Integrating TPACK Into Training

I wish I had been aware of TPACK a little earlier in my career. Integrating TPACK into some of my past experiences as an instructor could easily have elevated my presentations to a higher level. They were already dynamic utilizing small group learning exercises, roles plays, games and simulations along with text, PowerPoints and humorous videos.  In the past, I have used white boards and flip-charts for various exercises. I think now I would find a real-time, online collaboration tool projected on a screen and have tablets for each of the small groups to add their input which would immediately display on the projection screen.

Specifically, I would use this for a group presentation project for meeting the requirements of OSHA’s Personal Protective Equipment Standard.  Demonstrating the Hazard Assessment would be enhanced by quickly uploading photos of identified hazards where group members and other groups could then reply with mitigation and protection ideas.  This could be used in a classroom setting or online with partipants in different geographical locations. This would provide a hands on, collaborative effort in which actual hazards are seen visually and discussed from various perspectives with the opportunity for instructor input and correction if needed. In fact, this technique could be used similarly in a root cause analysis for an accident investigation to quickly identify, report and rectify problems.

As I look at the TPACK concept model, I believe I am reasonably balanced in all three areas within my fields of expertise.  I learn quickly so I am able to understand and utilize new technology as it relates to content knowledge.  If I were to identify a weakness, it would likely be TPK.  I am not always confident in the best pedagogical approach with emerging technology, but with the resources and knowledge I have gained from this class I think I can get there.

Waskully Wrabbit

 

How People Learn Online

Portrait of a 21st Century Learner

Reflection # 2 Digital Tools/Learning

In simplest terms, 21st Century learners are connected, curious and adaptable.  They are self learners, researchers and have instant access to information.  They grew up on the internet, post vines and take selfies. Digging a little deeper, they prefer questions rather than answers, participating in group projects, sharing their opinions and working with real world issues.

Addressed a little more formally, we find this information:

Common Core State Standards Initiative list these characteristics as a portrait of a 21st Century Learner:

1. They demonstrate independence

2. They build strong content knowledge

3. They respond to the varying demands of audience, task, purpose, and discipline.

4. They comprehend as well as critique.

5. They value evidence.

6. They use technology and digital media strategically and capably.

7. They come to understand other perspectives and cultures.

For a detailed description — Visit Official Common Core Website

However, we must be careful in defining 21st Century learners.  Often our perceptions are skewed or slanted towards our area of interests of teaching such as grammar, middle or high school students or maybe typical age college students. But, we should also consider non-typical age students like some of us in the Digital Tools/Learning course. With the availability and ease of taking online classes, many “older folks” are returning to school after beginning their careers or as one career ends and they look to start another.

Just because students may be “experienced”, as Jimi would say, they still may identify themselves with all the characteristics listed above.  I certainly consider myself to be a 21st Century learner.  I do question things. I do research ideas and facts outside of assigned parameters. I do utilize technology to access and share information and ideas. I look for opportunities to make a difference. I like working with others and I desire to be a responsible citizen and a good example.

As for relating these characteristics to my Digital Tools/Learning project titled Algebra Stew, the target learners will definitely be 21st Century learners.  They may have differing levels of the traits and skills, but will certainly have had exposure to 21st Century ideas and technology.  It will be upon me as the instructional designer to create a range of tools and concepts that will cover most of the target learners. I plan to use the more experienced and skilled students to help the others along and provide them with leadership roles to keep them engaged. There will be group activities and plenty of hands on opportunities for all skill levels.  We will document and share our creations with various digital tools and applications.  Finally, we will eat the results of our project. Bon Appétit!

 

 

If History Repeats Itself, I Am So Getting A Dinosaur

This amusing anecdote from a foam beer koozie humorously reflects what we have all been taught about learning history and reading great books. It is one of the reasons we study the foundations of education, how it has changed over time and how we adapt as a society. Though education has changed, there are many similarities still. It can also be applied to the digital age and the ever-changing technology we face in everyday life.

Like the age of enlightenment and the industrial revolution, modern technology often builds upon existing foundations and utilizes new approaches and applications. Therefore, it is important to understand the tools of today, how they have progressed over time and try to anticipate how they may change in the future.

Eric Sheninger suggests in his book, Digital Leadership: Changing Paradigms for Changing Times, that school’s leaders need to acknowledge that today’s learners are wired differently as a result of the experiential learning that is taking place out of school and that traditional styles of teaching conflict with the styles of digital learners (Sheninger, 15). Most schools, administrators and faculty try to utilize technology and innovation in the classroom, but Yong Zhao of the University of Oregon says that the missing link is the thoughtful and meaningful application of technology to education (Sheninger, xiv).

According to leaders in the digital world, a systematic approach is needed. From my experience, a principle attends a conference, sees an interesting application of technology, instructs the IT guy to implement it and the teachers begrudgingly apply it in the classroom. In many cases, there is no proper training and support and the idea fails or limps along. Therefore, the cultivation of digital leaders is necessary for schools to keep pace with technology. We need someone with a proper understanding of how digital tools work, follows through with planning and anticipates changes and adapts accordingly.

Reference: Sheninger, Eric C. (2014). Digital Leadership: Changing Paradigms for Changing Times. Thousand Oaks, CA: Corwin.

Introducing Myself

Hello. I am Ron Schaeffer. I was born in Jackson, MS and went to high school in Greenville, Ms. I attended MSU one semester before moving to my current location in western North Carolina.

I have an Associates in Business Administration from a local community college and have worked as a manager in manufacturing, warehouse distribution and food service. I have also worked as an instructor and trainer in occupational safety. The past three years I have been in a support role for a charter school.

I am returning to MSU to complete my bachelor’s degree in Technology Teacher Education. I would like to build upon my experience to teach and prepare young people for careers in technology and business.