapted for educational purposes, and
allows teachers to share online resources and activities that utilize online games with their students.
TPCK
TCK
TPK
Activity Types modeled in this class session and limits/advantages of that activity
Tools modeled and connections to how these tools can be used in our own teaching
Planning and Implementation considerations for this Model of Teaching
Presentations Online quizzes Tweeting to
develop a PLN Edublog Google Docs
linklist Collaborative
Reflection
SlideRocket PowerPoint
(Presentations can be used to present graphical information in multiple content areas)
Delicious/DIIGO
(Use of social bookmark sites to locate class-related resources)
ISAAK/SAKAI
(Using a Learning Management System quiz to record marks)
(Tweeting can be used to build a group of others – a PLN – online)
Edublog
(Messaging students with links to content-based activities)
Google Docs linklist
(List of links used in class sessions – useful with many content areas)
Google Docs forms
(Use of collaborative groups build knowledge can be used in many content areas)
Use of Agenda/Advanced organizer
Class web site to guide learning before-during-after class sessions
Providing access to class resources via class web site
Using tutorials to support technical learning
Modeling how to administer online quiz
Writing blog messages for a student/parent audience
Using ScKATE to evaluate Internet games for appropriate use
Using mnemonics to chunk technical skills to be taught
Setting up collaborative groups in a jigsaw
page 7 of 11
A S S E S S M E N T O F P R O J E C T S ( M O R E P R O J E C T - B A S E D I N S T R U C T I O N )
In this Model of Teaching, the focus is on the student creating products to represent knowledge acquired.
Assessment of such projects is an important teaching skill. In the activities in this session, we investigated how to
engage students in the assessment process through peer evaluation techniques.
TPCK
TCK
TPK
Activity Types modeled in this class session and limits/advantages of that activity
Tools modeled and connections to how these tools can be used in our own teaching
Planning and Implementation considerations for this Model of Teaching
Presentations Online quizzes Newsletters Peer
Evaluation Collaborative
Reflection
SlideRocket PowerPoint
(Presentations can be used to present graphical information in multiple content areas)
Delicious/DIIGO
(Use of social bookmark sites to locate class-related resources)
Scoop,it Newsletter
(Present information on various topics to introduce students to new content-based topics or online reading)
ISAAK/SAKAI
(Using a Learning Management System quiz to record marks)
Google Docs forms
(Use of collaborative groups build knowledge can be used in many content areas)
Use of Agenda/Advanced organizer
Class web site to guide learning before-during-after class sessions
Providing access to class resources via class web site
Using tutorials to support technical learning
Modeling how to administer online quiz
Facilitating peer evaluation activities
Construction of rubrics for projects
Rules for working in groups or as partners
Setting up partners or groups
Additional activities for those who have finished
page 8 of 11
C O L L A B O R A T I V E G R O U P W O R K ( S T U D E N T - C E N T E R E D I N S T R U C T I O N )
In this Model of Teaching, the focus is on the student working with others to build knowledge. A simulation is one
type of activity that supports the building of collaborative group work skills..
TPCK
TCK
TPK
Activity Types modeled in this class session and limits/advantages of that activity
Tools modeled and connections to how these tools can be used in our own teaching
Planning and Implementation considerations for this Model of Teaching
Presentations Online quizzes Newsletters Simulation Backchanneling Collaborative
Reflection
SlideRocket PowerPoint
(Presentations can be used to present graphical information in multiple content areas)
Delicious/DIIGO
(Use of social bookmark sites to locate class-related resources)
ISAAK/SAKAI
(Using a Learning Management System quiz to record marks)
TodaysMeet/Chatzy
(Backchanneling during class sessions to engage students in the learning useful in many content-areas/large class sessions)
Simulation
(Using simulations to engage students in collaborative learning – other examples of simulations shared)
Google Docs forms
(Use of collaborative groups build knowledge can be used in many content areas)
Use of Agenda/Advanced organizer
Class web site to guide learning before-during-after class sessions
Providing access to class resources via class web site
Using tutorials to support technical learning
Modeling how to administer online quiz
Facilitating simulations and Internet-based activities
Monitoring backchannels during instruction
Rules for working in groups or as partners
Setting up partners or groups
Additional activities for those who have finished
page 9 of 11
C O O P E R A T I V E G R O U P W O R K ( C E N T E R W O R K )
( S T U D E N T - C E N T E R E D I N S T R U C T I O N )
In this Model of Teaching, the focus is on teaching skills, specifically technology skills within a lesson that have
been chunked into fewer than five skills in a lesson OR chunked into steps that can be taught as a process.
Technology supports the presentation of new information through presentations, video clips, images, and
guided interactive learning objects.
TPCK
TCK
TPK
Activity Types modeled in this class session and limits/advantages of that activity
Tools modeled and connections to how these tools can be used in our own teaching
Planning and Implementation considerations for this Model of Teaching
Presentations Online quizzes Tweeting as a
backchannel tool
Multimedia Centers using SlideRocket
SMART Boards Blogging for
reflection
PowerPoint VoiceThread
(Presentations can be used to present graphical information in multiple content areas)
Delicious/DIIGO
(Use of social bookmark sites to locate class-related resources)
ISAAK/SAKAI
(Using a Learning Management System quiz to record marks)
(Tweeting can be used as a backchannel during class sessions)
SlideRocket
(Building skills in centers through different multimedia activities – useful in content areas where project-based learning is possible)
SMART Board
(Introduction to how the SMART Board works and interactive activities available)
Blogging
(Blogging as a learning reflection)
Use of Agenda/Advanced organizer
Class web site to guide learning before-during-after class sessions
Providing access to class resources via class web site
Using tutorials to support technical learning
Modeling how to administer online quiz
Facilitating centers – what works and what does not work
Use of peer helpers to allow teacher facilitation of all
Blogging to share own learning with our students
page 10 of 11
D E M O N S T R A T E / G U I D E / I N D E P E N D E N T ( A F O R M O F G U I D E D D I R E C T I N S T R U C T I O N ) ( T E A C H E R - C E N T E R E D I N S T R U C T I O N )
In this Model of Teaching, the focus is on teaching skills, specifically technology skills within a lesson that have
been chunked into fewer than five skills in a lesson OR chunked into steps that can be taught as a process.
Technology supports the presentation of new information through presentations, video clips, images, and
guided interactive learning objects.
TPCK
TCK
TPK
Activity Types modeled in this class session and limits/advantages of that activity
Tools modeled and connections to how these tools can be used in our own teaching
Planning and Implementation considerations for this Model of Teaching
Presentations Tweeting Storyboarding eBooks Collaborative
Reflection
SlideRocket PowerPoint BITSTRIPS
(Presentations can be used to present graphical information in multiple content areas)
Delicious/DIIGO
(Use of social bookmark sites to locate resources)
(Tweeting for many purposes: backchanneling, communicating with PLN, reflecting, etc.)
NetSupport
(Useful tool to support instruction in computer labs)
Inspiration
(Useful for brainstorming, webbing, storyboarding)
SlideRocket to build eBooks
(Presentation of knowledge in many content areas through eBooks using SlideRocket)
Google Docs forms
(Use of collaborative groups build knowledge can be used in many content areas)
Use of Agenda/Advanced organizer
Class web site to guide learning before-during-after class sessions
Providing access to class resources via class web site
Using tutorials to support technical learning
Demonstration techniques using LCD Projectors & NetSupport
Skill instruction with fewer than 5 skills at a time
Chunking skills for complex projects into mnemonics to support process learning
page 11 of 11
C R E A T I N G L E A R N I N G O B J E C T S ( T E A C H E R - G U I D E D I N S T R U C T I O N )
Using technology to create learning objects for students provides teachers with digital classroom resources and
engage students through multiple learning modes. In this class session, we employed lab work to investigate a
dozen learning objects and selected one to explore in-depth.
TPCK
TCK
TPK
Activity Types modeled in this class session and limits/advantages of that activity
Tools modeled and connections to how these tools can be used in our own teaching
Planning and Implementation considerations for this Model of Teaching
Presentations Tweeting Web 2.0 tools
for learning objects
Collaborative Reflection
SlideRocket PowerPoint SCRIBD
(Presentations can be used to present graphical information in multiple content areas)
Delicious/DIIGO
(Use of social bookmark sites to locate resources)
(Tweeting for many purposes: backchanneling, communicating with PLN, reflecting, etc.)
Audacity or Soundation with PodBean Animato VOKI Scoop.it or Paper.li Zunal/QuestGarden Weebly PBWorks Popplet VoiceThread TimeToast Glogster Storybird ComicLife or Bitstrips Screenr
(Useful tools for building learning objects for classroom resources)
Google Docs forms
(Use of collaborative groups build knowledge can be used in many content areas)
Use of Agenda/Advanced organizer
Class web site to guide learning before-during-after class sessions
Providing access to class resources via class web site
Using tutorials to support technical learning
Facilitating lab work for individual projects
Resources required for lab work
Peer helpers to assist in faciliatation