Sean Nash over at Nashworld asked me to guest blog for this week while he is out with his students doing some really cool stuff.
Here is a link to my posting: A TPACK video mashup!.
I end the post with a couple of videos, one a commercial and the other my mashup response to it. You can see the videos in context on Nashworld or just see them in isolation here. It does make sense to see them in the sequence below.
Enjoy.
A few randomly selected blog posts…
My friend Teresa Foulger at Arizona State University informed me about the fact that the journal LEARNing Landscapes has a special issue on creativity. I had not heard of the journal before and I was pleasantly surprised by the articles in this special issue....
Those who cannot remember the past are condemned to repeat it. — George Santayana (1905, p. 284) The Atlantic has an article titled "Why tech still hasn't solved education's problems" focusing on the failed promise of MOOCs and asks the question Why has the promised...
I have been a huge fan of Don Norman ever since I first ran into his book on the Psychology of Everyday Things (which he later renamed as The Design of Everyday Things, and the story behind that name change is worth reading as an excellent example of design). Don...
I started working at Michigan State University on the 15th of August, 1998. Today exactly 18 years later I bid MSU farewell to take up a new position as Associate Dean of Scholarship at the Mary Lou Fulton Teachers College at Arizona State University. These last 18...
The economist and thinker Andrew Scott once said something that blew me away. He said that: The 20th century created the idea of teenagers and retirement. I had never considered that the idea of teenagers and retirement was a 20th century idea. These seemed to...
Political debates are heavily analyzed - by pundits and laypeople alike. I had my own minor visual contribution to this discourse through this WordMap/Cloud of the third and final debate between McCain and Obama . Such wordmaps are fun to create and see but are not...
I am extremely proud of what we do as a part of our Master's in Ed Tech (MAET) program. It is a unique program and over the years we have worked hard to make it a multi-faceted and unique experience for your students. Over the next few weeks I (with some help from...
A while ago I blogged about a column by David Brooks in the NYTimes (Flipping the Tech & Ed equation). Brooks described research by Goldin and Katz indicating a "race between technology and education" based on the idea that technology is (by its very nature) skill...
Re-Public: re•imagining democracy, an online journal focusing on innovative developments in contemporary political theory and practice, has a special issue devoted to Distributed Creativity and Design. This may be a useful resource for my Learning technology by design...
I really enjoyed your New Year’s stop motion video. Our students really enjoy this technology in many of their classrooms and after school activities.
Yes, I was thinking of that too last week. However, my schedule has been really tight these few weeks due to assignments, work and other commitments so I have not had the opportunity to get started. In fact, my posting in your blog was the first time I wrote about it. 🙂 Thanks for your feedback!
Judy, it seems to me that you have a great nugget of an idea in your previous post. Would you be willing to write that up (nothing very long) but something that provides more details into how the including the game “forced me to re-examine my pedagogy; in the end I adopted an approach which was the complete opposite to what I did in the past.”
In fact I think this could be an essay that you could actually publish somewhere. What do you think?
Thanks for our reply and for the interest, Prof Mishra. The research I have done so far on game-based learning focused on student learning and I have yet to start studying it from the perspective of teacher learning. I hope to be able to do more in this area in future and see TPCK as a potential analytical lens. Thanks!
Judy, thanks for the note. Please feel free to share any of the resources on my site with your trainee teachers.
I love the example you provide of the 3-D game and how its inclusion “pushed” you towards changing your practice. I would love to find out more about this. Have you written this up anywhere? Or are there any even internal documents, syllabi etc, that you would be willing to share. This has a lot to do with how a technology becomes an educational technology (something I have blogged about off and on). So let me know if you have anything to share with me to let me know more about this process.
And of course, feel free to email me anytime….
thanks
Dear Prof Mishra,
Thank you so very much for dropping by my blog and leaving your comments! I’ve been reading on TPACK and grappling with many questions so I am really encouraged to have the honour of having a key architect of TPACK dropping by to share a kind comment. Thanks so much for pointing me to your blog entries related to the transformative view of TPACK. The videos are vivid and serve to perturb our conceptions of TPACK. I hope to be able to share your entry and videos with my trainee teachers the next semester when I teach an ICT course.
Just this morning, I was thinking about the transformations I went through while designing a game-based learning module that supports the learning of physics through inquiry practices using a 3D game. In the process, I had to learn how to design a learning experience that scaffolds students’ learning as they interact with phenomena in the 3D game environment. Before the project, I was of the view that as a teacher, I needed to present my students with very clear explanations of the physics concepts and help them build their understanding as they move from more fundamental to more advanced concepts. The introduction of the 3D game forced me to re-examine my pedagogy; in the end I adopted an approach which was the complete opposite to what I did in the past – present the students with a complex scenario that requires an understanding of range of different Physics concepts (and which may potentially confuse and frustrate the learners along the way) AND scaffold their learning through the use of socio-material resources. I saw shifts in my content knowledge as well as I gained a better understanding of the nature of science e.g. value-ladenness of observations, social nature of science etc. I’m mulling over how the TPACK framework may be used to study such transformations. I hope to be able to help fellow teachers tease out transformations they have experienced.
May I send you an email if I have questions about certain aspects of TPACK I read in your papers that I need clarifications in? Thank you, once again!
Sincerely,
Judy Lee
Evrim, thanks for your note. I love the example from Second Life. Wow! Do you have any sources I could reference/cite regarding this… I would love to see any paper / report you can share. Thanks in advance.
Great mashup video! I also read your post at Nashworld…this is something we have been talking about the use of second life in education. Generally what we see is the exact replication of lecture type classes in second life. Teacher talks, students listen, same scenario with exactly the same classroom walls around…only now people are represented by some fancy avatars. Does it make any difference or is it something innovative? That’s questionable. Here is what you wrote three years ago and I think it absolutely make sense here: “It requires the teacher to engage with the affordances and constraints of particular technologies in order to creatively repurpose these technologies to meet specific pedagogical goals of specific content areas” (Mishra & Koehler, 2006). Thinking about the affordances of second life, I see many creative ways to use it in variety of educational contexts. We just need to pull ourselves away from our earlier conventions and that requires TPACK (!). I love when I end my posts with TPACK 🙂