It’s all about TPACK

When I began my CEP-810 Teaching for Understanding with Technology class at Michigan State, I thought I was going to learn the best practice on how to use new and emerging educational technologies. However, what I have learned is an entirely different way of thinking. That way of thinking is TPACK.

Reproduced by permission of the publisher, © 2012 by tpack.org

TPACK is a guiding framework for the integration of Technology, Pedagogy, and Content Knowledge in educational settings. Looking at teaching through a TPACK lens has taught me two main ideas.

First, it has taught me that there is no such thing as educational technology, only technology that is repurposed for educational uses. Consider the technologies of social media, email or the internet in general, none of these where designed specifically for educational uses. Educators have adapted all of these technologies.

Finally, educational technology is not about the technology, it is about creativity.  Although the latest and great technologies are readily accessible, just giving students access to this technology does not mean they will have a better chance of learning. To insure true understanding of any topic we need to make meaningful connections with the learner. To create these connections we as educators need to understand our students’ backgrounds, current situations, and future aspirations and creatively tie in technologies.

As a technology specialist, I find myself looking for an opportunity with a willing course instructor to implement my new found knowledge. I am excited to find the perfect fit with an instructor looking to create a truly 21^st century course. My hope is that this partnership will surface and develop over the next few months.

As I look forward to the remaining courses in the Educational Technology Certificate Program at MSU, I hope to learn more ways to integrate the TPACK framework into my current occupation. In addition, I hope to learn of some of the creative ways others are implementing TPACK.

Thank you, Emily and Candice for instilling this foundation and it is onward to CEP-811 Adapting Innovative Technologies in Education.

I have made FIRE!!

After a month worth of research, trials, triumph, setbacks, smoke and sparks I have made fire!  I have successfully finished the Network Learning Project.  The main goal of this project was to learn a new skill while using only information available on the internet.

The video documents the process, provides the results, and shares my thoughts of how to start fire without using matches.

Like I say in the video, I hope you enjoy it, I hope you learn something, and I hope I can become a part of your learning network.

You want me to cook with what?

This week’s project from CEP-810 is “Cooking with TPACK”. To get things started I prepared by assembling some tools for the task. Behind every chef is a great assistant so I asked my four-year-old son to select a plate, bowl, and utensil for my use in the preparation of the “dish”. The menu consisted of a series of numbers from 1 through 5 and selection determined the masterpiece I was to prepare. My handy assistant reached into the bowl and pulled out the number four. The culinary delicacy for preparation in the project will be everyone’s favorite- a PBJ sandwich! Thankfully, this is something in my recipe collection.

As I began preparations, it was clear I did not have the exact tools for the job. Improvisation skills came in handy and some repurposing was required. Other tools may have been more appropriate for the task; however, it was not impossible to complete the preparations with the tools that where available. I accomplished preparations of every four year-olds favorite delicacy-a PBJ sandwich.

Here is my “Cooking with TPACK” video:

Beyond the experience of making a culinary delight without the proper tools, the purpose of this project is to demonstrate one of the key principles from Technological Pedagogical Content Knowledge (TPACK) framework. The task is a first-hand encounter in the repurposing of tools. Although TPACK framework provides guidance for teachers on how to integrate technology, pedagogy, and content knowledge into their arsenal, it is not technology specific. The cooking task was a good example of how in my teaching I should be prepared to re-purpose the tools at my disposal – especially in the ever-quickening pace of technology development.

My four year old is hungry. It looks like it is time to master boxed macaroni and cheese.

Bon’ appetit!

Still Fighting Fires

When I began my Personal Learning Network project I asked myself, what would be something fun to learn? I tried to think of something that would be useful, something I would enjoy, and something that would be fun. I settled on finding two ways of starting a fire without using matches. The subject matter fit the three criteria of being useful, enjoyable and fun.  What I have learned to date is that there is much more to starting a fire then just having a good ignition source.

After early success, I have faced a setback. The first method selected, using steel wool and a 9-volt battery, worked very well. The second method, polishing a pop can with chocolate, ended up being hours’ worth of effort for very little result. I went to back to the internet for exploration and discovered that many outdoors people recommended trying a magnifying glass. Considering magnifying glasses are inexpensive and easy to carry I was up for trying this alternative option.

I purchased a magnifying glass and began experimenting. After a handful of attempts, I managed to produce some wispy smoke but still no flames. I have learned that it takes a clear sky and full, blazing sun to even have a chance at using this method. My schedule can be adjusted for these weather conditions for this project.  However, it does concern me to think about camping out in the woods on a cloudy day and needing to rely on this method in an emergency. In addition, you need to be prepared with a good set of kindling, the things you want to burn, before you can even get to the flame or campfire level. Lastly, this method has taught me that the experts are not kidding when they recommend you wear dark sunglasses while trying the magnifying glass.  I saw spots for an hour after my first experiments considering I stared directly at the hot spot.

Going forward, I will keep working with the magnifying glass method, to refine my approach.  My next attempts will include a good sunny day, a pile of dry leaves for kindling, a dark pair of sunglasses and an ample supply of patience.

A nice warm fire

21st Century Lesson WHAT?

All my work in CEP-810 so far has led to this assignment, creating a “21^st century” lesson plan.  Coming from a technical background vs. an educational background, I found this task to be challenging. I had to take a step back and first spend time researching exactly what needed to be contained in a well-designed lesson plan. Actually, I needed to fully get my arms around what a lesson plan really was! After about two hours of on-line research, I found what I believe is the core information that every lesson plan should contain and I was ready to roll up my sleeves.

The next step was to decide what I wanted to teach someone, and how I would deliver that lesson. I decided to develop a training lesson that covers the introduction and orientation to the Video Operations Department at Kettering University, where I work. My hope is to learn things in this course that I can possibly apply and improve my work setting. I devised a delivery method that has both face-to-face and on-line components. I feel that this method has dual benefits. It provides the best use of participant’s time and university resources.

Applying an assignment like this to my work setting has some risk. It could create constraints on resources and direction and prevent a creative student like myself from thinking out of the proverbial box. I did in fact struggle with how to go about making this a truly “21^st century” lesson. As part of the assignment, we were to integrate at least one of Renee Hobbs’ five core competencies from her book Digital and Media Literacy: Connecting Culture and Classroom (2011). Those five competencies are:

1. Access
2. Analyze
3. Create
4. Reflect
5. Act

I choose to focus on the third competency “Create”. Considering my focus participates are college professors and instructors I believe I can have a positive influence on future generations. If I can help the participants gain the knowledge to “create”, they can focus on “non-traditional” ways to deliver information in their future courses to their students. Much of the delivery medium used by these Kettering instructors is video. If I can help educate them how to use this medium in a more creative way, we may be able to reach more students. As part of the proposed training, I am allowing the participants’ time to spend time creating a video themselves, on a topic of their choosing, while offering the guidance of the Video Operations staff.

My secondary competency focus will be on both “Access” and “Analyze”. The starting point for participates includes spending some time on-line accessing information related to the training. This is a very hands on approach that they themselves could use as a way to integrate technology into their own teaching.

I feel I have created a very practical and useful lesson plan. I considered pushing beyond having participants do virtual tours of the Video Operations Department classrooms from home. However, there is still some value to being face to face for training like this. Although I have found this to be a challenging learning assignment for me, I am sure I will be able to apply this knowledge to future academic projects. Whether those projects come from course work or from new opportunities in my career, I am now better prepared.

Below is the lesson plan I developed this week.

 

 

Kettering University Video Operations

Lesson Plan

Title: Video Classroom Orientation

Leader: T.B.D.

Audience: New Graduate Program Instructors

Objectives:  After completing this lesson, participants will:

1. be able to present creative, engaging, and informative classes by:
   1. Creating informative and visually interesting presentation graphics
   2. Integrating external resources (videos, photos, web sites)
   3. know how to contact the Video Operations Department
   4. learn best practices for dressing for on camera appearances

Description: By providing information on the classroom technology used, policies, procedures and expectations, and offering some tips and tricks we will prepare new instructors to be successful in creating distance-learning classes. This lesson will feature both a live session delivered in the Video Operations area and online content housed on the Blackboard Content Management System (CMS).

Time Allotted: 100 minutes

Materials Needed:

1. Access to assigned video classroom
2. Computer with internet access
3. Blackboard CMS access

Lesson:

Pre-Live Session – 30 min.

1. Policies, Procedures & Expectations – 10 min.
   1. When classroom is available
   2. Correct use of learning modules
   3. How to submit module titles
   4. Who to contact for scheduling
   5. Emergency contact information

1. Tips & Trick – 10 min.
   1. How to Dress:

i.      http://www.forbes.com/sites/tjwalker/2012/01/26/what-should-i-wear-for-tvvideo-interviews-mediatraining/

ii.      http://www.youtube.com/watch?v=Gb1z4Qn-uPo

1. Tips to building a good presentation:

i.      Link to video in Blackboard

ii.      http://ianrhome.unl.edu/web/techtraining/tips1

iii.      http://www.microsoft.com/atwork/skills/presentations.aspx#fbid=GaAJnT6MmuN

1. Q & A – 5 min.
   1. F.A.Q. Sheet on Google Docs

1. Assessment -5 min.
   1. Auto grading quiz focused on pre-class work. This quiz is housed in Blackboard, and is auto grading offering immediate feedback.

Live Session – 60 min

1. Video Staff Introductions & Department Tour – 5 min.
   1. Introduction of all video staff members
   2. Quick tour of all Video Classrooms & Control Rooms
   3. Classroom Technology Overview and “Kick the Tires” Practice Session* – 15 min.
      1. Camera locations
      2. Course Timer
      3. Desktop Computer*
      4. Writing Pad*
      5. Video Monitors
      6. Course Open

* Indicates items that are available for participants to use, explore and kick the tires.

1. Small Teams Work – 20 min.
   1. Divide group into two teams
   2. Teams to create a three to five minute video on a subject of their choice.  Video Staff is available for questions and assistance.
   3. Team Presentations & Discussion – 15 min
      1. Teams to present the created video
      2. Provide constructive feedback on videos
      3. Encourage discussion among the groups
      4. Question & Answer – 5 min
         1. Open discussion of any questions from this lesson

Post Live Session – 10 min.

1. Assessment – 10 min
   1. Auto grading quiz focused on all topics covered in this lesson. This quiz is housed in Blackboard, and is auto grading offering immediate feedback.

Assessment:

Both assessments for this session are quizzes housed on the Blackboard CMS. The quizzes are auto grading and offer immediate feedback.