Week+1+Prezi+Outline

>>> tent knowledge’’ as the content knowledge that deals with the teaching process, including ‘‘the ways of representing and formulating the subject that make it comprehensible to others’’ (p. 9). For teachers to be successful, they would have to confront both issues (content and pedagogy) simultaneously by embodying ‘‘the aspects of content most germane to its teachability’’ (p. 9). At the heart of PCK is the manner in which subject matter is transformed for teaching. This occurs when the teacher interprets the subject matter and ﬁnds different ways to represent it and make it accessible to learners. http://punya.educ.msu.edu/publications/journal_articles/mishra-koehler-tcr2006.pdf >>> generic technology-based ideas such as WebQuests, discussion boards, and chat rooms. >>> technologies in constructive ways to teach content; knowledge of what makes concepts difﬁcult or easy to learn and how technology can help redress some of the problems that students face; knowledge of students’ prior knowledge and theories of epistemology; and knowledge of how technologies can be used to build on existing knowledge and to develop new epistemologies or strengthen old ones.
 * 1) Icebreaker
 * 2) Introductions
 * 3) Syllabus
 * 4) Presentation
 * 5) Introduction to the history of TPACK
 * 6) Shulman's PCK: To characterize the complex ways in which teachers think about how particular content should be taught, he argued for “pedagogical content knowledge” as the content knowledge that deals with the teaching process, including the “the ways of representing and formulating the subject that make it comprehensible to others” (p. 9). If teachers were to be successful they would have to confront both issues (of content and pedagogy) simultaneously, by embodying “the aspects of content most germane to its teachability” (Shulman, 1986, p. 9). At the heart of PCK is the manner in which subject matter is transformed for teaching. This occurs when the teacher interprets the subject matter, finding different ways to represent it and make it accessible to learners.
 * 7) PCK represents the blending of content and pedagogy into an understanding of how particular aspects of subject matter are organized, adapted, and represented for instruction. Shulman (1986) argued that having knowledge of subject matter and general pedagogical strategies, though necessary, was not sufﬁcient for capturing the knowledge of good teachers. To characterize the complex ways in which teachers think about how particular content should be taught, he argued for ‘‘pedagogical con-
 * 1) Technological content knowledge (TCK) is knowledge about the manner in which technology and content are reciprocally related. 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.
 * 2) Technological pedagogical knowledge (TPK) is knowledge of the existence, components, and capabilities of various technologies as they are used in teaching and learning settings, and conversely, knowing how teaching might change as the result of using particular technologies. This might include an understanding that a range of tools exists for a particular task, the ability to choose a tool based on its ﬁtness, strategies for using the tool’s affordances, and knowledge of pedagogical strategies and the ability to apply those strategies for use of technologies. This includes knowledge of tools for maintaining class records, attendance, and grading, and knowledge of
 * 1) TPCK is the basis of good teaching with technology and requires an understanding of the representation of concepts using technologies; pedagogical techniques that use
 * 1) Definition of each of the components
 * 2) Pedagogy (from: http://www.fno.org/sept03/pedagogy.html)
 * 3) **[|Needs Assessment]** - What learning is needed?
 * 4) **[|Professional Growth]** - How can I improve my teaching?
 * 5) **[|Classroom Culture]** - How do I cultivate the class culture for learning?
 * 6) **[|Strategy]** - How do I teach to maximize results?
 * 7) **[|Resource Management]** - How do I make do with what we have?
 * 8) **[|Problem Solving]** - What could go wrong and how do I cope?
 * 9) **[|Orchestration]** - How do I orchestrate all the different aspects of pedagogy?
 * 10) Discuss areas of overlap, provide examples of each
 * 11) Present the center of the Venn diagram, or the TPACK, as the space we should be developing online courses
 * 12) Millennial Students
 * 13) Discussion
 * 14) Millennial students
 * 15) Pros/Cons of online teaching
 * 16) JIGSAW
 * 17) U. Illinois Website
 * 18) -Your most compelling reason pro or con for online learning.
 * 19) Top 15 reasons people take online courses (website)
 * 20) Technology Exploration
 * 21) iGoogle
 * 22) RSS Reader
 * 23) Twitter