1. TPACK: The Knowledgeand Awareness of Pre-Service TeachersSteve Kerst, Kevin Shelley,& Kristin Yee

2. This model gives instructional designers: clear and measurable outcomes that they can use as aguide when designing the instruction combination of five stages that determine thesuccessfulness of the learning process. 3. enables educators to deliver a learning experience that isclear, consistent, and measurable and enables learners toachieve the instructional goals. 4. Analysis Design Development Implementation Evaluation 5. We, the Jump Drivers, used the ADDIE model to helpguide us in creating a sequence of lessons that buildon preexisting knowledge of technology integration forfuture uses in technology instruction for Dr. Ward andthe Educational Foundations department. 6. Identification of the learning problem the goals and objectives the audiences needs existing knowledge any other relevant characteristics the learning environment any constraints the delivery options the timeline for the project 7. Initial face to face meeting along with a pre-assessment : 8. What we identified: the learning problem: we need to find an effective way to educatea target audience about TPACK that meets our objectives the goals and objectives:1. Students will be able to create a Wikispace account and take partin a discussion board related to the concepts covering TPACK.2. Students will be able to compare and contrast Pedagogy,Technology, and the Content domains of TPACK.3. Describe one way that technology can improve pedagogy.4. Describe one way that technology can improve content learning.5. Describe one way that technology can hinder pedagogy.6. Describe one way that technology can hinder content learning. 9. the audiences needs: how to implement technology into aclassroom existing knowledge: varying technology knowledge the learning environment: on UA campus and STEM school any constraints: none the delivery options: initial face to face meeting then online(Wiki lessons and discussion) the timeline for the project: October 10th to December 4th 10. Easy access for our target audience to accessresources Convenient for not only our schedules but theaudience as well 11. Specifying learning objectives Detailed storyboards/prototypes are made Look and feel, graphic design, user-interface and contentis determined here 12. Our Objectives:1. Students will be able to create a Wikispace account andtake part in a discussion board related to the conceptscovering TPACK.2. Students will be able to compare and contrastPedagogy, Technology, and the Content domains of TPACK.3. Describe one way that technology can improve pedagogy.4. Describe one way that technology can improve contentlearning.5. Describe one way that technology can hinder pedagogy.6. Describe one way that technology can hinder contentlearning 13. There needs to be a page for: Home/Introduction Introduction video Lesson/Discussion one Lesson/Discussion two Lesson/Discussion three Lesson/Discussion four Pre-assessment Post-assessment 14. The actual creation of the content and learning materialswas based on the Design phase. 15. First stages was to add the content onto our TPACK wiki 16. Our wiki is complete and ready for our target audience to start! 17. What a typical Lesson/Discussion page looks like 18. for the beginning stages ofthe implementation portionof the ADDIE model, wehad our target audiencecomplete a pre-assessment surveycovering all of the domainsof TPACK the survey gave us a goodidea of the prior knowledgepossessed by our targetaudience before theybecame engaged indiscussion forums of theWiki 19. for the second step in the implementation process, we decided to have ourtarget audience respond to four discussion forums the four discussion forums allowed our target audience to discuss theirthoughts regarding TPACK and its use in their classrooms 20. our target audience did a wonderful job discussing and generating ideasregarding TPACK implementation strategies this is an example of a student response to our second discussion regardingthe benefits or detriments of technology integration in the classroom 21. Formative EvaluationHow usable is the design?How are students reacting to the content? Summative EvaluationHow well did students meet the objectives? 22. Pre-assessmentIn-class discussionSurvey of attitudes Pre-productionModification to the Wiki-siteTrial posting Ongoing evaluationAdded pagesClarified directions 23. Usability Students were able to log-in and participate in a timelymanner Added general help tab Reaction Students provided thoughtful response to discussionprompts Increased feedback to facilitate ongoing discussion 24. Goal 1: Participation Goal 2: Pedagogy and Technology Goal 3: Content and Technology 25. Participation All ten students posted to four discussion topics Discussion occurred in a timely manner No major difficulties reported 26. Pedagogy and Technology Students evaluated TPACK in relation to their ownteaching philosophySeveral students provided practical examples Students examined the merits of specific technologiesincluding:Smartboard, Prezi, Webquests, Mac vs. PC,YouTube, Vod/podcast, Animoto, Vuvox, Audacity 27. Content and Technology Students connected types of technology with uses intheir teaching subjects Students considered ways in which poor technologycan impede content learning 28. For more info on our TPACK project visit: http://tpck.wikispaces.com