Just the pedagogy, please -- The key to authentic technology implementation Lynne Schrum...
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Transcript of Just the pedagogy, please -- The key to authentic technology implementation Lynne Schrum...
Just the pedagogy, please --
The key to authentic technology implementation
Lynne Schrum [email protected]
Why a new model?• Content in high school social studies or algebra is very different
from the content computer science or art history.• Teachers must know /understand subjects they teach,
including: • knowledge of central facts, concepts, theories & procedures; • knowledge of explanatory frameworks that organize/connect
ideas; • knowledge of the rules of evidence and proof (Shulman,
1986).• Teachers must understand the nature of knowledge and
inquiry in different fields. • How is a proof in mathematics different from a historical
explanation or a literary interpretation?
What is the problem?
• Study by National Center for Educational Statistics in 2000: teachers have plenty of access to technology- 99% had access in schools, most have access at home- teachers are using tech frequently in personal lives, and frequently in schools for planning and productivity- when it comes to INSTRUCTIONAL uses of tech, it gets interesting
• Only computer business teachers are using tech frequently for instruction in their classes- used most: MS Office suite
• Teachers have access, see its value, use it for personal reasons, but don’t use it instructionally – Why?
What is a ‘wicked problem’?
Wicked problems1. Requirements are incomplete, contradictory, & changing2. Unique and contextual (dynamically bound factors to the context, no 2 problems are the same)3. Complex interdependencies4. Nonlinear5. Solutions are hard to recognize
(Rittel & Weber, 1978)
Why teaching is a ‘wicked’ problem?
• What is “effective teaching?”
• How do you define that, how do you measure that?
• Contextual factors make each teaching situation different: school boards, parents, students
• Factors are also intertwined with each other• No sequence of steps that teachers can follow in
every situation• Are you ever “done” trying to teach effectively?• Solutions are never right or wrong; they are more or
less effective
An introduction to TPCK
• Shulman introduced us to PCK some time ago (1986).
• TPCK is important – combination of technology, pedagogy, and content.
• Avoids technocentric focus of professional development
• Meets teachers where they really live!
Consider: TPCK• Identifies distinctive bodies of knowledge• Blends content and pedagogy• Questions how topics, problems, issues are
organized & represented • Takes what teachers do every day & helps
them think differently about it • Works in grade level, subject level, & during
the planning stage
Rationale• Rapid rate of technology change –imperative teachers
use technology to support pedagogical outcomes, not to use technology
• Inappropriate design of software – most software designed for business/industry, not educational purposes; constraints & affordances challenges the most dedicated teacher
• Situated nature of learning – all learning situated in context of learners, goals, & previous learning. Technology workshops do not address this.
• An emphasis on what, not how – checklists of technology skills may meet a standard, but ignore pedagogical content, purpose of lesson, & real integration model we hold so dear.
A few examples• Think about learning about rocks. What is the
value added with technology? Classification without a database is not only challenging, it is almost impossible
• Boston Massacre – primary documents from multiple perspectives; investigation and reporting on the “story”
• Teaching complex mathematics concepts – can we show rather than tell?
An example
• Digital Video offers possibilities.
• consider classic science demonstration: egg pushed into milk bottle by burning a paper inside bottle.
Why digital video?• Common misconception that egg is forced into
the bottle due to drop in pressure by depletion of oxygen as the paper burns.
• We know real story: • heat of flame causes air inside bottle to expand,• initially increasing air pressure inside bottle. • forces air out of bottle, past egg • remaining air inside bottle then cools, a drop in the
air pressure occurs, causing the egg to be pushed into the bottle by the external air pressure.
Digital Video & Social Studies• Digital history centers & institutions (Smithsonian,
Library of Congress) offer digital copies of historical documents (photographs, artwork, & maps) available online.
• Students can create digital documentaries with images, text, or video, plus student narration.
• Offer a platform for inquiry —to interact and engage with content.
• Good results, but barriers exist: • Resource intensive and time consuming• Adequate teacher prep & support are crucial
Math, continued• The plot of a sine function generates a series of
numbers between +1 and -1. • Students may have difficulty seeing relationship
between triangle & characteristic shape of sine wave. • Difficult to see in static image in text book. • With tool such as Geometer’s Sketchpad used to
create digital animation over time, relationship is easier to understand.
• The potential is further enhanced when the possibility of interactivity is considered — that is, students manipulating the variables and seeing changes to the animation or video in real-time.
What else is possible?I. Discipline: Science
Content: Physics
Technology: Digital Video
Pedagogical Goals: Rectifying Naïve Conceptions
II. Discipline: Social Studies
Content: History
Technology: Digital Video
Pedagogical Goals: Historical Inquiry
And more…III. Discipline: Language Arts
Content: Reading
Technology: Digital Video
Pedagogical Goals: Reinforcing Visual Imagery
IV. Discipline: Mathematics
Content: Trigonometry
Technology: Digital Video
Pedagogical Goals: Connecting Representations