Promoting Technological, Pedagogical, and Content Knowledge Integration in
Teacher Preparation Programs
Dr. Susana JuniuDepartment of Exercise Science and Physical Education
Montclair State University
Questions
How to teach a subject matter with technology in a pedagogically way?
How will pre-service teachers develop the knowledge base to design and implement technology-infused lessons in education?
The purpose of this presentation is:
• To examine the technological pedagogical content knowledge framework to integrate technology in the teaching and learning process (TPCK, Koehler & Mishra, 2008)
• To present examples of learning activities that could be easily integrated across a Physical Education curriculum
• To describe a project based learning experience as an alternative to preparing pre-service teachers
Traditional Educational
Technologies
It is not a new phenomenon in formal education
Digital Educational
Technologies
ICT in Teaching and Learning
Uses of Technology
Traditional New uses
lectures, computer based instruction, and instruction about computers.
authentic, student centered, collaborative and result in the assimilation of information.
“Technology is not a passing trend” (Means)
It has changed the way we live, socialize, and educate
Facts for Technology Integration
• Technocentric Approach (Papert, 1987)
• The focus is on the technology being used, ignores the diversity of the disciplinary knowledge and the appropriate pedagogical strategies to teach a specific content.
• Teachers do not have the appropriate knowledge for technology integration
• Different subjects have different content structures and the pedagogies change depending on what the content and context are
The Challenge
To create activities that are situated in a context that emulate real-life problems and settings that will support and promote learning
? How is it that using technology makes
sense?
When and how to use it?
[How educators use technology is more important than if they use it]
[Simply using technology tools does not ensure a quality education]
Technology has affordances and constraints that may partially determine the possible uses and limitations of a digital tool to represent the content in a given educational context.
Traditional Educational Technologies
Digital Educational Technologies
SpecificityStabilityTransparency
VersatileUnstableOpacity
Technology in the Classroom
Productivity Tools
vs
Cognitive Tools
vs
Productivity Tools Cognitive Tools
Tools
ProductivityTools
Cognitive“Mindtools”
(critical thinking devices) Results in
EXCEL SPSS
ACCESS
SpreadsheetStatistical Computation Data Storage
Conducts queries to answer problem of investigationSort and Regroup data and perform calculationsCompare and contrast categories of dataLook for relationships between categoriesMake projections from given dataMake hypotheses based on the data
Learning by Reflecting
INSPIRATIONOutlinesFlow Charts
BrainstormingConcept Maps
POWERPOINTiMOVIE
Presentation of facts
The user designs and constructs a product to share with peers
Learning by Constructing and
Visualizing
Effective Technology Integration
Requires an understanding of the intersection of:
• teachers’ knowledge of the curriculum content
•general pedagogies, and
• technologies
Learners’ Characteristics
EducationalEnvironment
Teachers’Experience
PEDAGOGY(i.e. Project-Based
Learning (PLB)
CONTENT(i.e Physical Education,
History, Arts)
TECNOLOGY(i.e. Information and
Communation Technology, ICT)
Technological Pedagogical Content Knowledge Model adapted from Mishra & Koehler, 2008, So & Kim, 2009, and Harris & Hofer, 2009.
How to use particular
technologies when teaching
How to teacha particular
content
How to represent a subject matter with
technology in pedagogically ways.
How to select and use technologies to teach a particular content knowledge
What knowledge do the teachers need?
¿Who?
¿When?
¿How?
¿Why?
¿Where?
¿What?
Technology Integration Worksheet (adapted from Velazquez,
2009) Content Pedagogy Technology Is it effective?
What are the desired learning outcomes for the content being taught? What is the core curriculum objective you plan to target with this technology?
What pedagogies/teaching strategies are being used?(i.e. active engagement, group work, practice and feedback, reflection, authentic hands-on experience, etc.)
What digital technologies are being used in teaching and learning? What digital technologies are pedagogically appropriate?What are the functions, affordances and constraints?
How effectively does the technology integration enhance or support the pedagogical strategies being used? How does the technology integration improve or detract from the learning experience? How will the students understand the concepts in the technology-enhanced learning activity?
Planning the Learning Activities
What do the individual students need to reach their goals?
What strategies are appropriate for this particular lesson?
What digital technologies are pedagogically appropriate?
Basic planning elements for developing a unit plan with technology
Instructional Problems (essential questions and learning goals)
Analysis of ContextPedagogical DecisionsLearning Activities and ImplementationAssessments
Example of Learning Activities
Physical Education Objectives
One of the purposes in physical education is to develop Health Related Physical Fitness in the students so they could live a healthy and active life.Cardiovascular EnduranceBody CompositionFlexibilityMuscular Strength and Endurance
Cardiovascular Endurance
Achieving a good physical fitness by exercising at the correct intensity and heart rate while maintaining a constant rate
To sustain a cardiac training effect, the individual must participate in activities that raise heart rate to 70% of your maximum heart rate and then keep it in the training zone for 20 to 30 minutes
Learning Taxonomies
Knowledge Acquisition
Practice
Application
Interpretation
Production
Creativity
Learning Goals
Differentiate and identify different heart rate frequencies
Understand the benefits of cardiovascular endurance in health
Apply the concepts of physical fitness to maintain a healthy and active life
Create an exercise plan to improve cardiovascular endurance
Learning Activities Pedagogical Uses Technologies
Explore and research the concept
Learning Activities Pedagogical Uses Technologies
Explore and research the concept
Learn Procedures
Learning Activities Pedagogical Uses Technologies
Explore and research the concept
Learn Procedures
Present and communicated the research findings
Learning Activities Pedagogical Uses Technologies
Explore and research the concept
Students gather information from lectures, presentations, and/or group work
Learn Procedures
Present and communicated the research findings
Learning Activities Pedagogical Uses Technologies
Explore and research the concept
Students gather information from lectures, presentations, and/or group work
Web search engines Search the internetWikipedia and other information data basesDVDsVideoconferencing
Learn Procedures
Present and communicated the research findings
Learning Activities Pedagogical Uses Technologies
Explore and research the concept
Students gather information from lectures, presentations, and/or group work
Web search engines Search the internetWikipedia and other information data basesDVDsVideoconferencing
Learn Procedures Students learn how to safely and appropriately handle equipment
Present and communicated the research findings
Learning Activities Pedagogical Uses Technologies
Explore and research the concept
Students gather information from lectures, presentations, and/or group work
Web search engines Search the internetWikipedia and other information data basesDVDsVideoconferencing
Learn Procedures Students learn how to safely and appropriately handle equipment
Real-time data collection devices (Heart Rate Monitors, Accelerometers, Pedometers)Fitness Assessment reporting software Statistical SoftwareVideo, demos
Present and communicated the research findings
Learning Activities Pedagogical Uses Technologies
Explore and research the concept
Students gather information from lectures, presentations, and/or group work
Web search engines Search the internetWikipedia and other information data basesDVDsVideoconferencing
Learn Procedures Students learn how to safely and appropriately handle equipment
Real-time data collection devices (Heart Rate Monitors, Accelerometers, Pedometers)Fitness Assessment reporting software Statistical SoftwareVideo, demos
Present and communicated the research findings
Students work in groups to design and construct a product to share with other students to represent their acquired knowledge
Learning Activities Pedagogical Uses Technologies
Explore and research the concept
Students gather information from lectures, presentations, and/or group work
Web search engines Search the internetWikipedia and other information data basesDVDsVideoconferencing
Learn Procedures Students learn how to safely and appropriately handle equipment
Real-time data collection devices (Heart Rate Monitors, Accelerometers, Pedometers)Fitness Assessment reporting software Statistical SoftwareVideo, demos
Present and communicated the research findings
Students work in groups to design and construct a product to share with other students to represent their acquired knowledge
Multimedia (PowerPoint)Collaborative podcasting, (http://voicethread.com)
“Knowledge can not be transferred”
Dewey, 1916
[Educators are models to students, and to be models
of change they need to experience changes
themselves and be active participants in the
educational process]
Ongoing Educational Development
Create a learning environment that:Promotes learning by doingFacilitates problem-solving activitiesIntegrates subject matter as a problemAids learners to pursue answers across
disciplinesCulminates in a project
Learning Models
Learning Technology by Design model (Koehler & Mishra, 2005) learning by doing, constructing, reflecting, and visualizing that
facilitates problem-solving activities
Edelson’s (2001) proposed a “Learning-for-Use” model to encourage the learner to develop useful knowledge and
provide guidance to instructors on how to design learning activities that foster useful understanding.
Project-based learning model (PBL, Moursound, 1999Student takes the role of the designers as well as the learners
The purpose is to
link theory with experience
to generate intellectual content and suitable applications for the classroom
The premise of the curriculum unit is that students have been asked by a local primary care clinic to identify the level of obesity in a
given high school and relate these findings to physical activity.
Scenario The Center of Disease Control (CDC) has claimed that lack of
physical activity has implications for health and wellness. Decreased levels of physical activity and exercise, together with poor diet is the second actual leading cause of death in the U.S. (McGinnis, Foege, 1992). There is ample evidence that physical activity is important for maintaining good health, improving psychological well being, and preventing premature death. Physical activity has been associated with lower death rates for adults of any age, has been identified as an independent risk factor for cardiovascular disease, and has been found to reduce the risk of developing osteoporosis. It also enhances psychological well being and appears to reduce symptoms of depression and anxiety and to improve mood. People who exercise less have a higher probability of being depressed.
Scenario to trigger students’ curiosity
Why does the CDC claim that implications for health and wellness are due to lack of physical activity?
How do we know in fact that there is a lack of physical activity among the U.S. population?
What can we do about it?
What is the relationship between physical and social characteristics of neighborhoods and physical activity?
The goal of this unit Is for the students:
To understand the relationship between physical activity and health-related physical fitness, and
To identify obesity levels in a given school population and relate the results to physical activity
To Obtain the necessary fundamentals to measure and analyze data related to physical activity levels
Project Phases ElementsTechnological
Tools “Mindtools”
Critical Thinking Activities
Results in Learning by
PreparationBrainstorming and Planning Inspiration
Create Concept MapsOutlinesFlow Charts
Reflecting
InternetSearch Engines
Search the Internet and deciding which information they need to answer the questions of investigation.Select keywords that provide information about the topic
Exploring and Reflecting
Tasks and Action
Data Collection
ACCESSEXCELSpreadsheetData Storage
Design the data collection forms to address the different components of test to be measuredDefine the structure of the database or spreadsheet based on the important information they need to collect and how they relate to the tests they administer
Constructing
Data Analysis
ACCESSEXCELStatistical Computation
Conduct queries to answer problem of investigationSort and Regroup data and perform calculationsCompare and contrast categories of dataLook for relationships between categoriesMake projections from given dataMake hypotheses based on the data
Reflecting
Presentation of Results
Presentation and Interpretation of Results
PowerPointWeb Site (HTML Editors)
The students design and construct a product to share with peers
Constructing and Visualizing
What makes the learning process a successful experience for the students?
The project is the assessment tool
Students reflect on their own learning
Incorporate feedback in their planning, and
Explain why changes were made to meet their goal.
The Students
Formulate their own questions based on the topic provided
Select ways to answer their inquiries
Collect and analyze information
Present their interpretation of the results.
[The key challenge for instructors is to effectively and efficiently incorporate educational technology in the
education process, but most essential is to refocus their teaching philosophy and adopt new approaches to teaching. This transition requires experience and
accepting new models of learning]
Thank you