EDU 673 Week 6 Final

Technological Pedagogical Content Knowledge (TPACK)

Technological Pedagogical Content Knowledge (TPACK): This framework demonstrates the combination of content expertise, information delivery expertise (pedagogy), and instructional technology implementation all used to enhance learning.

As explained in your textbook, TPACK combines pedagogical knowledge, content knowledge, and technological knowledge to transform learning opportunities into student-centered opportunities for lesson engagement, global connections, and web interfacing through 21st century technology advancements. The TPACK framework demonstrates the interplay of three knowledge bases:

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  • Pedagogical Content Knowledge: This area is where most teachers have their foundation as a content expert who delivers knowledge using the foundations of pedagogy.
  • Technological Content Knowledge: This area includes making content more accessible and differentiated through technology including graphing calculators, online language translators, and virtual world tours.
  • Technological Pedagogical Knowledge: This area involves advanced learning processes through the use of technology that contribute to a wider variety of differentiated instructional opportunities including iPads that have text to speech programs, SMARTboard with text magnification, and online educational games that provide immediate feedback.

Assignment Instructions

Using the classroom environment and the demographics created in Week Two, the instructional strategies that align with the CCSS in the blog created in Week Three, the unit plan created in Week Four, and the summative assessment created in Week Five, you will create the framework for a TPACK lesson plan.

  • Identify the following aspects of your lesson plan:
    • Title: The title of your lesson.
    • Grade level and basic class demographics.
    • Anticipated Outcome (Lesson Objective): This must be measurable and written to align with the CCSS.
    • Common Core State Standard: This can be from your Unit Plan.
    • NETS-T standard standard being met.
    • Content Summary: A brief description of what you will teach for this lesson and why.
    • Materials: Provide a list of materials needed for the lesson to include hyperlinks to any internet sites or books citations.
    • Summative Assessment: This should be a two- to three-sentence summary of how you will assess the lesson.
  • Your lesson plan must address each section of the TPACK using the provided lesson plan template (see a sample here):
    • Pedagogical Content Knowledge: Explain which teaching strategies best address the lesson’s content and concept. Be sure to include how the lesson uses multiple intelligences to promote critical thinking and problem solving in an engaging learning environment. You must also clearly explain how the Common Core State Standard (CCSS) aligns with this section.
    • Technological Content Knowledge: Explain how instructional technology will be used to compliment the lesson’s content. For example- a graphing calculator is used to check student’s algebra work or using spell check in a word document. You must also clearly explain how the CCSS and NETS standard(s) aligns with this section.
    • Technological Pedagogical Knowledge: Explain how the instructional technology device(s) included in your lesson enhance student learning and classroom organization (such as online attendance and grading). You must also clearly explain how the NETS standard(s) aligns with this section.
  • Technological Pedagogical Content Knowledge (TPACK):
    • Analyze how your lesson integrates Pedagogical Content Knowledge (PCK), Technological Pedagogical Knowledge (TPK), and Technological Content Knowledge (TCK) to fully address TPACK in the creation of an engaging lesson that differentiates instruction, makes global connections through 21st century technological advancements, encourages critical thinking, and demonstrates content area expertise. The analysis will be at least two pages.

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Framework for a TPACK lesson plan

Framework for a TPACK lesson plan: Journal writing

Basic Class Demographic

Students are in grade 6, aged between 12-14 years. They are 20 in number. Eleven of the students are girls while nine are boys. Of these 20 students, three are special need students where one has a hearing impairment the second is mentally retorted and the third one is diagnosed with attention deficit hyperactivity disorder. Four of the students are beginner learners, four distinguished learners and eight proficient learners. Two have trouble reading, while one is an auditory learner and the last one has behavioral issues. In this class, 12 students are Caucasians, three are African Americans, two are Asians and the remaining three are Latinos. Fifteen of the students are from middle income backgrounds and the rest are from high-income status.

Lesson Overview

The following lesson plan meets the requirements and curriculum of a grade 6 English literature class. It is prepared in line with the common core state standards. It will equip students with important skills for identifying, writing and interpreting different journals. Students will also master how to produce quality journals by going through a number of examples online. Final creation of personal journals will be used to measure the mastery of this content.

Lesson Objective

Students will be able to:

  • Identify different elements constituted in a journal presented, i.e.
  • Time sequencing
  • Concepts of past, present and future.
  • Use of temporal words
  • Write personal journal entries to explore their thoughts, feelings and life experiences.
  • Edit a personal journal entry to sharpen their grammar and spelling skills.
  • Share their personal journals amongst their group members and edit the work of others to build collaboration skills.

Materials

  • Personal notebooks and pens.
  • Overhead projector.
  • Internet access.
  • Printouts of journals for every student.

Common Core State Standard

CCSS ELA-Literacy. RL. 6.8.1: Explain to students the meaning of journal writing and its key elements.

CCSS ELA-Literacy. RL. 6.8.2: After reading an example of a written journal with the class, help them in identifying the key elements of the journal.

Procedure

  1. Introduce to the students the topic of the day, journal writing, and explain what journal writing is. For instance, “Journal writingis the process of recording personal insights, reflections and questions on assigned or personal topics. Journal projects assigned in class may include your thoughts about daily experiences, reading assignments, current events or science experiments,”(Donyaie & Afshar, 2019).
  2. Explain to them reasons as to why people write journals.
  3. Inform the class they are going to watch a video of a student narrating their childhood story. The video will be projected for everyone to view. At the same time, oral and audio visuals will be used to meet each student learning needs.
  4. As they watch and listen through, have them note the personal details that the author includes in his writing. For example;
  • What happened to the author that morning?
  • Why the author was late for school?
  1. Next, divide the students into groups of 3 students and task them to think of reasons as to why authors write.
  2. Share answers briefly discussing each after a few minutes.
  3. Guide the students on how to come up with a personal journal by writing together with them your personal journal.

Assessment

Formative: After reviewing an example of a written journal, ask students to:

  1. Write why the author’s details are important.
  2. Note down what the details communicate about the author.

Summative: Ask students to write their own journals and require them to submit it during the next lesson. In addition, ask them to think of a journal as a platform for them to freely explore their thoughts and feelings.

 Lesson Plan

Content

Students will demonstrate their understanding and mastery of the topic by coming up with their own personal journals. It is made manageable by providing students a temperate of a written journal that will guide them in their writing. Since the journal is personal, it gives students freedom to write about their real life memories and experiences. As juniors who are about to move into the seniors level, students may have questions of discovering themselves and the environment around them. Therefore, we spend much time enabling them to develop excellent skills in analyzing the different happenings in their lives, which further improves their thoughts. This on the other hand will enhance them with better skills handling stress and anxiety. It finally reflects in the feedback of the process and lets them reflect what they have learnt and how the project went.

The common core standard used for the mastery in this piece of assessment is CCSS ELA-Literacy. RL. 6.8.2. It requires the teacher to develop a task with relevant well-chosen facts definitions about journal writing. Achieved by identifying a journal that will be read out to the class for discussion.

The unit goal that aligns with the CCSS applied is identifying elements of a journal where through the task created, students will be able to identify and use different elements journal writing effectively.

Pedagogy

Students will review different elements of a journal in a discussion. They will again review the elements as a class, before reading and analyzing the journal together with the teacher. Reading it loud as a class ensures every student hears and sees the journal. Copies are provided for each student and a visual on the overhead projector. Students will then discuss what they may not have understood through the reading. After this, we will discuss the different elements noted while reading with the class. Next, I will put examples of different journals on the overhead projector. The students will then discuss what they recognize and what they might not have done as required. This will help guide the students on what they are supposed to write. The reflection at the end enables me to know what the students took away from the project and lets them contemplate what they learned and how it has changed their understanding.

Technological Pedagogical Knowledge

The technology placed into the lesson works steadily in conjunction with the objectives outlined for the lesson. We will be using a projector to display content for the students. We will also be using internet to search for different written journals in different sites. The online research will make the project seem authentic to students and also show them that they are learning something meaningful they can show off and be proud off.

Technological Pedagogical Content Knowledge (TPACK)

As the Common Core standards and the curriculum chosen to respond to these outcomes become embedded in practice, a teacher’s PCK must expand to include one more element—technology knowledge and its integration within content-related pedagogy. Referred to as Technological Pedagogical and Content Knowledge (TPACK), this concept seeks to describe the intersection of technology, pedagogy, and content knowledge. TPACK is acquired most often through formal and informal PD activities” (Puckett, 2013). In the 21st century, TPACK has become a key point to education in any classroom demographics. Its necessity increases where a differentiated classroom is present.

There is a presence of all elements of TPACK in this differentiated class. For instance, for my hearing-impaired students, the overhead projector will have the content of the lesson displayed so they can read and comprehend. The videos prepared will also help capture the attention of the attention deficit hyperactivity disorder students. There will be small discussion groups that will help the mentally retorted group since I will be part of their group through the discussion.

In applying pedagogical knowledge, my deep understanding of IT and my research skills will assist in the students understanding of journal writing, having put together examples that will guide in explaining to them different concepts. The presentations will be displayed using a projector. “Teachers’ deep knowledge about the processes and practices or methods of teaching and learning. They encompass, among other things, overall educational purposes, values, and aims” (http://www.tpack.org). This in conjunction with my experience both professionally and personally in special needs, will help build a strong classroom environment where the needs of every student are met.

This lesson meets all the TPACK framework requirements. It introduces or expands upon technology and terminology needed to be successful in a 21st century environment such as communication and teamwork, public speaking, use of media presentations and use of technology in content delivery. It also encourages collaboration by students in achieving the best possible outcome in journal writing. In addition, it builds the students’ expression skills as they learn how to analyze their feelings and express them correctly.

References

Donyaie, S., & Afshar, H. S. (2019). EFL Teachers’ Reflective Journal Writing: Barriers and Boosters. Iranian Journal of Language Teaching Research7(3), 71-90.

Hawkins, J., Jones, S. J., & Santi, K. L. (2019). Diverse Ability Levels: Differentiating Instruction to Teach to All Learners. Empathic Teaching: Promoting Social Justice in the Contemporary Classroom, 75. Retrieved from https://study.com/academy/lesson/journal-writing-topics-prompts-tips.html

Puckett, K. (2013). Differentiating instruction: A practical guide. . San Diego: Bridge point

TPACK (http://www.tpack.org)

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