{"id":2741,"date":"2017-06-12T12:47:26","date_gmt":"2017-06-12T19:47:26","guid":{"rendered":"https:\/\/blogs.ubc.ca\/stem2017\/?p=2741"},"modified":"2017-06-12T12:47:26","modified_gmt":"2017-06-12T19:47:26","slug":"making-the-curriculum-engaging","status":"publish","type":"post","link":"https:\/\/blogs.ubc.ca\/stem2017\/2017\/06\/12\/making-the-curriculum-engaging\/","title":{"rendered":"Making the curriculum engaging&#8230;"},"content":{"rendered":"<p><span style=\"font-weight: 400\">TPACK is a framework for online learning that has three distinct areas: Technological Knowledge, Pedagogical Knowledge and Content Knowledge.<\/span><\/p>\n<p><i><span style=\"font-weight: 400\">Pedagogical Content Knowledge<\/span><\/i><span style=\"font-weight: 400\"> (PCK) relates to the pedagogical strategies we use to teach our course content. This area is created with the intersection of Content Knowledge (this is what we are teaching) and Pedagogical knowledge (method we use to teach the content). \u00a0Content knowledge is generally acquired through undergraduate studies in a subject area or professional development. \u00a0Examples of Technological knowledge can be things such as video services such as YouTube and Khan Academy, or laptops and projectors, cameras, Google Apps for Education (Docs, Sheets, Classroom) to name a few. \u00a0Further, Pedagogical knowledge can be using methods such as direct instruction, inquiry, or project based learning etc.<\/span><\/p>\n<p><span style=\"font-weight: 400\">Technological Content Knowledge (TCK) is knowing which type of technology will be most well suited to deliver the content to our students. \u00a0<\/span><\/p>\n<p><span style=\"font-weight: 400\">When these three areas overlap, we are left with TPACK: the idea that we can use technology to aid in our pedagogical approach to teaching the content to our students. <\/span><\/p>\n<p><span style=\"font-weight: 400\">An example of how I use PCK in my practice is in my Marketing 11 class. \u00a0Students need to be proficient in the concept of a target market. \u00a0My current class is made up of individuals who are all very interested in fast, expensive cars and so I found this to be a great opportunity to explore the course content. \u00a0Students often think that just because they purchase something, they are automatically the target market for that product. \u00a0For example, a couple of the students own new, full size trucks and through classroom discussion thought that Ford and Dodge were actively advertising to them. \u00a0Through different exercises (classroom discussions, extensive print and video ad analysis) we were able to learn about target markets; the hope with choosing vehicles was so that students could interact with the content, reflect on their own biases and opinions and construct new knowledge leading to deeper learning.<\/span><\/p>\n<p><span style=\"font-weight: 400\">References:<\/span><\/p>\n<p><span style=\"font-weight: 400\">Mishra, P., &amp; Koehler, M. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. The Teachers College Record, 108(6), 1017-1054<\/span><\/p>\n","protected":false},"excerpt":{"rendered":"<p>TPACK is a framework for online learning that has three distinct areas: Technological Knowledge, Pedagogical Knowledge and Content Knowledge. Pedagogical Content Knowledge (PCK) relates to the pedagogical strategies we use to teach our course content. This area is created with the intersection of Content Knowledge (this is what we are teaching) and Pedagogical knowledge (method [&hellip;]<\/p>\n","protected":false},"author":44977,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[1669398],"tags":[],"class_list":["post-2741","post","type-post","status-publish","format-standard","hentry","category-b-pck"],"_links":{"self":[{"href":"https:\/\/blogs.ubc.ca\/stem2017\/wp-json\/wp\/v2\/posts\/2741","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blogs.ubc.ca\/stem2017\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/blogs.ubc.ca\/stem2017\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/blogs.ubc.ca\/stem2017\/wp-json\/wp\/v2\/users\/44977"}],"replies":[{"embeddable":true,"href":"https:\/\/blogs.ubc.ca\/stem2017\/wp-json\/wp\/v2\/comments?post=2741"}],"version-history":[{"count":1,"href":"https:\/\/blogs.ubc.ca\/stem2017\/wp-json\/wp\/v2\/posts\/2741\/revisions"}],"predecessor-version":[{"id":2742,"href":"https:\/\/blogs.ubc.ca\/stem2017\/wp-json\/wp\/v2\/posts\/2741\/revisions\/2742"}],"wp:attachment":[{"href":"https:\/\/blogs.ubc.ca\/stem2017\/wp-json\/wp\/v2\/media?parent=2741"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/blogs.ubc.ca\/stem2017\/wp-json\/wp\/v2\/categories?post=2741"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/blogs.ubc.ca\/stem2017\/wp-json\/wp\/v2\/tags?post=2741"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}