symposium slides

<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”>

http://www.brainyquote.com/quotes/quotes/j/johndewey154060.html




<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

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


Multiple levels

Program | Courses | AssignmentsMechanical | Meaningful | Generative


The zoom… program, courses (or sets of

courses) to semesters, assignments, days…

The idea of dewsign!

Year 1

So with that...

<START>



<BR>



Does it work? Tracking TPACK development over 4 years — Tae Seob Shin & Matt Koehler


</START>

Thank You!

Punya Mishra mailto:[email protected]

<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

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

Thank You!

Michelle Schira Hagerman mailto:[email protected]

Jodi Spicer mailto:[email protected]

mailto:[email protected]




<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


#2 Ed Psych


#2 Ed Psych #3 7

Cognitive Tools


#2 Ed Psych #3 7

Cognitive Tools

#4 TPACK

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:[email protected]

Laura Terry mailto:[email protected]

Punya Mishra mailto:[email protected]







<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:[email protected]

Sean Leahy mailto:[email protected]





Q&A (1)These presentations can be

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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



<BR>



Does it work? Tracking TPACK development over 4 years — Tae Seob Shin & Matt Koehler


</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

A REALLY LOUD PUBLIC SUCCESS

http://www.ifttt.com

http://www.ifttt.com

http://msu.edu/social

http://msu.edu/social/

http://msu.edu/social/

ANALYTICS

A REALLY LOUD PUBLIC SUCCESS

Thank You!

Leigh Graves Wolf mailto:[email protected]



<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

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

Schmidt et.al (2009)

Archambault &Crippen (2009)

MeasuringTPAC

K



Koehler, Mishra,& Yahya(2007)

MeasuringTPAC

K



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

http://mkoehler.educ.msu.edu/?p=1011




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”


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”


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?

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

[email protected]

http://tpack.org

http://tpack.org

http://edtechphd.com

http://edtechphd.com



<h6>Does it work? Tracing TPACK development over 4 years</h6>

Tae Seob Shin & Matt Koehler

Thank You!

Tae Seob Shin mailto:[email protected]

Matt Koehler mailto:[email protected]





<a name=”Petra”>

Reflecting on the process and product

<h7>Reflecting on the process and product</h7>

Petra Fisser

Thank You!

Petra Fisser mailto:[email protected]



Q&A (2)These presentations can be

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