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TPACK

Technology has become an increasingly important part of students’ lives beyond school, and even within the classroom it can also help increase their understanding of complex concepts or encourage collaboration among peers. Because of these benefits, current educational practice suggests that teachers implement some form of technology in their classrooms – but many teachers face difficulties in doing so. Cost, access, and time often form considerable barriers to classroom implementation, but another obstacle is a lack of knowledge regarding how technology can best be used to benefit students across diverse subject matter.

PN. Mishra and Matthew J. Koehler’s 2006 TPACK framework, which focuses on technological knowledge (TK), pedagogical knowledge (PK), and content knowledge (CK), offers a productive approach to many of the dilemmas that teachers face in implementing educational technology (edtech) in their classrooms. By differentiating among these three types of knowledge, the TPACK framework outlines how content (what is being taught) and pedagogy (how the teacher imparts that content) must form the foundation for any effective edtech integration. This order is important because the technology being implemented must communicate the content and support the pedagogy in order to enhance students’ learning experience.

According to the TPACK framework, specific technological tools (hardware, software, applications, associated information literacy practices, etc.) are best used to instruct and guide students toward a better, more robust understanding of the subject matter. The three types of knowledge – TK, PK, and CK – are thus combined and recombined in various ways within the TPACK framework. Technological pedagogical knowledge (TPK) describes relationships and interactions between technological tools and specific pedagogical practices, while pedagogical content knowledge (PCK) describes the same between pedagogical practices and specific learning objectives; finally, technological content knowledge (TCK) describes relationships and intersections among technologies and learning objectives. These triangulated areas then constitute TPACK, which considers the relationships among all three areas and acknowledges that educators are acting within this complex space.

ANALYSIS

Analysis is the process of breaking a complex topic or substance into smaller parts in order to gain a better understanding of it. The technique has been applied in the study of mathematics and logic since before Aristotle (384–322), though analysis as a formal concept is a relatively recent development.

The word comes from the Ancient Greek (análusis, "a breaking up", from ana- "up, throughout" and lusis "a loosening").

As a formal concept, the method has variously been ascribed to Alhazen, René Descartes (Discourse on the Method), and Galileo Galilei. It has also been ascribed to Isaac Newton, in the form of a practical method of physical discovery (which he did not name).

DESIGN

A design is a plan or specification for the construction of an object or system or for the implementation of an activity or process, and/or the result of that plan or specification in the form of a prototype, product or process. "To design" as a verb expresses the process of developing such a design. In some cases, the direct construction of an object without an explicit prior plan (such as in craftwork and some engineering, coding, and graphic design) may also be considered to be a design activity. A design usually has to satisfy certain goals and constraints, may take into account aesthetic, functional, economic, or socio-political considerations, and is expected to interact with a certain [[Environment (systems)| environment. Major examples of designs include architectural blueprints, engineering drawings, business processes, circuit diagrams, and sewing patterns.^[1]

The person who produces a design is a "designer", which is a term generally used for people who work professionally in one of the various design areas - usually specifying which area is being dealt with (such as a textile designer, fashion designer, product designer, concept designer, web designer (website designer) or interior designer), but also others such as architects and engineers. A designer's sequence of activities is called a design process, possibly using design methods. The process of creating a design can be brief (a quick sketch) or lengthy and complicated, involving considerable research, negotiation, reflection, modelling, interactive adjustment and re-design.

IMPLEMENTATION

Implementation is the carrying out, execution, or practice of a plan, a method, or any design, idea, model, specification, standard or policy for doing something. As such, implementation is the action that must follow any preliminary thinking in order for something to actually happen.

In an information technology (IT) context, software or hardware implementation encompasses all the post-sale processes involved in something operating properly in its environment, including analyzing requirements, installation, configuration, customization, running, testing, systems integrations, user training, delivery and making necessary changes. The word "deployment" is sometimes used to mean the same thing.

For an implementation process to be successful, many tasks between different departments need to be accomplished in sequence. Companies strive to use proven methodologies and enlist professional help to guide them through the implementation of a system but the failure of many implementation processes often stems from the lack of accurate planning in the beginning stages of the project due to inadequate resources or unforeseen problems that arise.

EVALUATION

Evaluation is a systematic determination of a subject's merit, worth and significance, using criteria governed by a set of standards. It can assist an organization, program, design, project or any other intervention or initiative to assess any aim, realisable concept/proposal, or any alternative, to help in decision-making; or to ascertain the degree of achievement or value in regard to the aim and objectives and results of any such action that has been completed.^[1] The primary purpose of evaluation, in addition to gaining insight into prior or existing initiatives, is to enable reflection and assist in the identification of future change.^[2]

Evaluation is often used to characterize and appraise subjects of interest in a wide range of human enterprises, including the arts, criminal justice, foundations, non-profit organizations, government, health care, and other human services. It is long term and done at the end of a period of time.

5Es Instructional Model

This model describes a five-stage teaching sequence that can be used for entire programs, specific units and individual lessons.

NASA eClips™ resources integrate the 5E constructivist learning cycle, helping students build their own understanding from experiences and new ideas. This model is the work of Rodger Bybee developed originally for the Biological Sciences Curriculum Study (BSCS). It has a growing research base and can be used within integration, Problem-based Learning (PBL), Project-based Learning (PjBL), and Universal Design for Learning (UDL).

Student's role vs Teacher's role

Student teaching is often characterized as the most transformative experience in teacher education. During student teaching, you will enact in the classroom the teaching theories, strategies, and standards you learned in your core courses. To help you make the transition from student to teacher, you will share the classroom with an experienced professional who will impart to you his or her knowledge of best practices and the wisdom acquired from years of experience.

Although this is a most exciting time in your developing career as an educator, it will not be easy. You may experience days of thrilling success with the lessons that you teach; but you will also experience frustration, as you struggle to teach your students and shift “to the other side of the desk.” These successes and struggles, highs and lows, are a common aspect of teacher development that many other teachers have experienced and continue to experience throughout their careers.

As a developing teacher working hard to enact Temple’s Standards for Skillful Teaching, however, you will not be alone. You will have not only your cooperating teacher, but also your university coach to guide and support you. Remember that teaching is collaborative and dynamic and everyone’s teaching can constantly be improved. Both your cooperating teacher and your coach can be excellent resources to help you improve your teaching and to ensure that your students are learning.

Thank you