a teacher’s knowledge base for the 21st century postitulo oct 2013_pub

A Teacher’s Knowledge Base for the 21st Century

Technology, Pedagogy, Content Knowledge and the rise of standards

October 2013. Universidad Alberto Hurtado

Setting context

• Who are the students?• Who are the teachers?• Where are they?• What objects can you see?• What are they doing?

What good teachers need to know

• A solid knowledge of our discipline;• A well-grounded knowledge of

pedagogy basedon literature, discussions, and reflective experience;• A sound knowledge of the students we

teach (context);• A sound knowldge of where we teach

(institutions);• A theoretical and practical knowledge

of resources and technology;

The problem: lack of sustained learning & knowledge

Strong content manangement but little pedagogical knowledge and experience;

Rich and strong experience with little theoretical foundations;

Practical approach to technology which does not match good pedagogical practice;

Lack / deficit in all 3 areas: content, pedagogy and technology;

Possible examples?What does research say?

The problem: policy making at loose ends

In the teaching profession we may encounter: Too many standardsNo standardsToo much assessmentNo assessmentA variety of approaches and foci on what makes a good teacher

Content vs? Pedagogy

Shulman’s position on Content and Pedagogy

Shulman, 1987

Shulman’s position on Content and Pedagogy

Mishra’s position on Content, Pedagogy and Technology

Mishra’s TPACK

Mishra, 2006

Cases: ICTs & Resources / Learning

1. Juan’s students are often distracted in the first 5 minutes of the lesson. He decides to use photographs to begin his lesson. Juan asks students to guess the topic of this morning’s lesson.

2. Valeria decides to show a 20-minute documentary on junk food. Students watch the video. After this movie ends, Valeria asks, what do you think about the video?

3. Pedro knows that his students love rock music. He decides to begin his lesson with a rock song with captions. Students listen to the song, some laugh, others try to sing the song. Pedro then says, “ok, please, open your books to page 40”

4. Marta takes the students to the computer lab. Students recieve a worksheet with grammar practice they need to complete to improve the use of present simple.

Where is the teacher using technology to enhance learning?


What assumptions underlie these teachers’ choices?

What is the focus on learnig in each of these cases?


1. Juan’s students are often distracted in the first 5 minutes of the lesson. He decides to use photographs to begin his lesson. Juan asks students to guess the topic of this morning’s lesson.

2. Valeria decides to show a 20 minute documentary on junk food. Students watch the video. After this movie ends, Valeria asks, what do you think about the video?

3. Pedro knows that his students love rock music. He decides to begin his lesson with a rock song with captions. Students listen to the song, some laugh, others try to sing the song. Pedro then says, “ok, please, open your books to page 40”

4. Marta takes the students to the computer lab. Students recieve a worksheet with grammar practice they need to complete to improve the use of present simple.

Where is the teacher using technology to enhance learning?

TPACK game

TP

C

1. Each group gets 3 cups: T, P, C; each one contains its

corresponding set of situations /prompts;

2. In the first round Ss pick 2 slips of paper only, from the C

and P cups. They discuss a possible resolution. (not thinking

of technology);

3. In the second round Ss pick 3 slips, one from each cup, and

discuss how technology could be a meaningful tool

and/or problem solver in the situation they got;

4. Each group shares thoughts with whole class;

5. T /SS round up the discussion asking about possible benefits of

technology and about the types of knowledge SS resorted to

while working out the situations discussed.

TPACK: implications

Sharing thoughts: challenges and solutions

TP

C

Mishra, P. & Koehler, M. Technological Pedagogical Content Knowledge: A Framework for Teacher Knowledge. Teachers College Record Vol. 108 Número 6, 2006, p. 1017-1054 http://www.tcrecord.org ID Number: 12516

Schulman, L (1987) Knowledge and Teaching: Foundations of the New Reform. Harvard Educational Review, vol. 57 (1), 1-22.

Why do teachers need standards?

to recognize the need for integrating technology in their teaching;

to know what is expected of them in terms of knowledge, skills, and curriculum implementation;

to understand the need for continual learning throughout their professional careers;

to challenge themselves to reach a higher level of proficiency in using technology in their teaching (“expert” skill level)

The rationale for the Standards is to level the playing field and guide teachers toward more effective practice

The Technology Standards may also help in minimizing the digital divide that exists not only between countries but also within countries

the Technology Standards are also necessary in helping educators and policy makers take the first step in technology implementation: actually using computers.

the Technology Standards can provide an opportunity for the ELT community to clarify expectations regarding the integration of technology in teaching and learning.

(TESOL Technology Standards Project Team, 2008)

TESOL Technology Standards: overview

Foundational knowledge and

skills in technology for

profesional purposes

Teachers integrate pegagogical

knowldge and skills with technology to enhance language

teaching and learning

Teachers apply technology in

record keeping, feedback and assessment

Teachers use technology to

improve communication,

collaboration and efficiency

TTSs suggest 4 goalsfor language teachers

1

2

3

4

TESOL Technology Standards: Goal 1

S1: Language teachers demonstrate knowledge and skills in basic technological concepts and operational competence, meeting or exceeding TESOL technology standards for students in whatever situation they teach

S2: Language teachers demonstrate an understanding of a wide range of technology supports for language learning and options for using them in a given setting

S3: Language teachers actively strive to expand their skill and knowledge to evaluate, adopt, and adapt emerging technologies throughout their careers

S4: Language teachers use technology in socially and culturally appropriate, legal and ethical ways





S1: Language teachers identify and evaluate technological resources and environments for suitability to their teaching context

S2: Language teachers coherently integrate technology into their pedagogical approaches

S3: Language teachers design and manage language learning activities and tasks using technology appropriately to meet curricular goals and objectives

S4: Language teachers use relevant research findings to inform the planning of language learning activities and tasks that involve technology

Teachers integrate

pegagogical knowldge and

skills with technology to

enhance language



S1: Language teachers evaluate and implement relevant technology to aid in effective learner assessment

S2: Language teachers use technological resources to collect and analyze information in order to enhance language instruction and learning

S3: Language teachers evaluate the effectiveness of specific student uses of technology to enhance teaching and learning




S1: Language teachers use communication technologies to maintain effective contact and collaboration with peers, students, administration and other stakeholders

S2: Language teachers regularly reflect on the intersection of professional practice and technological developments so that they can make informed decisions regarding the use of technology to support language learning and communication

S3: Language teachers apply technology to improve efficiency in preparing for class, grading, and maintaining records




How do TTS relate to Standards in Chile?




Teachers integrate pegagogical

knowldge and skills with technology to enhance language







Implications in the classroom (1)

Can fix regular / simple technology glitches

Can use word processors, spreadsheets, etc. to prepare lesson materials

Can choose and adapt digital resources

Can share information on available technology with colleagues

Can evaluate the appropriateness of specific technology options

Can use technology to expand a classroom activity

Can participate in online/offline communities of practice

Can adapt resources according to social and cultural settings

Can understand privacy and copyright policies when using a digital resource





Can identify and make use of available technologies to meet learning goals (e.g., language lab)

Can evaluate digital resources in alignment with course objectives

Can evaluate digital resources in alignment with students' interest and diverse levels

Can recognize my own teaching styles and choose technologies in this light

Can use technologies that support sound pedagogical approaches

Can see the limitations and potentials of technology

Can embed technology in my teaching, as opposed to making it an add-on.

Can work around the limitations of technology

Can help my peers with the use of technology

Can choose from a variety of technology-based resources to design tasks and activities

Can evaluate the level of my students digital competence

Can develop evaluation skills in my students when they choose among technology options

Can help my students think critically on the what's, when's, how's, and why's when using technology

Can understand, interpret, discuss, and apply research findings on the use of technologies

Teachers integrate

pegagogical knowldge and

skills with technology to

enhance language



Can use different tools for record keeping

Can use computers for formative and summative kinds of assessment

Can give feedback to my students through digital tools

Can use technology-based assessment results to plan on next actions

Can collect my students' output for analysis (chat logs, concordancer)

Can use appropriate procedures for evaluating students (rubrics, checklists, etc) through digital environments




Can collect lesson plans and teaching ideas posted online

Can discuss, adapt and implement lesson plans and resources posted online

Can upload my own lesson plans and resources to a larger community of practice (other language teachers)

Can participate in mailing lists, blogs, and other kinds on online groups for teachers

Can be reached by students, administrators, parents through a safe and professional email account

Can start and maintain my own blog or website to interact with students safely and professionally

Can advise administrators on the use of technologies to improve communication

Can engage in research and share / publish results

Can systematically collect, organize and retrieve materials and students' data

Can encourage students to do likewise with their own data.




Workshop

Working with videosThe flipped classroomhttp://ed.ted.com/

http://ed.ted.com/

http://ed.ted.com/

Creating learning opportunities with digital videos

Let’s begin:

• Choose a class;

• Proficiency level;

• Topic:• Learning

goals;• Language

involved;

Select a video:

• Think / questions;

Dig Deeper

• Connect with other subject(s)

• Connect with (local) culture

Ed.ted.com

a teacher’s knowledge base for the 21st century postitulo oct 2013_pub

Education

students recieve

juans students

content knowledge

sound knowledge

rock song

mornings lesson

solid knowledge

teachers knowledge base