Synthesis of Module B and Module C
When I began reviewing Module B and C I literally saw lines connecting in my head between Pedagogical Content Knowledge and Technological Pedagogical Content Knowledge. Module B focussed on ways we can help students construct their own knowledge. The various methods such as SKI/WISE, Jasper Woodley, Anchored Instruction, LfU and T-GEM help us see a way out of traditional teaching methods. Academia is so steeped in tradition that change seems impossible. We know that sitting students in rows, throwing facts at them by speaking, reading or a video, having them complete paper pencil tasks (preferably in silence) is ineffective and lacks engagement. Rather our classrooms need to be hubs of activity. Learning done in collaboration with others, by looking at problems, gathering information, testing hypotheses and identifying misconceptions. This is the change we must strive for.
The methods discussed in Module B provide a framework on which new types of lessons can be built. They all have their strengths and each is likely better suited to specific subjects and curriculum than others but using any of them is a step in the right direction. Right now the word constructivism is echoing in my head loud and clear. Construct, construct, Construct.
My infographic from Module B still represents how all facets of the TELE’s are linked in my mind.
I used gears to represent content and methodology as they are parts of a whole machine that must work cohesively if the machine is to function at all.
The funnel leads into the active learning and from there sharing and collaborating. In the end, this machine creates collaborative, critical thinking problem solvers.
Module C provided us with a variety of technological tools to take teaching to the next level. For me, it was where the Technology in Technology Pedogagocial Content Knowledge came to life.
There were so many programs and devices that can elevate and enhance our lessons vs just changing them. I realized the importance of kinesthetic awareness in understanding concepts and manipulating data. The value of virtual reality devices and learning experiences and finally the many programs available to us to enhance our STEM classes. The last activity where we combined what we had learned specifically from Module B and C showed me that combining TPCK using TELE’s and specific programs allows us to create units of study for students that will be rewarding and help them become collaborative, critical thinkers and problem solvers that are able to adapt to an ever-changing job market.
Catherine