#tpck

[socialstuds-blog]

Week 2 Reflection

    This week’s reading by Mishra and Koehler introduced me to the concept of TPCK. I have no teaching experience, so I have not implemented any of the intersections of TPCK. I am glad I am learning about it now, before I have teaching experience, so that I can think about TPCK in terms of future planning. The concept of TPCK was unfamiliar to me, but the technology aspect seems is more familiar to me now as a result of last week’s readings. I knew that content was also important. Having just taken the Integrated Social Studies Ohio Assessment for Educators, I am freshly aware of the importance of content. I think I am struggling most with understanding pedagogy. As an undergraduate I studied content (History and Art History). I decided to study education because I needed help understanding pedagogy and how to teach. I also need help with integrating technological knowledge into my teaching career. I am, however, reminded of my personal life and hobbies. A resource I enjoy using for leisure is Sporcle. It is a trivia quiz-taking website where users can create their own quizzes and take existing ones. I am a fan of the geography and history sections of the website. Many of the quizzes are published and verified by Sporcle, and are updated frequently. It is a visually and mentally engaging resource that engages users. I believe this resource falls under the TPCK category.

https://www.sporcle.com/playlists/liznewcomb/renaissance-quiz

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[teac880a-blog]

Information on the TPCK model and how it can change the way instructional technology is utilized in educational settings. 

[teac880a-blog]

Abstract: Few teachers have used spreadsheets as tools for learning mathematics, leaving many of them unprepared to guide students in learning mathematics with spreadsheets. Current teachers have not had any preparation that develops technology pedagogical content knowledge (TPCK) - the intersection of the knowledge of mathematics with the knowledge of technology (spreadsheets) and with the knowledge of teaching and learning. This professional development program focused on guiding teachers in developing TPCK for teaching mathematics with spreadsheets. Actual teaching opportunities were extended by classroom observations and support as teachers implemented their developing ideas. Research results revealed potential key attributes of a TPCK professional development program along with a preliminary model for describing the developmental progress of the inservice teachers in their growth in TPCK.