Just the pedagogy, please --

1
Just the pedagogy, please --
ASTE

• The key to authentic technology implementation

Lynne Schrum lschrum_at_gmu.edu
2
(No Transcript)
3
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?

4
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 dont use it
  instructionally Why?

5
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)

6
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

7
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!

8
What we are talking about
9
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

10
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.

11
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?

12
An example

• Digital Video offers possibilities.
• consider classic science demonstration egg
  pushed into milk bottle by burning a paper inside
  bottle.

13
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.

14
Now blend video, graph, data
15
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

16
Digital Video Mathematics

• Graphical representation of a sine function in
  Geometers Sketchpad

17
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 Geometers 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.

18
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

19
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

20
Questions? Ideas?