1. <TITLE>
! What would John Dewey do:
! Programmatic design for
! developing TPACK for 21st
! Century Learning
</TITLE>
<a na
me=”J <BLOCKQUOTE>
ohn D
ewey”
> ! Education is not preparation for life;
! education is life itself—John Dewey
! The self is not something ready-made,
! but something in continuous formation
! through choice of action—John Dewey
</BLOCKQUOTE>
2. <TITLE>
What would John Dewey do: Programmatic
design for developing TPACK for 21st
Century Learning
</TITLE>
<INFO>
March 2012, Austin TX
</INFO>
4. <START>
What would John Dewey do: Programmatic design for
developing TPACK for 21st Century Learning
Introduction — Denise Schmidt-Crawford
Dewey or don't we — Punya Mishra
Rethinking the foundations of the Total PACKage —
Michelle Schira Hagerman & Jodi Spicer
Tools to think with: Exploring learning & development
— Kristen Kereluik, Laura Terry, & Punya Mishra
<BR>
Towards lifelong creativity and leadership — Michael
DeSchryver & Sean Leahy
Program (re)design 2.0: Social media — Leigh Graves
Wolf
Does it work? Tracking TPACK development over 4 years
— Tae Seob Shin & Matthew Koehler
Reflecting on process and product — Petra Fisser
</START>
5. On designing an experience:
Dewey or don’t we
<a name=”Punya”>
6. <BLOCKQUOTE>
The belief that all genuine education
comes about through experience does not
mean that all experiences are genuinely or
equally educative — John Dewey
</BLOCKQUOTE>
20. An “inchoate” or ordinary experience
remains embryonic and never comes to
mean anything... Thus, although there is
activity – that is, things happening over
time, there is no coherence, development,
or flow to these things.
25. ...we have an experience when the material experienced
runs its course to fulfillment. Then and then only is it
integrated within and demarcated in the general stream of
experience from other experiences. A piece of work is
finished in a way that is satisfactory; a problem receives
its solution; a game is played through; a situation, whether
that of eating a meal, playing a game of chess, carrying on
a conversation, writing a book, or taking part in a political
campaign, is so rounded out that its close is a
consummation and not a cessation. Such an experience is
a whole and carries with it its own individualizing quality
and self-sufficiency. It is an experience.
27. Transformative
Compelling
Unified
Having a dramatic quality
Aesthetic
28. Experience as a transaction
An experience is an emotional state that fuses
actions, events, and emotion into a unified whole
One of [Dewey's] main points is that experience is
not a psychological phenomenon. It is not something
that happens exclusively “within'' us, though it may
certainly have components that we commonly
describe in psychological terms. Rather, experience
takes place in the world itself. It is made up of our
continuous interaction and participation with
objects, situations, and events that constitute our
environment. (Jackson, 1995, p. 194
45. <START>
Rethinking the foundations of the Total PACKage —
Michelle Schira Hagerman & Jodi Spicer
Tools to think with: Exploring learning & development
— Kristen Kereluik, Laura Terry, & Punya Mishra
<BR>
Towards lifelong creativity and leadership — Michael
DeSchryver & Sean Leahy
Program (re)design 2.0: Social media — Leigh Graves
Wolf
Does it work? Tracking TPACK development over 4 years
— Tae Seob Shin & Matt Koehler
Reflecting on process and product — Petra Fisser
</START>
51. Learning
What are your personal learning goals for
the Master’s in Educational Technology? Put
another way, what do you really hope to get
out of this program?
52. Pre-MAET Goals
1 2
9 2
2
3
3
8
5
7
Learn ways to scaffold and differentiate instruction
Learn about the research base that supports technology integration in classrooms
Instrumental Goals: Job security, Change Jobs, PD Credits
Learn new ideas that I can share with colleagues in my school
Learn to enhance student achievement and comprehension
Streamline administration and grading workflow
Collaborate & learn from other teachers
Learn to use specific technologies that I’ve heard of but have not yet used or mastered
Become more proficient and knowledgeable with a broader range of technologies
Learn to integrate technology effectively in my classroom
53. Alignment
• 5 common assignments
• Wikis
• Common activities with common
technologies
• Planned for cross-Atlantic
peer collaboration using
social media and video-
conferencing
58. Place
Content Connections Assignment
• Create a website
• Connections between MSU/E. Lansing
or Rouen, France & a topic they
teach
• Design a student assignment that is
inquiry-based that you deliver via
this website
• Embed multimedia
105. “Hard” quickfires
Sparks explores the notion of “schooling the imagination” in
detail. Several apparent dichotomies are presented:
knowing and understanding
illusion and reality
hand knowledge and symbolic knowledge
mind and body
intellect and intuition
synthetic and eclectic learning
truth and fiction
In this context, the authors assert:
By checking and crosschecking fiction with fact, experience with
knowledge, by creating each in the image of the other, the writer
[or in our case, the learner] ever more closely approximates
recognized truths (p. 23).
118. <TITLE>
! What would John Dewey do:
! Programmatic design for
! developing TPACK for 21st
! Century Learning
</TITLE>
<a na
me=”J <BLOCKQUOTE>
ohn D
ewey”
> ! Education is not preparation for life;
! education is life itself—John Dewey
! The self is not something ready-made,
! but something in continuous formation
! through choice of action—John Dewey
</BLOCKQUOTE>
119. <START>
What would John Dewey do: Programmatic design for
developing TPACK for 21st Century Learning
Introduction — Denise Schmidt-Crawford
Dewey or don't we — Punya Mishra
Rethinking the foundations of the Total PACKage —
Michelle Schira Hagerman & Jodi Spicer
Tools to think with: Exploring learning & development
— Kristen Kereluik, Laura Terry, & Punya Mishra
<BR>
Towards lifelong creativity and leadership — Michael
DeSchryver & Sean Leahy
Program (re)design 2.0: Social media — Leigh Graves
Wolf
Does it work? Tracking TPACK development over 4 years
— Tae Seob Shin & Matt Koehler
Reflecting on process and product — Petra Fisser
</START>
121. <h5>Program (re)design 2.0:
Leveraging social media</h5>
Leigh Graves Wolf
An experience is an emotional state that fuses
actions, events, and emotion into a unified whole
144. Course Goals
esigned
ow well-d ooted in
erstand h ects are r
elp teachers und logy proj propriate
H al techno so how ap n
y, and al logy ofte
e ducation g
tional psycholo l psycho
educa d ucationa
applic ation of e h nologies
rging tec
benefits from eme
145. Major Assignments
Cogni tivism M in
C oncep t Map i-Vi
o n P d eo P
hys ro je
ics ct
DreamIT Grant
Proposal
ing
nd ing
sta nd
er sta
Und er
Und
156. SURVEYS
TPACK
Schmidt, D. A., Baran, E., Thompson A. D., Koehler, M. J., Mishra, P. &
Shin, T. (2009). Technological pedagogical content knowledge (tpack): The
development and validation of an assessment instrument for preservice
teachers. Journal of Research on Technology in Education, 42(2), 123-149
159. SURVEYS
TPACK
TPK - Technological Pedagogical Knowledge
“I can choose technologies that enhance the teaching approaches
for a lesson”
160. SURVEYS
TPACK
TPK - Technological Pedagogical Knowledge
“I can choose technologies that enhance the teaching approaches
for a lesson”
“I am thinking critically about how to use technology in my
classroom”
161. SURVEYS
TPACK
45 questions
3-7 questions for each of the 7 sub-categories
162. ?
How did the
in-service
teachers’ kn
owledge
change in ea
ch of the sev
components en
of TPACK?
179. Making the simple I tried projects I had not even
complicated is commonplace; considered before. It’s a small step, but
making the complicated simple, awesomely simple, I feel an important step, to fully
that's creativity. integrate technology into the classroom
— Charles Mingus — Teacher
Thank you!
TPACK SIG
Wed, 12:15 pm
TPCK Handbook for http://tpack.org mkoehler.educ.msu.edu
Educators mkoehler@msu.edu
Consider a Ph.D. in Educational Technology -
http://edtechphd.com
180. <h6>Does it work? Tracing TPACK
development over 4 years</h6>
Tae Seob Shin & Matt Koehler
181. Thank You!
Tae Seob Shin mailto:shinmeister@gmail.com
Matt Koehler mailto:mkoehler@msu.edu
