{"id":4938,"date":"2018-02-03T20:27:42","date_gmt":"2018-02-04T03:27:42","guid":{"rendered":"https:\/\/blogs.ubc.ca\/stem2018\/?p=4938"},"modified":"2018-02-03T20:27:42","modified_gmt":"2018-02-04T03:27:42","slug":"tpack-stem","status":"publish","type":"post","link":"https:\/\/blogs.ubc.ca\/stem2018\/2018\/02\/03\/tpack-stem\/","title":{"rendered":"TPACK & STEM"},"content":{"rendered":"

The construction and necessity of knowledge is one of the most\u00a0compelling\u00a0issues in education today, in my opinion.\u00a0 What knowledge do we need to have?\u00a0 How much time should we devote or focus on knowledge versus skill development?\u00a0 Is knowledge synonymous with\u00a0information?\u00a0 Do we have a universal understanding of knowledge?\u00a0 The rate at which information changes and the fluidity of knowledge has left structures and\u00a0institutions\u00a0burnt out and feeling disconnected in their attempts to maintain the interplay among knowledge in the TPACK (2006) framework.\u00a0Yet still, the TPACK framework finds relevance among the halls and walls of 21st<\/span>\u00a0century schools.\u00a0\u00a0\u00a0<\/span><\/p>\n

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Since this was not my first experience with the TPACK framework, I decided to refer to some additional resources.\u00a0 I came across a website and post by Matthew Koehler (2012).\u00a0 There he writes that “Effective technology integration for pedagogy around specific subject matter requires developing sensitivity to the dynamic, transactional relationship between these components of knowledge situated in unique contexts” (Koehler, 2012).\u00a0 This reminded me there are specific skills related to reading in each subject area that we must teach.\u00a0 I was involved in a provincial pilot project to implement Reading Apprenticeship, (https:\/\/readingapprenticeship.org\/)\u00a0which specifically teaches reading in content areas.\u00a0 Specifically, there are reading strategies and skills that scientists or mathematicians have and need to develop in order to be successful.\u00a0 Similar to this, the TPACK framework explains that there are technological content area requirements that teachers need to\u00a0attune\u00a0to in order to meet students’ needs.\u00a0<\/span><\/p>\n

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Last year, a group of grade five and six students and I submitted an application to the Samsung Solve for Tomorrow challenge.\u00a0 It required the students to select a problem in their community and use STEM to solve it.\u00a0 After I submitted our application in the first round, we were 1 of 150 finalist in Canada who had the opportunity to turn our plan into actions!\u00a0 We also won some Samsung technology to help us out.\u00a0 My group of eight students attempted to build a dual garbage and recycling bin prototype to post in our school yard to clean up the litter.\u00a0 They also made a website to spread the message about cleaning up the environment.\u00a0\u00a0\u00a0<\/span><\/p>\n

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I think this experience would have been better if I had used the TPACK framework more effectively and thought more about how scientists use the tools and technology to combine it with pedagogy.\u00a0 We didn’t think enough about how someone in a STEM field might build a garbage can; what materials would they use?\u00a0 How would they test it?\u00a0 What tools would they use?\u00a0 It is a good opportunity for me to reflect on how to improve my learning and teaching to enhance\u00a0that of my students’.\u00a0\u00a0\u00a0<\/span><\/p>\n

\u00a0<\/span><\/p>\n

Koehler, M. (2012).\u00a0TPACK Explained<\/i>.\u00a0TPACK.ORG<\/i>. Retrieved 3 February 2018, from\u00a0http:\/\/matt-koehler.com\/tpack2\/tpack-explained\/<\/a>\u00a0<\/span><\/p>\n

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MISHRA, P., & KOEHLER, M. (2006). Technological Pedagogical Content Knowledge: A Framework for Teacher Knowledge.\u00a0Teachers College Record<\/i>,\u00a0108<\/i>(6), 1017-1054.\u00a0http:\/\/dx.doi.org\/10.1111\/j.1467-9620.2006.00684.x<\/a>\u00a0\u00a0<\/span><\/p>\n","protected":false},"excerpt":{"rendered":"

The construction and necessity of knowledge is one of the most\u00a0compelling\u00a0issues in education today, in my opinion.\u00a0 What knowledge do we need to have?\u00a0 How much time should we devote or focus on knowledge versus skill development?\u00a0 Is knowledge synonymous with\u00a0information?\u00a0 Do we have a universal understanding of knowledge?\u00a0 The rate at which information changes […]<\/p>\n","protected":false},"author":31999,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[1669398],"tags":[],"class_list":["post-4938","post","type-post","status-publish","format-standard","hentry","category-b-pck"],"_links":{"self":[{"href":"https:\/\/blogs.ubc.ca\/stem2018\/wp-json\/wp\/v2\/posts\/4938","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blogs.ubc.ca\/stem2018\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/blogs.ubc.ca\/stem2018\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/blogs.ubc.ca\/stem2018\/wp-json\/wp\/v2\/users\/31999"}],"replies":[{"embeddable":true,"href":"https:\/\/blogs.ubc.ca\/stem2018\/wp-json\/wp\/v2\/comments?post=4938"}],"version-history":[{"count":1,"href":"https:\/\/blogs.ubc.ca\/stem2018\/wp-json\/wp\/v2\/posts\/4938\/revisions"}],"predecessor-version":[{"id":4939,"href":"https:\/\/blogs.ubc.ca\/stem2018\/wp-json\/wp\/v2\/posts\/4938\/revisions\/4939"}],"wp:attachment":[{"href":"https:\/\/blogs.ubc.ca\/stem2018\/wp-json\/wp\/v2\/media?parent=4938"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/blogs.ubc.ca\/stem2018\/wp-json\/wp\/v2\/categories?post=4938"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/blogs.ubc.ca\/stem2018\/wp-json\/wp\/v2\/tags?post=4938"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}