teaching with tpack

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Teaching with TPACK Janneke van der Loo Tilburg School of Humanities

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Teaching with TPACK. Janneke van der Loo Tilburg School of Humanities. Dutch for Academic Purposes. 250 bachelor & premaster students CIW Methodology 2 ects 2 papers 1.4 teacher…. 40 bachelor students ACW/RSC/FIL Philosophy of Science 5 ects 2 papers. Dutch for Academic Purposes CIW. - PowerPoint PPT Presentation

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Page 1: Teaching with TPACK

Teaching with TPACK

Janneke van der LooTilburg School of Humanities

Page 2: Teaching with TPACK

Dutch for Academic Purposes

250 bachelor & premaster students CIW

Methodology

2 ects

2 papers

1.4 teacher…

40 bachelor students ACW/RSC/FIL

Philosophy of Science

5 ects

2 papers

Page 3: Teaching with TPACK

Dutch for Academic Purposes CIW

My goals Variation in teaching & learning activities Active participation students Effective feedback for students

Page 4: Teaching with TPACK

Effects of technology on me

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Page 6: Teaching with TPACK

“There is no single technological solution that applies for every teacher, every course, or every view of teaching.”

Mishra & Koehler, 2006

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Technological Pedagogical Content Knowledge Model

by Mishra & Koehler (2006)http://tpack.org

Page 8: Teaching with TPACK

Mishra & Koehler (2006)http://tpack.org

Page 9: Teaching with TPACK

Course set-upActivity Activity

35 Lecture 43 No lecture

36 Lecture 44 Tutorial: group 1 t/m 5

37 Tutorial: group 1 -5 Language test (all groups)

45 Tutorial: group 6 t/m 10

38 Tutorial: group 6 t/m 10 46 Tutorial: group 1 t/m 5

39 Mini-tutorial: all groups 47 Tutorial: group 6 t/m 10

40 Mini-tutorial: all groups 48 Mini-tutorial: all groups

41 Inhaalweek 49 Inhaalweek Language test (all groups)

42 No lecture

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Activities with technology

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Language testActivate students inlectures

E-voting

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Kies het juiste werkwoord.

Uit onderzoek blijkt dat 50% van de studenten gemiddeld 3 keer per week van profielfoto ______.

1 2 3 4

0% 0%0%0%

1. veranderen2. veranderden3. verandert4. veranderd

Page 13: Teaching with TPACK

My findings

+ Change of activity during a lecture > more attention, fun!

+ Clear expectations language test

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Components academic paper

Knowledge transfer

Weblectures

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http://videocollege.uvt.nl/mediasite/Viewer/?peid=d8453546993c48eba7c15388746954241d

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My findings

+ Time, place and pace independent

+ Efficient use of contact hours (the “flipped” classroom)

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Criteria academic paper

Collaborative learningResponsibilityown learning

Wiki

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Page 19: Teaching with TPACK

My findings

+ Students can come up with their own criteria > more ‘acceptance’ on assessment

+ Students have to think explicitly on what is a good paper > more retention

− Individual work on a collaborative assignment

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Specifics of paper dealing with corpus analysis

Peer feedback

GradePeer

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My findings

+ Time, place and pace independent

+ Very user friendly system

+ Individual feedback for students

+ By grading another student, students get more insight in their own answers.

− Limited options in the system

http://uvtapp.uvt.nl/fsw/spits.gradepeer_lib.frmindex

Page 23: Teaching with TPACK

Writing strategies

Reflection

Screencastprogram

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The assignment

What?

Write a position paper

Why?

Insight writing strategies

How?

Think Aloud Protocol

With..?

www.screencastomatic.com / microphone

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My findings

+ Time and place independent

+ Efficient use of contact hours

+ Confrontation with personal strategies on video!

− Some students were hesitant to speak to the computer.

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Offline activities

Page 27: Teaching with TPACK

The assignment

What?

Write a position paper

Why?

Insight writing strategies

How?

Think Aloud Protocol

With..?

An observant (and screencastomatic if you have a laptop!)

Page 28: Teaching with TPACK

My findings

+ Nice buzz in the classroom

+ Teacher present to stimulate hesitant students

+ Immediate discussion on strategies

- Some students found it hard to concentrate

- Observant became ‘partner’

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Peer feedback

Easy to organize

Convenient for planning

Teacher present for questions

Set-up mini-tutorial Form pairs Formulate feedback, based on

checklist (25 min) Discuss feedback student A (5 min) Discuss feedback student B (5 min) General tips & conclusions (10 min)

Page 30: Teaching with TPACK

Peer feedback

My findings

+ Easy to organize

+ Convenient for planning

+ Teacher present for questions

Set-up mini-tutorial Form pairs Formulate feedback, based on

checklist (25 min) Discuss feedback student A (5 min) Discuss feedback student B (5 min) General tips & conclusions (10 min)

Page 31: Teaching with TPACK

TPACK – the game

Make a list of possible technologies and discuss a realistic example of an activity you could use in your teaching.

Technology:…………..? Pedagogy: discussion Content: media literacy (“mediawijsheid”)

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My advice?

Use TPACK

to find out about which elements of the model you already know a lot, and on which elements you can still improve;

to set personal learning objectives and to make conscious decisions on the integration of technology in your teaching.

Page 33: Teaching with TPACK

Questions?

Interesting links:

www.21edingen.nl

http://web2-0eduapp.wikispaces.com/

http://tpack.org