Monday, May 30, 2011

Time and Distraction reflection



Time and Distraction reflection
  • Reflection on competing needs
Plan to Plan
  • Start the day with a 10 minute planning space
Delegate to technology
  • Use technology effectively to cut out duplication and repetition
Use a variety of memory based approaches
  • Hearing, Text, Visual and Tactile
Enable Planning
  • Learning Planning processes
  • Remove Procratination
  • Self reflect on organisational practices
  • Develop a can do mindset
I Can't Get My Work Done:
  • An  hour per day  of distracted time translates into $10,375 of wasted productivity per person per year, assuming an average salary of $30/hour. 
  • That is more than the average U.S. driver will spend this year to own and maintain a car, according to the Automobile Association of America (AAA). 
  • Toggling between multiple applications/windows/tabs/items on the desktop contributes to the problem of distraction, along with using multiple devices at the same time. 
  • 45% of survey respondents keep at least six items open simultaneously, and 65% report using one to three desktop or mobile devices in addition to their main computer.
From Associated Content: a few active steps you can take to minimize distractions:
  • Know yourself and what distracts you
  • Change your atmosphere if necessary (turn down or up  music, for instance)
  • Limit computer distractions to certain times of day or a certain number of times (such as checking your email 3 xs/day)
  • Don’t take calls unless convenient for you; you can call back
  • Shorten conversations with coworkers
Email Distraction
  • STOP REACTING
  • According to a 2007 study by Loughborough University academic, Thomas Jackson, most of us reply to e-mails immediately - many within six seconds. Then it takes at least a minute to recover our thoughts. Not long after, more e-mails arrive, with more checking, and so on.

Sunday, May 22, 2011

TPACK overview

TPACK overview

SLIDES

TPACK overview
  •     Technology Pedagogy and Content Knowledge by jjfbbennett CC
CPK - The starting point
PK: Shulman, 1987
  • Content Pedagogy Knowledge
  • Shulman  (pre ’87) claimed that teachers subject knowledge and pedagogy were being treated as mutually exclusive domains.
  • Consequence: a focus on either subject matter or pedagogy dominated education.
  • Shulman proposed that effective teaching existed in the overlap of the 2 dichotomies.
PCK: explanation
PCK is the intersection and interaction of pedagogy and content knowledge.
Essential Knowledge & effective teaching

PCK includes
  • Essential knowledge content-based curricula
  • Subject specific concepts, theories & practices
  • Assessment and reporting processes
  • Instructional planning
  • Student's prior knowledge
  • Theories of learning - cognitive, social & developmental
  • Alternative teaching strategies
PCK: Teacher education programs
“Most teacher education programs in Australia have been designed by taking into account PCK.”
Teacher education programs are now considering the role of technology in learning - TPACK



DER: Teacher ICT Capabilities & Pedagogy
Digital Educational Revolution Australia
Teachers make innovative & effective use of ICT in pedagogy

DER - Implementation
Leadership
  • Plan and lead change
  • Deliver digital learning to students in all areas
Infrastructure
  • Learning management systems (Moodle)
  • ePortfolios (Mahara)
Learning Resources
  • Digital education resources (Scootle)
Teacher Capability
  • Harness the resources of the digital revolution
  • Integration of ICT to support changed pedagogies (ELITE AMPeL)
Warning: Technology without Pedagogy
Technology cannot be the driving force
  • Avoid the Mirror Image Syndrome
Avoid ICT replacements without due consideration of the purpose.
  • Think before a lesson becomes a PowerPoint with notes
  • Think before a class discussion becomes a forum
  • Think before a resource becomes a webpage with hyperlinks
Technology without pedagogical and content  application will result in a reductive learning environment.

TPACK: Integrating Technology
TPACK
  • Integrates Technology with Pedagogy & Content Knowledge
Advice:
  • Increased technology for technology sake does not lead to increased student learning.
  • The effectiveness of technology is  dependant  on teaching practices.
  • How you integrate content and pedagogy with technology matters as much as integrating technology with pedagogy and technology.
  • If teachers see content, technology and pedagogy as separate domains - technology will always be just an ineffective add on.
TPACK: Overview
TPACK is an understanding of interactions within the following domains
  • Technology
  • Pedagogy
  • Content
To effectively understand TPACK teachers need to understand  how
Technology Pedagogy and Content works in;
  • Isolation
  • Together
  • and in Context
TPACK example: Story retelling

  • Activity: Retelling a story
  • Setup: Class is divided in groups of 2 - Story is broken up into sections to accommodate the groups
  • Learning Objectives: Reading Comprehension Skills & Oral Speaking Skills
  • Learning Process: Students will read a text, retelling the story using Media Editor and share  the retold story
TPACK: Questions

Questions to ask yourself
  • Which of the domains do you find easiest to work within?
  • Which overlapping domains do you find most difficult to work with?
  • How will you plan your learning environment to include all domains and overlaps.