Discusstion 1 Option 1

Option 1: Respond to at least 5 of the following questions below:
1) How would you describe your teaching experience in terms of pedagogy, content knowledge
expertise? (if applicable)
2) Was technology involved in your past teaching endeavor? If so, how?
Technology was involved in my past teaching due to the expansion and increase of
widely use technology in class; whether it was a laptop, tablet or smart phones. Therefore, one
technology widely used in my past teaching was an application called Kahoot, which can be
accessed through smart phones, laptops or tablets. Kahoot is a technology application where
students can access the link and input a code design by a teacher and input their answers or
response to questions. The application will then accumulate all scores and summarize the scores
of each question answered by students. This allows me to see how well students are aware of the
materials and lead a class discussion for a deeper dive and understanding of the subject topic.
Kahoot was mainly utilized to help initiate a class discussion to see where students level
of understanding stand, and from there explore diverse ways of improving my pedagogy for a
specific subject topic. For example, a class discussion may include what students do not
understand and we can refocus on a specific area or discuss what kind of tools may be best to
fundamentally increase my students learning perspectives.
3) How do you interpret the connections between the teachers knowledge of content,
pedagogy and technology (TPACK) to effective teaching? And how do you relate to those
connections as a (future) teacher?
My interpretations of the connections between the teachers knowledge of TPACK to be

effective in their teaching means there must a deeper understanding of each component to
effectively utilize the TPACK framework successfully. Teachers without deep understandings of
each component will have challenges of orchestrating or coordinating the TPACK effectively.
Hence, teachers must realize when using TPACK framework they must dissect each component
carefully to carry out the full intentions and meaning of each component to have a successful
outcome. TPACK stands for technological pedagogical content knowledge which requires
teachers to acquire sets of skills to produce effective teaching (Harris, Mishra, and Koehler,
2009). Evidentially, teachers must understand pedagogical approaches, demonstrating how
teachers understanding of technology, pedagogy, and content can interact with one another to
produce effective discipline-based teaching with educational technologies (Harris et al., 2009,
p. 398).
Content knowledge (CK) refers to teachers ability and responsibility of teaching a
subject. Teachers are responsible of developing ideas, concepts, organizations, theories, method
of evidence and proof (Harris et al., 2009). This section is critical in carrying out a subject matter
to be successfully taught and ensuring students learning and understanding of the subject.
Teachers are required to be skillful in this component to orchestrate class instruction and
promote students learning including competence and application of learned subject topics.
Pedagogical knowledge refers to teachers knowledge of using appropriate strategies and
approaches to teach students effectively. Moreover, pedagogical knowledge requires an
understanding of cognitive, social, and developmental theories of learning and how they apply to
students in the classroom (Harris et al., 2009, p. 397). It is imperative teachers critically plan
class structure, management, implementation, and techniques (Harris et al., 2009). These will
assist teachers to effectively approach students learning and construct differentiated ways of
assessing students knowledge. The third component of TPACK involves technological
knowledge (TK) which derives from the teachers deep understanding of educational technology.
Teachers have the responsibility of integrating technology into curriculum base teaching when
appropriate. Moreover, understanding technology eventually will necessitate students learning
to a high learning perspective of the content integrated with technology. Lastly, TPACK refers to
the complex relations of technology, pedagogy, and content. The TPACK framework are
multiple interactions among content knowledge, pedagogical knowledge and technological
knowledge. These components are interdependent and coexist to provide effective techniques
that will appropriately advance students learning.
I relate to these connections in many ways, because I want to incorporate educational
technologies in a curriculum base with effective teaching. As I progress in teaching with
technologies it is imperative and necessary to understand the intentions of these components to
have an effective teaching as I use it part of my teaching methods. I can relate to the TPACK
framework by ensuring my content, pedagogy, and technology knowledge of the subject matter
is well understood to create ideas, organize concepts, activities and evidence to teach my class
the materials. In addition, as I construct my class I need to understand the perspectives of my
students to understand what strategies and approaches are appropriate for my learners. Moreover,
technology plays a huge role in education; therefore, I need to be flexible with the outcomes of
coexisting technologies with curriculum-base instruction. Overall, TPACK is a complex
interaction that allows flexibility and coexisting components that are interdependent and
necessitate advance learning experiences for students.
4) What are your opinions about the challenges in measuring TPACK integration in K-12?
5) What does technology integration for the 21st-century learners mean to you?
I believe technology integration for the 21st century learners mean there is going to be
great advantage of a higher learning experience due to the wide availability of technology in
education. Moreover, technology integration can have various beneficial serving as an
educational tool. For example, most schools are moving towards 21st century skills in their
district technology plan and are integrating technology in their curriculum-base instruction. This
means 21st century learners will have the opportunity to learn sets of skills that will advance their
learning and apply it to their future education. Technology integration for 21st century learners is
an excellent method of introducing 21st century skills which includes: digital literacy, critical
thinking, collaborating, communication, media literacy, technology literacy, social skills,
productivity, information literacy and problem-solving skills. These assets of skills can be
acquired with technology integration for 21st century learners that will fundamentally advance
their learning experience.
6) What are the necessary qualities that enable the teachers to use technology as meaningful
pedagogical tools?
The necessary qualities that enable the teachers to use technology as meaningful
pedagogical tools comes from teachers itself. Teachers need to conceptualize and manage how
the use of technologies to facilitate the teaching and learning aspect for students. Teachers must
use technologies not only as an assisting tool but also as a learning tool where students can gain
an alternate method of learning. Moreover, teachers are the one who will understand their
students the best and it is imperative that teachers learn and understand how their students learn
best; this will help teachers to use technology as meaningful pedagogical tools. According to
Ramos (2005), the more teachers know about how students learn, the more they will be able to
employ a variety of teaching strategies-including a wide range of technology-based tools-to
address the learning needs of every student (p. 42).
In addition, teachers need to explore the different programs that educational tools offer to
acknowledge which is the best program or use for class instruction appropriately. In addition,
teachers also need to receive technological support to encourage effective teaching with
technology. Some support offer includes professional development, technical support and
technology plan provided by the district. These supports are ongoing and onsite that will
encourage teachers to use technology as pedagogical tools. According to research, teachers
willingness to use computers is influenced by the availability of professional development
opportunities and on-site help (Ramos, 2005, p. 41). In addition, receiving technical support
will increase teachers ability to facilitate technology as meaningful pedagogical tools. Ertmer
and Otterbreit-Leftwich (2010) stated that teachers need to understand how to use technology to
facilitate meaningful learning, which enables students to construct deep and connected
knowledge, which can be applied to real situations (p. 256). All of factors stated above are
necessary qualities that enable teachers to use technology as meaningful pedagogical tools.
7) What are the potentials for technology to enable student-centered learning?

The potentials for technology to enable student-centered learning is self-regulating.
According to Mills and Tincher (2003), the potential for technology to help students construct
meaning for themselves based on learning activities where they are presented with opportunities
to perform and learn in multiple modalities and across multiple domains (p. 384). Students are
supplementing their learning through technologies by pacing their learning to their own meaning
and understanding. Students ability to control their own learning serve as the best service for
student-centered learning. For example, instead of waiting for a teacher to give answers; the
student can approach the problem by utilizing technology to surf for possible answers and
critically analyze the best answer. This process allows the student to self-direct and critically
solve a problem. Overall, technology enables student-centered learning by promoting self-
regulating their learning.
References
Ertmer, A., Peggy. Ottenbreit-Leftwich T., Anne. 2010. Teacher Technology Change: How
Knowledge, Confidence, Beliefs, and Culture Intersect.
Harris, Judith. Koehler, Matthew. Mishra, Punya. 2009. Teacher Technological Pedagogical
Content Knowledge and Learning Activity Types: Curriculum-based Technology Integration
Reframed.
Hernandez-Ramos, Pedro. 2005. If Not Here, Where? Understanding Teachers Use of
Technology in Silicon Valley Schools.
Koehler, J. Matthew. Mishra, Punya. Kereluik, Kristen. Shin, S., Tae. Graham, R., Charles.
2014. The Technological Pedagogical Content Knowledge Framework.
Mills C., Steven. Tincher C., Robert. 2003. Be the Technology: A Developmental Model for
Evaluating Technology Integration.

Discusstion 1 Option 1

Uploaded by

Copyright:

Available Formats

Discusstion 1 Option 1

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Discusstion 1 Option 1

Uploaded by

Copyright:

Available Formats

Option 1: Respond to at least 5 of the following questions below:

2) Was technology involved in your past teaching endeavor? If so, how?

My interpretations of the connections between the teachers knowledge of TPACK to be

7) What are the potentials for technology to enable student-centered learning?

You might also like