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Teaching with Technology (IMPACT (Practice (Engage students in repetitive…

- - - - Teachers’ knowledge about the subject matter to be learned or taught
        
        Knowledge of...
        
        Theories
        
        Concepts
        
        Organizational Frameworks
        
        Evidence/Proof
    - - Teachers’ deep knowledge about the processes and practices or methods of teaching and learning
        
        Knowledge of...
        
        Educational purposes
        
        Teaching styles and strategies
        
        Values
        
        Classroom management skills
    - - Teachers knowledge about certain ways of thinking about, and working with technology, tools and resources.
        
        Knowledge of...
        
        Recognition of when technology can assist
        
        Understanding information technology
        
        Application of technology to everyday life
        
        Adapting to rapid changes of technology
    - - An understanding of how teaching and learning can change when particular technologies are used in particular ways
        
        Understanding the constraints & affordances of...
        
        A range of technological tools
        
        as they relate to disciplinary and developmentally appropriate pedagogical designs and strategies
    - - An understanding of the manner in which technology and content influence and constrain one another
        
        Teachers need to master more than the subject matter they teach
        
        they must also have a deep understanding of the manner in which the subject matter can be changed by the application of particular technologies
        
        Must understand which specific technologies are best suited for addressing subject-matter learning in their domains
        
        how the content dictates or perhaps even changes the technology—or vice versa
    - - Knowledge of pedagogy that is applicable to the teaching of specific content
        
        Notion of the transformation of the subject matter for teaching
        
        Transformation Occurs
        
        Interprets the subject matter
        
        Finds multiple ways to represent it
        
        Tailors the subject matter
        
        Covers the core business of..
        
        Teaching
        
        Learning
        
        Reporting
        
        Assessment
        
        Curriculum
    - - TPACK is different from knowledge of all three concepts individually
        
        Effective teaching with technology
        
        Understanding all three concepts
        
        knowledge of what makes concepts difficult or easy to learn and how technology can help redress some of the problems that students face
        
        knowledge of students’ prior knowledge and theories of epistemology
        
        pedagogical techniques that use technologies in constructive ways to teach content
        
        knowledge of how technologies can be used to build on existing knowledge to develop new epistemologies or strengthen old ones
- - - - Collaboration with students
      - Higher order thinking
      - Used for teaching content
    - - transforms ICT where it is student driven and stays within the curriculum requirements
      - Students have total control
      - Self-directed
      - Supports learning processes
    - - Reinforce
      - Practice
      - Motivate
      - Teacher Instructed
      - Step by step process
  - - - multiple views but still believe that most knowledge
        is certain
    - - most knowledge as tentative and contextual
        and generated by the self;
    - - right-or-wrong knowledge handed down by authority
    - - that knowledge is uncertain and
        based on the weight of accumulated evidence
- - - - Takes them longer to interact with curriculum
        
        Leads to poor comprehension, frustration, disengagement with learning tasks and behavior problems
        
        Reduces the capacity of teachers to obtain an indication of academic learning
  - - - It does involve...
        
        Application of relevant syllabus criteria and standards against which achievement is judged
        
        Assessment criteria and standards are not modified to suit particular students
        
        School must maintain the intent and rigour of the syllabus that are essential to the course of study
  - - - Keyboard rather than handwriting
    - - Reading is not the skill being assessed
    - - Not designed to access those language skills
- - - - Teachers focus on web--based technologies
      - Is in the palm of teachers hands
      - Self-directed and self-action PD
      - Inquiry-based PD is grounded into teachers intentional investigation and reflection of own practice
      - What is yet to be confirmed
        
        Consumer culture rather than contribution culture
        
        How an online teacher profiling creates contentedness
        
        Reasons for quiet activity rather than active participation
        
        Movement out of/into different platforms