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Welcome to the BCS TPACK Toolkit!


“Reproduced by permission of the publisher, © 2012 by tpack.org”

Technological Pedagogical Content Knowledge (TPACK) is a framework that identifies the knowledge teachers need to teach effectively with technology. At the heart of the TPACK framework is the complex interplay of three primary forms of knowledge: Content (CK), Pedagogy (PK), and Technology (TK). In this session participants will apply this framework to K-12 education, identify appropriately aligned resources, develop strategies for evaluating technology integration and explore unique professional learning opportunities.
 * What is TPACK? **

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=[|Dive into TPACK]=

The TPACK Game

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What is your TPACK - Best Technology Fit
Pedagogical Knowledge (PK)

Pedagogical Knowledge is deep knowledge about the processes and practices or methods of teaching and learning and how it encompasses (among other things) overall educational purposes, values and aims. This is a generic form of knowledge that is involved in all issues of student learning, classroom management, lesson plan development and implementation, and student evaluation. It includes knowledge about techniques or methods to be used in the classroom; the nature of the target audience; and strategies for evaluating student understanding. A teacher with deep pedagogical knowledge understands how students construct knowledge and acquire skills; develop habits of mind and positive dispositions towards learning. As such, pedagogical knowledge requires an understanding of cognitive, social and developmental theories of learning and how they apply to students in their classroom.

Teaching Strategies

Content Knowledge (CK)

Content Knowledge is knowledge about the actual subject matter that is to be learned or taught. The content to be covered in high school social studies or algebra is very different from the content to be covered in a graduate course on computer science or art history. Clearly, teachers must know and understand the subjects they teach, including: knowledge of central facts, concepts, theories and procedures within a given field; knowledge of explanatory frameworks that organize and connect ideas; and knowledge of the rules of evidence and proof (Shulman, 1986). Teachers must also understand the nature of knowledge and inquiry in different fields. For example, how is a proof in mathematics different from a historical explanation or a literary interpretation? Teachers who do not have these understandings can misrepresent those subjects to their students (Ball, & McDiarmid, 1990).

Framework for Thinking

Technology Knowledge

Technology knowledge is knowledge about standard technologies such as books and chalk and blackboard, as well as more advanced technologies such as the Internet and digital video. This would involve the skills required to operate particular technologies. In the case of digital technologies this would include knowledge of operating systems, and computer hardware, as well as the ability to use standard set of software tools such as word processors, spreadsheets, browsers, email etc. TK would include knowledge of how to install and remove peripheral devices, install and remove software programs, create and archive documents. Most standard technology workshops and tutorials tend to focus on the acquisition of such skills.

====Read the article from Edutopia and reflect upon successful technology integration. ====

Padlet Guide


__**PrimaryPad **__

Use this as a short-term launching pad for brainstorming collaboration. Students do not need to be in the same classroom to collaborate! Think about creating a group comprised of bio students at both EB and WB to work on a research idea--or both AP US History classes collaborating--or English classes working together to create a publication. If there is a down-side it may be that the notes/ideas will only be held 30 days. Most projects should be able to be completed in that time frame, right? EXAMPLE: You can create a PrimaryPad for free, with a short-term life. There is also a paid Pro version. You simply click the link to create the PrimaryPad and then share the link through email, twitter, Edmodo, etc. Join this PrimaryPad_WBHS_PD and share with the group new ways you might can use PrimaryPad in your classroom and with your subject area. Feel free to also share some other online digital tools you have found helpful in the past or looking forward to using this school year.
 * [|What is PrimaryPad?] **

=__**edu.glogster.com **__= Use this tool to create an online poster. Think of it as design for the not-necessarily-artistic. Less wordy, more visual. Can embed video component and other media into the “poster”. = =

You will need to setup an account, for which there is a free version or paid version available. Your students can also sign in as a student.

Here is an [|introductory video] for more information.

= Noodletools.com = Great tool to guide research projects! It is a for pay site (fee scale based on number of students); for 2000-3000 students the cost is just under $500, or, less than $ 0.20 per student! for all of Bladen County Schools’ middle and high school enrollment. Noodle tools provides a platform for a student to create a very correct works cited list, annotated bibliography, note cards, outline, and be successful doing it. For the teacher, noodletools gives a time stamp for each part of the process in the student side. Students can choose the style/format (MLA, APA, Chicago) they want to use for citation. The program is very up to date so students will have correct format. Offers three levels of citation specificity (beginner, junior, advanced) so we can use it to introduce middle schoolers to proper research methods and writing and by the time they are in 11-12 grades they can be used to doing research closer to collegiate level rigor. For a look at the pros/cons, go to __ https://caryacademy-sti13.wikispaces.com/Noodle+Tools __

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