TPACK

=TPACK- One Theory for a Teaching and Learning Framework=

=**I. Let's TPACK!**=

Part 1: What is TPACK? (5 minutes)
The TPACK Framework (Mishra & Koehler, 2006) can be used as a lens in the design (vision), development, implementation, and assessment of your planned technology infused learning experiences. http://www.tpck.org/

Let's Draw It...

Venn Diagram T- Top circle (Technology) P- Bottom left (Pedagogy) C- Bottom right (Content)

Part 2: Deconstructing a Learning Experience through the Lens of TPACK
STEM Lesson (Science, Technology, Engineering, and Mathematics) http://ca7robotics.wikispaces.com/Home

Deconstruct and analyze.

Where's the T? Where's the P? Where's the C?

TPK? TCK? PCK?

Resources
Scenario: A 10th grade physical education teacher begins her lesson by reviewing the objectives and essential learnings from her curriculum. Among those essential learnings, students should master movements needed to participate in sports and understand the basics of physical fitness. To meet these standards, the teacher has designed the following set of instructional activities for the students:
 * Prior to exercising, the students enter their heart rate into an online form, which is accessed on a handful of laptops on the bleachers. The online form quickly totals up and averages the class’s “resting” heart rates.
 * Also before the day’s activity of playing basketball, the teacher demonstrates techniques.
 * Using a laptop, LCD projector, and Flip Camera, the teacher demonstrates the skill of making a free throw shot using video captures of the students from previous class period. Running the video, narrating the steps, and stopping it at key points, the teacher instructs all the students in the proper technique for shooting free throws.
 * The students break up into random groups and play basketball.
 * At the height of the action, the teacher blows a whistle, inviting the students to take their heart rate. This they do and quickly re-enter the data into the online form anonymously.
 * The teacher totals and averages, and during the cool down stretch, announces the new information comparing the class’s heart rate before and during exercise.
 * Students are prompted to hypothesize why the heart rate went up and how long it took to go up.
 * Students are asked to make predictions about activities and what their heart would do, such as during running, walking, sitting, etc.
 * Class ends with a quick video (captured via the Flip) of students playing basketball from that period and actions are positively noted and highlighted.

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