Week+2


 * Week Two - Monday, May 20 - Sunday, May 26 **


 * This Week's Lesson: ** Technology, Theories, and Teaching


 * Required Readings: ** There are THREE readings to complete this week


 * Required Viewings: ** There is ONE viewing to complete this week


 * This Week's Assignment/What's Due: ** There are FOUR things due this week (NOTE: a couple of these assignments will only take a few minutes to complete)


 * Reflections on Week One **

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**This Week's Lesson** The purpose of this week's lesson is to start building a conceptual framework for thinking about integrating educational technology with school subject matter. The lesson introduces two theoretical frameworks:
 * The first framework, called **Social Construction of Technology theory (or SCOT) **, is a broader sociological theory about technology.
 * <span style="background-color: #ffffff; font-family: Georgia,serif; line-height: 1.5;">The second theory, called **<span style="background-color: #ffffff; font-family: Georgia,serif; line-height: 1.5;">Technological, Pedagogical, and Content Knowledge (or TPACK) **<span style="background-color: #ffffff; font-family: Georgia,serif; line-height: 1.5;">, is more focused on technology and teaching.

<span style="background-color: #ffffff; font-family: Georgia,serif;">Each theory builds a conceptual framework for thinking about the purposes of technology (both in teaching and the larger society). There's information about both theories on the TPACK & SCOT Theories page of our course wiki.

<span style="background-color: #ffffff; font-family: Georgia,serif;">However, before I begin - just a couple of quick thoughts in regards to theory. As educators, I know it can sometimes be tempting to dismiss theory. So much of a teacher's practice is centered on the "here and now" and the "day to day" grind. A teacher thirsts for practical ideas, something that will work for a learner or group of learners in the classroom. And theory seems disconnected from realities of daily classroom life. Yet, like Kurt Lewin is famous for saying, "Nothing is more practical than a good theory." Theory can be helpful in providing a metacognitive lens for understanding. Theory provides the foundation of our practice. So it is by design that we begin these first couple of class sessions developing a strong, conceptual framework based in theory. We need to understand why we do (and think) what we do.

<span style="background-color: #ffffff; font-family: Georgia,serif;">While the majority of this lesson is about TPACK, I start with the Social Construction of Technology or SCOT theory. SCOT theorists believe that a technology’s purpose comes from people and the way they use technology, rather than from the technology itself. Thus, SCOT posits that technology has “no meaningful existence outside the context of use” (Leonardi, 2009, p. 293). SCOT rejects technological determinism, which is the notion that technology (or tools) govern human action. Rather, SCOT holds that it is people who give meanings and purposes to tools and technology. And these meanings and purposes can be negotiated and even changed depending on the context in which a technology is used.
 * <span style="background-color: #ffffff; font-family: Georgia,serif;">SCOT Theory **

<span style="background-color: #ffffff; font-family: Georgia,serif;">SCOT is a useful theory for understanding some of the misconceptions that often arise when it comes to educational technology. To be blunt, there is no magic fairy dust in a computer, tablet, or Smartboard which will help a child learn. School boards and administrators often allocate a lot of money on technology with the hopes that the mere presence of technological hardware might increase learning (which, by the way is an example of technological determinism). Yet, case study after case study (for another example see Larry Cuban's //Oversold and Underused//) reveal that there is almost zero return on such large investments in technological hardware and school computer equipment //without a similar investment in developing teachers' knowledge and skills about using and re-purposing such technology in the context of the classroom//. According to SCOT theory, this makes a lot sense considering that educators are responsible to design (i.e. give purpose), plan, and implement lessons using the technology or computer equipment. If teachers do not know ways of re-purposing such technology, then the technology will most likely remain unused and even ignored.

<span style="background-color: #ffffff; font-family: Georgia,serif;">Technological, pedagogical, and content knowledge (TPACK) theory provides a framework for re-purposing technology. TPACK is a theory for thinking about the funds of knowledge which teachers use in order to design and integrate lessons with technology (see the figure below for a graphic representation of TPACK). The theory was developed by Dr. Punya Mishra and Dr. Matt Koehler, both professors in the College of Education at Michigan State University. According to Mishra and Koehler, Technological Pedagogical Content Knowledge (TPACK) attempts to capture some of the essential qualities of knowledge required by teachers for technology integration in their teaching, while addressing the complex, multifaceted and situated nature of teacher knowledge. At the heart of the TPACK framework, is the complex interplay of three primary forms of knowledge: Content (CK),Pedagogy (PK), and Technology (TK). The TPACK framework builds on Lee Shulman's idea of Pedagogical Content Knowledge. The viewing and readings for this week will help you investigate the TPACK theory. In order to make the most sense about this week's lesson, I advise you to access the materials sequentially as they are listed below. <span style="background-color: #ffffff; font-family: Georgia,serif; font-size: 10pt;">In a nutshell, this is "TPACK" as a visual.
 * <span style="background-color: #ffffff; font-family: Georgia,serif;">TPACK Theory **


 * [[image:te831fs2012/tpack.jpg align="center" link="@http://www.tpck.org/"]] ||

<span style="background-color: #ffffff; font-family: Georgia,serif;">Finally: <span style="background-color: #ffffff; font-family: Georgia,serif;">This leads us to the <span style="background-color: #ffffff; font-family: Georgia,serif; font-size: 10pt;">Tech Tools assignments <span style="background-color: #ffffff; font-family: Georgia,serif;"> for this course (there are two; the first one is due this Sunday). For each of these, you need to "play" (think Koehler and Mishra's word, in conjunction with TPACK) with a tool or technology you want to learn more about, in relation to your work as a teacher (i.e., these tools should be connected to education and the grade level(s)/students you teach or hope to teach). In all three cases, these should be __NEW TO YOU__. Next week, you'll need to spend some time learning about and "playing" with the tools your peers posted about. These can be tablet apps, websites, actual tools (i.e., document cameras, interactive white boards, etc.). In any case, find something new, learn about it and share with your peers. There are two examples on the Tech Tools page, so be sure to check those out first.


 * <span style="background-color: #ffffff; font-family: Georgia,serif;">Required Viewings (there is ONE): **

<span style="background-color: #ffffff; font-family: Georgia,serif; font-size: 10pt;">1. View Mishra and Koehler's (2008) keynote address, "Thinking Creatively: Teachers as Designers of Technology, Pedagogy & Content" presented at the Society for Information Technology and Teacher Education Conference. As you'll see (and hear) from this video, these scholars are both smart and funny and their presentation is definitely a great way to think and learn more about technology, teaching, and TPACK. <span style="background-color: #ffffff; color: #008000; font-family: Georgia,serif; font-size: 10pt;">*Please be aware that it might take a little bit of time to load and buffer before viewing; it's about an hour in length (also fun/entertaining), so please plan your viewing time accordingly.


 * <span style="background-color: #ffffff; font-family: Georgia,serif;">Required Readings (there are THREE): **

<span style="background-color: #ffffff; font-family: Georgia,serif; font-size: 10pt;">1. Read: Koehler, M. & Mishra, P.* (2009). What is Technological Pedagogical Content Knowledge (TPACK)? //Contemporary Issues in Technology and Teacher Education//, 9(1), 60-70. AACE. <span style="background-color: #ffffff; color: #008000; font-family: Georgia,serif; font-size: 10pt;">*This is one of the seminal texts focused on TPACK; as you read it, think about your own sources of knowledge.

<span style="background-color: #ffffff; font-family: Georgia,serif;">2. Harris, J. & Hofer, M.* (2009). . //Learning & Leading with Technology//, 37(2), 22-25. <span style="background-color: #ffffff; color: #008000; font-family: Georgia,serif;">*This article touches on course themes and provides a conceptual overview for thinking about how to integrate technology with school subject matter.

<span style="background-color: #ffffff; font-family: Georgia,serif;">3. Ertmer, P. & Orrtenbreit-Leftwich, A. T.* (2010). Teacher technology change: How knowledge, confidence, beliefs, and culture intersect. //Journal of Research on Technology in Education//, 42(3), 255-284.

<span style="background-color: #ffff00; font-family: Georgia,serif;">Here is the pdf file directly: <span style="background-color: #ffffff; font-family: Georgia,serif;"> <span style="background-color: #ffffff; font-family: Georgia,serif;">If for some reason this pdf still does not work for you, you can access it through the MSU libraries. Also f __<span style="color: #008000; font-family: Georgia,serif; line-height: 1.5;">or this reading, you only need to read up to the second paragraph on page 267 __<span style="background-color: #ffffff; color: #008000; font-family: Georgia,serif; line-height: 1.5;"> (stop before the paragraph on "Teacher Education Implications"). Also, here are a couple of thoughts about the Ertmer and Ottenbreit-Leftwich (2010) reading. As you read, consider your own reactions to these ideas.
 * <span style="background-color: #ffffff; color: #008000; font-family: Georgia,serif;">Ertmer and Ottenbreit-Leftwich cite a number of key pieces of research regarding teaching with technology. On page 261-262 they state: "A number of suggestions for building computer or technology self-efficacy are offered in the literature: giving teachers time to play with the technology (emphasis added, Somekh, 2008); focusing new uses on teachers’ immediate needs (Kanaya, Light, & Culp, 2005; Zhao & Cziko, 2001); starting with small successful experiences (emphasis added, Ottenbreit-Leftwich, 2007); working with knowledgeable peers (Ertmer, Ottenbreit-Leftwich, & York, 2006); providing access to suitable models (Albion, 1999; Ertmer, 2005); and participating in a professional learning community (Putnam & Borko, 2000). In addition, because “innovation and adaptation are costly in terms of the time needed to develop and establish new practices” (Hennessey, Ruthven, & Brindley, 2005, p. 162), we need to assure that teachers are given adequate time to make these desired changes."

<span style="background-color: #ffffff; color: #008000; font-family: Georgia,serif;">NOTE: It is my desire that the content, objectives, and assignments in TE 831 reflect the key findings from the literature cited above. I have intentionally designed TE 831 with a value and emphasis on giving you (and me) time to "play" and experiment with new technologies. I also hope that TE 831 provides a place for you to foster new, professional relationships. From your survey and bio responses, many of you are already doing inventive and creative things with technology, and I encourage everyone throughout the semester to share ideas and support each other in this online environment.


 * <span style="background-color: #ffffff; font-family: Georgia,serif; font-size: 10pt;">Optional Readings (there are TWO): **

<span style="background-color: #ffffff; font-family: Georgia,serif; font-size: 10pt;">1. Check out a 2012 guest post on Larry Cuban's blog (he's written about technology and education for a long time - I follow his blog and enjoy reading what he and others have to say, even if I don't necessarily agree with all of it). I thought this was quite interesting, as it relates to whether or not technology motivates students. GUEST POST: "Are Kids Really Motivated by Technology?" by Bill Ferriter

<span style="background-color: #ffffff; font-family: Georgia,serif;">2. The first *major* article that came out about TPACK (at the time still called "TPCK") was published in 2006, in //Teachers College Record//. If you want to read (or even skim) how Mishra and Koehler framed their ideas initially, this is a terrific resource! Click HERE to access the full article.


 * <span style="background-color: #ffffff; font-family: Georgia,serif; font-size: 10pt;">Optional Resources (focused on TPACK) **

<span style="background-color: #ffffff; font-family: Georgia,serif; font-size: 10pt;">One of the complaints about theory is that it's sometimes hard to see "in action." So, here's a chance for you to see TPACK "in action," so to speak. The first two readings examine how a school district in Colorado (USA) is using TPACK as part of their curriculum planning. These two readings also showcase examples of TPACK. The third piece isn't a reading; rather, it's a link to the "TPACK game," hosted on Dr. Koehler's site. Play around with it for a little bit and see if you can generate some ideas for the "missing pieces."

<span style="background-color: #ffffff; font-family: Georgia,serif; font-size: 10pt;">Mishra, P. (2010). The TPACK game, Littleton version. []

<span style="background-color: #ffffff; font-family: Georgia,serif; font-size: 10pt;">The TPaCK game (2010). Littleton Schools, Littleton, CO.

<span style="background-color: #ffffff; font-family: Georgia,serif; font-size: 10pt;">The TPACK game (Koehler, 2012).


 * <span style="background-color: #ffffff; font-family: Georgia,serif; font-size: 10pt;">This Week's Assignment/What's Due (there are __FOUR__ things): **

<span style="background-color: #ffffff; font-family: Georgia,serif;">1.) **Post/Comment on Discussion Board** - Respond to this week's online discussion group prompts, focused on SCOT and TPACK. **<span style="background-color: #ffffff; color: #ff0000; font-family: Georgia,serif;">Initial posts are due Fri., May 24. ** <span style="background-color: #ffffff; font-family: Georgia,serif;">Read through your peers' posts and then add at least one **<span style="background-color: #ffffff; color: #ff0000; font-family: Georgia,serif;"> follow up comment/response by Sun., May 26 **<span style="background-color: #ffffff; font-family: Georgia,serif;">.

<span style="background-color: #ffffff; font-family: Georgia,serif;">In terms of your responses: one main idea of the 'go-to groups' is to give you a built in set of peers to work with. This means that you can choose to read and respond only to the responses of those peers in your go-to group if it feels too overwhelming to read through the entire class's work each time.

<span style="background-color: #ffffff; font-family: Georgia,serif;">There are two ways to respond: one is to respond directly to the post you've read, in which case I'd ask you to <span style="background-color: #ffffff; font-family: Georgia,serif; line-height: 1.5;">direct your comments to whomever you're responding to (e.g., "Erica, I think your point about....". Another way is to start a new post altogether, in which case I would ask you to identify the post(s) you're referring to "in response to Tim's post, I found myself thinking...." OR "I noticed in several posts, such as Jeff's and Erica's, that .... and thought ...).

For your initial post, please respond to these prompts:
 * **<span style="color: #008000; font-family: Georgia,serif; font-size: 10pt;">What similarities and/or differences do you see between SCOT theory and TPACK? **
 * **<span style="color: #008000; font-family: Georgia,serif; font-size: 10pt;">What questions do you have about the TPACK theory? If given the opportunity, what would you like to ask Punya Mishra and/or Matthew Koehler about TPACK? **
 * **<span style="color: #008000; font-family: Georgia,serif; font-size: 10pt;">What quotes or themes from this week's content connected with you? Anything you need further clarification about or have questions about? **
 * **<span style="color: #008000; font-family: Georgia,serif; font-size: 10pt;">Does TPACK make sense? Does it overstate one knowledge more than another? **
 * **<span style="color: #008000; font-family: Georgia,serif; font-size: 10pt;">Are there other kinds or funds of knowledge which are part of teaching with technology that TPACK neglects? **

<span style="background-color: #ffffff; font-family: Georgia,serif; font-size: 10pt;">Initial discussion posts should be between 200 - 250 words (maximum). Follow up comments/posts are determined by the content, ideas you have to share. I look forward to reading and "listening in to" your discussions this week.

<span style="background-color: #ffffff; font-family: Georgia,serif; font-size: 10pt;">2.) **Sign up for a (free) Skype account** and then add me as a contact (my Skype ID: jeff.bale). If you already have a Skype account, then you only need to add me as a contact. **<span style="background-color: #ffffff; color: #ff0000; font-family: Georgia,serif; font-size: 10pt; line-height: 1.5;">This is due Sun., May 26. **

<span style="background-color: #ffffff; font-family: Georgia,serif; font-size: 10pt;">3.) **Visit the Go to Group page** and add your email and Skype ID information to box provided. **<span style="background-color: #ffffff; color: #ff0000; font-family: Georgia,serif; font-size: 10pt;">This is due Sun., May 26. **

4) <span style="background-color: #ffffff; font-family: Georgia,serif; font-size: 10pt;">**Complete your 1st Tech Tools post.** Be sure that you experiment and "play" (to borrow Koehler and Mishra's term) with the technology before creating your post (and, when you post, follow the directions and examples). One of the purposes of these tech tools assignments is to give you opportunities to try something new in order to identify possible ways you might want to incorporate it into your own teaching/classroom. Another purpose is for you to learn from your peers' experiences and ideas. //Push yourself to try something new and see what happens!// **<span style="background-color: #ffffff; color: #ff0000; font-family: Georgia,serif; font-size: 10pt; line-height: 1.5;">This is due Sun., May 26. **