2) Technological Pedagogical Content Knowledge (TPACK), new media literacies, and multiliteracies are used by teachers to help address technology in the 21st Century and integrating technology into instruction. TPACK is a framework that is used by teachers as a model for integrating technology effectively into the classroom through using prior knowledge of content, pedagogy, and technology. According to Matthew Koehler and Punya Mishra in their article, “What Is Technological Pedagogical Content Knowledge?,” this framework builds on the previous pedagogical content knowledge (PCK) framework by Lee Shulman to now include technology knowledge and technology integration into instruction. Technology integration using this framework is focused on
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According to our book, the first element is the process of identifying the instructional goal for the lesson. This goal should always be the starting place for any technology integrated lesson, as well as the focal point. This goal comes from the state standards, district plans, and any unit, long-range, or daily plans the teacher has previously set in place. Hutchison and Colwell state, “in most cases, it is critical that the teacher identifies the learning goal before identifying how the technology will be used” (Hutchison & Colwell, 2015, p. 37). This kind of thinking ensures that the instruction is not focused on the technology being used, but the content being taught to the students in order to achieve the literacy standards set before them. This will be important for me in my future instructional planning, because it shows me just how important it is to be prepared and organized for instruction. Regardless of whether or not I have a group of teachers to plan units and lessons with, I will always need to be prepared and knowledgeable of the content that I am teaching next. After the instructional goal has been identified for the lesson, the teacher can then move on to the second element, identifying the instructional approach that will be used for the lesson. This involves how the lesson should be taught. Hutchison and Colwell gave a few of the following examples: teacher vs. student-centered, long vs. short in duration, whole group, small group, or individual work, and many more aspects of how the lesson will be laid out for the students. Not only must I be prepared to know what content I am teaching for each lesson, but I will also need to know how I want to teach the content to my students in the most effective way for them to learn. This will help me to make sure that I am aware of
According to our book, the first element is the process of identifying the instructional goal for the lesson. This goal should always be the starting place for any technology integrated lesson, as well as the focal point. This goal comes from the state standards, district plans, and any unit, long-range, or daily plans the teacher has previously set in place. Hutchison and Colwell state, “in most cases, it is critical that the teacher identifies the learning goal before identifying how the technology will be used” (Hutchison & Colwell, 2015, p. 37). This kind of thinking ensures that the instruction is not focused on the technology being used, but the content being taught to the students in order to achieve the literacy standards set before them. This will be important for me in my future instructional planning, because it shows me just how important it is to be prepared and organized for instruction. Regardless of whether or not I have a group of teachers to plan units and lessons with, I will always need to be prepared and knowledgeable of the content that I am teaching next. After the instructional goal has been identified for the lesson, the teacher can then move on to the second element, identifying the instructional approach that will be used for the lesson. This involves how the lesson should be taught. Hutchison and Colwell gave a few of the following examples: teacher vs. student-centered, long vs. short in duration, whole group, small group, or individual work, and many more aspects of how the lesson will be laid out for the students. Not only must I be prepared to know what content I am teaching for each lesson, but I will also need to know how I want to teach the content to my students in the most effective way for them to learn. This will help me to make sure that I am aware of