DAY 2
Making
Sense of Recent Advances in the Technological Pedagogical Content Knowledge
(TPACK) Framework
The Technological Pedagogical Content
Knowledge (TPACK) Framework describes the kinds of knowledge needed by teachers
in order to use technology in order to support student learning. In this
presentation, I emphasize new horizons related to the TPACK framework and how
TPACK has been adapted by researchers and teacher educators around the world
for different content areas, contexts, and purposes. I emphasize how Teachers
of English as a Foreign Language can consider TPACK when they plan and enact
lessons in order to expand opportunities for all students to learn with
technology. This presentation will be of interest to teachers, teacher
educators, and researchers interested in recent advances related to TPACK.
Speaker: Joshua
Rosenberg
University
of Tennessee
ICT
and Education in the XXI Century
ICT (information and communication
technologies) has had an immense impact in education since its inception. The
question that remains today is how the new trends in ICT will affect both the
students and the teachers (Ritter, 2001). With a tool as powerful as ICT we
must take into account the principle players, students, teachers, and
institutions, and the roles they assume keeping in mind their limitations and
responsibilities. For ICT to have success, a synergistic effort needs to be
implemented among the three players, without this united front the drawbacks of
ICT become readily apparent in the shortcomings we have had applying new
technologies in education. Today’s students are inundated by a world of ever
increasing information and their abilities to learn material given by the
teacher through rote memorization has become almost futile and demotivating .
This led to a sea change in teaching ESL where the students are the creators
and control their own learning (Naqvi & Mahrooqi, 2016). This paradigm
change was helped by ICT tools. The educator’s role changed along with the
introduction of ICT into the classroom. Although not every previous aspect
needed to be discarded, the teacher now needs to be a filter not only of
contents but, also, for the broad spectrum of ICT utilized in their classrooms
(Malagón & Pérez, 2017). Care has to be applied to maintain interest of the
students in the subject matter through use of ICT meanwhile achieving the goals
of the course (Kenning, 2007). It is no longer enough to manage old fashioned
didactic techniques, but they do not have to be discarded either. Intrinsic
skills of a good teacher are still needed and can be engaged, especially, in
the relationship with the presiding institution.
Speaker: Kevin
Rams
La
Uemprende - UTN
New
digital resources for teachers
Wondering what online resources are out
there, but not sure where to start? Do you feel that your ESL classes could use
a little help in keeping up with the continuous change in technology? This
table discussion will provide you with the ins and outs of the latest
interactive technology and how it can be customized and branded to your class
and professional needs. Be prepared to learn and to share as well, because as
educators we are always learning!
Speaker: Patrick
Maestas
Auburn
Global
Understanding
and Applying TPACK in ESL: Contexts and Possibilities
During the last three decades we have seen
rapid changes in our society that affect our daily patterns of life (e.g.,
communications, medical advances). These changes are accompanied by
transformations in language and how meaning is conveyed. As a result, we are
challenged to keep current our own education and knowledge base generating the
need for new sets of skills and dispositions. This presentation aims to promote
dialogue to advance our current understanding of the types of knowledge ESL and
world languages teachers (WLTs) need to attain in order to integrate technology
into the curriculum in thoughtful and pedagogically sound ways. Shulman’s
(1987) concepts of Content Knowledge (CK) and Pedagogical Content Knowledge
(PCK), Mishra & Koehler’s (2006) concept of Technological Pedagogical
Content Knowledge (TPACK), van Olphen’s (2008) application of TPACK to WLTs
education, and Harris, Hofer, Blanchard, Young, Grandgenett, & van Olphen
(2010) LATs are used as springboards to frame this discussion as well as to
propel it. The TPACK framework is a complex form of knowledge that is situated
and results from the intersections and dynamic relationships that exist among
PCK, Technological Content Knowledge (TCK), and Technological Pedagogical
Knowledge (TPK). On the other hand, the LATs taxonomies provide a practical and
systematic model to design lesson plans that integrate technology considering
instructional planning and pedagogy as central pieces. Teachers who are
committed to meaningful integration of technology can rely on the LATs approach
as a strategy to apply and develop their TPACK. Finally, it is important to
acknowledge that integrating technology in meaningful and principled ways is a
balancing act. Within this balancing act, thorough instructional planning and
careful consideration of the specific contexts in which teachers carry their
duties are critical to the success of students’ learning.
Speaker: Marcela Van
Olphen
Saint
Leo University
Strategic
Competence, Beyond Common Sense
Abstract: As language learners and
educators work on selecting and producing material that is both authentic and
useful, the ability to overcome communication breakdowns becomes a fundamental
strategy in the classroom. The audience of this presentation will have the opportunity
to see some models to develop strategic competence. Proposal: In this
presentation, transmedia storytelling will be used as a mechanism to improve
communication skills. Several apps that use transmedia will be presented under
the perspective of what a XXI century classroom needs to have. The benefits of
using apps will also be seen, such as the fact that storytelling could be
extended outside of the classroom. In order for learners to face language
challenges under authentic situations and be able to overcome them, teachers
need to cultivate strategic competence in the classroom. The ability to
overcome difficulties when communicating is a true sign that EFL learners are
authentically and autonomously producing language, which is the core of this competence.
Speaker: Andrés
Paredes
CEC-EPN
An
instructional Design Model for application in a Distance Mode English Language
Program
This model aimed at organizing English
Language resources with focus on desired end results as goals for six online courses
in a distance modality, with the objective to articulate learners’
understanding and skills. On the one hand, the research regarded a primary
stage of data collection through a pre-test applied to 313 students through
which levels of knowledge were defined in order to distribute content units.
Once having identified the immediate needs of learners and program
requirements, a backwards design process helped to outline material,
activities, evaluation among other characteristics of the proposal. Thus, two
versions of courses were taken into consideration, regular ones with extended
dosing throughout two terms, and intensive courses with similar criteria but in
a shorter period. During the initial phase of the project, Moodle resources
empowered the instructional design by means of interactive tools to emphasize
synchronous tutoring and teacher-learners interaction. Regulations and
standards took a main role for designers as they were key to establish
necessary contents that could foster practical relevance in each section of the
virtual environment. In the end, the compliance of the different courses
provided information that matched post-test results, and together came to be
part of detailed analysis in contrast to preliminary averages. In addition, model
features were compared with traditional course design and tutoring to value
effectiveness and advantages in class preparation and students´ motivation.
Data presented improvement on students’ final grades and better performance of
teachers due to the quality of assignments which avoided time consuming tasks
when grading. These highlights permitted to conclude that a good combination of
technology and pedagogy with a specific subject engages and benefits online
learners. Key words: backwards design, distance modality, English Language,
Moodle resources.
Speaker: Diego
López
Universidad
Indoamérica
Educational
Implications, research and learning environments
So, what does TPACK really mean for us,
teachers, in the era of technology as a means of ubiquitous education?
Theoretically, the framework at hand allows us to assess a very intrinsic type
of knowledge, but there are – or should be – deeper implications to what
technology “is used for”. It is in practice where we are to apply a new
teaching pedagogy that centres its attention to everybody being a
student-teacher. These intricate premises will be discussed and, hopefully,
create a debate with plenty of food for thought.
Speaker: Stalyn
Alejandro Ávila Herrera
Universidad
Indoamérica
The
future of Assessment in the age of AI and big data
Abstract: Assessment of language
competence has been and always will be tied to the way language is taught and
used, and as such has evolved since the late 19th century. From grammar
translation and its focus on grammar rules and vocabulary, to the communicative
approach with its understanding of language as communication through speech
acts, we will look at how language assessment has responded to the different
principles and practices while it developed as a discipline. The session will
put a special focus on how information technology, big data, corpus analysis
and artificial intelligence are redefining the possibilities of language
assessment. Aspects covered include the role of computers as potential graders
of speaking and writing, the role of language data bases, the new kinds of
tasks which are enabled through the use of computers, and the potential for new
forms of assessment through videogames.
Speaker: Pablo
Toledo
Cambridge
Making
Sense of Recent Advances in the Technological Pedagogical Content Knowledge
(TPACK) Framework
The Technological Pedagogical Content
Knowledge (TPACK) Framework describes the kinds of knowledge needed by teachers
in order to use technology in order to support student learning. In this
presentation, I emphasize new horizons related to the TPACK framework and how
TPACK has been adapted by researchers and teacher educators around the world
for different content areas, contexts, and purposes. I emphasize how Teachers
of English as a Foreign Language can consider TPACK when they plan and enact
lessons in order to expand opportunities for all students to learn with
technology. This presentation will be of interest to teachers, teacher
educators, and researchers interested in recent advances related to TPACK.
Spaker: Joshua
Rosenberg
University
of Tennessee
ICT
and Education in the XXI Century
ICT (information and communication
technologies) has had an immense impact in education since its inception. The
question that remains today is how the new trends in ICT will affect both the
students and the teachers (Ritter, 2001). With a tool as powerful as ICT we
must take into account the principle players, students, teachers, and
institutions, and the roles they assume keeping in mind their limitations and
responsibilities. For ICT to have success, a synergistic effort needs to be
implemented among the three players, without this united front the drawbacks of
ICT become readily apparent in the shortcomings we have had applying new
technologies in education. Today’s students are inundated by a world of ever
increasing information and their abilities to learn material given by the
teacher through rote memorization has become almost futile and demotivating .
This led to a sea change in teaching ESL where the students are the creators
and control their own learning (Naqvi & Mahrooqi, 2016). This paradigm
change was helped by ICT tools. The educator’s role changed along with the
introduction of ICT into the classroom. Although not every previous aspect
needed to be discarded, the teacher now needs to be a filter not only of
contents but, also, for the broad spectrum of ICT utilized in their classrooms
(Malagón & Pérez, 2017). Care has to be applied to maintain interest of the
students in the subject matter through use of ICT meanwhile achieving the goals
of the course (Kenning, 2007). It is no longer enough to manage old fashioned
didactic techniques, but they do not have to be discarded either. Intrinsic
skills of a good teacher are still needed and can be engaged, especially, in the
relationship with the presiding institution.
Speaker: Kevin
Rams
La
Uemprende - UTN
New
digital resources for teachers
Wondering what online resources are out
there, but not sure where to start? Do you feel that your ESL classes could use
a little help in keeping up with the continuous change in technology? This
table discussion will provide you with the ins and outs of the latest
interactive technology and how it can be customized and branded to your class
and professional needs. Be prepared to learn and to share as well, because as
educators we are always learning!
Speaker: Patrick
Maestas
Auburn
Global
Understanding and Applying TPACK in ESL:
Contexts and Possibilities
|
During the last three decades we have seen rapid
changes in our society that affect our daily patterns of life (e.g.,
communications, medical advances). These changes are accompanied by
transformations in language and how meaning is conveyed. As a result, we are
challenged to keep current our own education and knowledge base generating
the need for new sets of skills and dispositions.
This presentation aims to promote dialogue to
advance our current understanding of the types of knowledge ESL and world
languages teachers (WLTs) need to attain in order to integrate technology
into the curriculum in thoughtful and pedagogically sound ways. Shulman’s
(1987) concepts of Content Knowledge (CK) and Pedagogical Content Knowledge
(PCK), Mishra & Koehler’s (2006) concept of Technological Pedagogical
Content Knowledge (TPACK), van Olphen’s (2008) application of TPACK to WLTs
education, and Harris, Hofer, Blanchard, Young, Grandgenett, & van Olphen
(2010) LATs are used as springboards to frame this discussion as well as to
propel it. The TPACK framework is a complex form of knowledge that is
situated and results from the intersections and dynamic relationships that
exist among PCK, Technological Content Knowledge (TCK), and Technological
Pedagogical Knowledge (TPK). On the other hand, the LATs taxonomies provide a
practical and systematic model to design lesson plans that integrate
technology considering instructional planning and pedagogy as central pieces.
Teachers who are committed to meaningful integration of technology can rely
on the LATs approach as a strategy to apply and develop their TPACK.
Finally, it is important to acknowledge that
integrating technology in meaningful and principled ways is a balancing act.
Within this balancing act, thorough instructional planning and careful
consideration of the specific contexts in which teachers carry their duties
are critical to the success of students’ learning.
|
Speaker: Marcela Van
Olphen
Saint
Leo University
Strategic Competence, Beyond Common Sense
|
Abstract:
As language learners and educators work on selecting
and producing material that is both authentic and useful, the ability to
overcome communication breakdowns becomes a fundamental strategy in the
classroom. The audience of this presentation will have the opportunity to see
some models to develop strategic competence.
Proposal:
In this presentation, transmedia storytelling will
be used as a mechanism to improve communication skills. Several apps
that use transmedia will be presented under the perspective of what a XXI
century classroom needs to have. The benefits of using apps will also be
seen, such as the fact that storytelling could be extended outside of the
classroom.
In order for learners to face language challenges
under authentic situations and be able to overcome them, teachers need to
cultivate strategic competence in the classroom.
The ability to overcome difficulties when
communicating is a true sign that EFL learners are authentically and
autonomously producing language, which is the core of this competence.
|
|
Speaker:
Diego López
Universidad
Indoamérica
|
||||||||
|
Strategies to apply TPACK model
|
|
Technology has permeated all aspects of our lives,
and that has extended into the classroom as well. It has made access to
education more readily available, and as such, it is important that schools
and educators adapt to changes in technology and implement them at school and
in the classroom.
Teaching takes place in a dynamic setting, which
requires the instructor to constantly shift and evolve (Leinhardt &
Greeno, 1986). Thus, effective teaching depends on flexible access to rich,
well-organized and integrated knowledge from different domains (Glaser, 1984;
Putnam & Borko, 2000; Shulman, 1986, 1987), including knowledge of
student thinking and learning, knowledge of subject matter, and increasingly,
knowledge of technology. Instructors must remember that there is no best way
to integrate technology into the classroom; rather, integration efforts
should be creatively designed or structured for particular subject matter
ideas in specific classroom contexts (Mishra & Kohler, 2007).
A major challenge for instructors is that many
earned their degrees at a time when educational technology was at a different
stage as to where it is today. This is thus understood that many do not feel
prepared or comfortable using technology in the classroom. We must also
consider that many teachers must acquire this knowledge in a time-intensive
activity into an already busy schedule (Harris and Koehler).
Increasingly, instructors are confronted with the
issue of cell phones, tablets and computers in the ESL classroom. According
to the Pew Research Center, 95% of young people in the United States between
the ages of 12-17 have access to a cell phone (Anderson & Jiang, 2018).
Many students have invested time and money into their chosen technology, and
students prefer to use their smartphone, tablets or personal computer rather
than go to a computer lab. Learning on these technologies also extends the
classroom beyond the walls of the school, and with many schools on a limited
budget it is important to take advantage of these mobile computers that are
walking in and out of the schools everyday (Ormiston, 2012).
My workshop will focus on how to implement the three
main factors of TPACK into the classroom: content, pedagogical and
technological. Mishra and Koehler suggest that TPACK should guide curriculum
and development, and as such we should change the way we plan our lessons
(2009).
Using my own experience and online resources, the
workshop will describe the planning process where we first choose the
learning outcomes that we will be working on during that class session.
The second step is to choose an activity type. The activity type is the
pedagogy, or how the students are going to learn the content. Finally, we
choose the technologies that will support the activity type and aid the
students in learning.
To be a great teacher, we must combine our knowledge
of the subject with our knowledge of how to teach. With the increasing focus
on technology, we need to also learn how to combine technology with our
content and pedagogy to create an effective learning environment.
The participants will be actively engaged during the
workshop. Upon workshop completion, participants will have the knowledge
necessary to help them implement technology into the classroom.
Bibliography
Anderson, M., & Jiang, J. (2018, May 31). Pew
Research Center, Internet and Technology. Retrieved from Teens, Social Media,
& Technology 2018: http://www.pewinternet.org/2018/05/31/teens-social-media-technology-2018/
Graham, E. (n.d.). National Education Association.
Retrieved from Using Smartphones in the Classroom Tired of telling students
to put away their phones? A veteran teacher shares tips for using mobile
devices as learning tools.: http://www.nea.org/tools/56274.htm
Koehler, M. J., & Mishra, P. (2009).
Contemporary Issues in Technology and Teacher Education. Retrieved from What
Is Technological Pedagogical Content Knowledge?: https://www.citejournal.org/volume-9/issue-1-09/general/what-is-technological-pedagogicalcontent-knowledge/
Koehler, M. J., & Mishra, P. (2009). What is
technological pedagogical content knowledge? Contemporary Issues in
Technology and Teacher Education, 9(1). Retrieved from https://www.citejournal.org/volume-9/issue-1-09/general/what-is-technological-pedagogicalcontent-knowledge/
Ormiston, M. (2012). How to use cell phones as
learning tools. Retrieved from Teach Hub: http://www.teachhub.com/how-use-cell-phones-learning-tools
Shane, B. (2012, December 27). USA Today. Retrieved
from Schools use smart devices to help make kids smarter: https://www.usatoday.com/story/news/nation/2012/12/27/students-use-cellphones-as-part-of-classroom-lessons/1794883/
“What Is TPACK Theory and How Can It Be Used in the
Classroom?” McGraw-Hill Education Canada, www.mheducation.ca/blog/what-is-tpack-theory-and-how-can-it-be-used-in-the-classroom/
UCSG
|
|
Pedagogy
applied to young leaners using technology
|
|
The Partnership for 21st Century
Learning’s Framework includes digital literacies as necessary
skills needed for success in work and life. The term ‘digital literacy’ means
much more than the ability to use modern technology. It includes the ability
to interpret all kinds of information whether in print, images, video or
audio. In this session teachers will explore what digital literacies are and
why they are important in the language classroom. They will also look at a
range of digital tools and resources they can adapt to support the language
development of their younger learners.
|
|
Speaker: Kamila Klosinska
EDUSOL
|
Assessment Process and innovation using technology in
TEFL
This session will walk participants through a cycle
which shows how printed teaching material and technology can help EFL teachers
assess learners’ progress and keep record of their learning process.
|
Speaker: Medardo Mendoza
|
CAMBRIDGE MÉXICO
|
Classroom
Management in EFL classes
|
|
Participants of this session will explore the
different important components that are relevant to classroom
management. They will be invited to review their own personal learning
style and rapport establishment as well as tips based on evidence of brain-based
learning that will help them identify the best way to manage each class they
teach.
|
|
Speaker: Lucía Jarrín
|
LUX ESSE
|
From TPACK to
LATs: A Research-Based and Pedagogically Sound Approach to Designing Lesson
Plans That Integrate Technology
|
|
Drawing from the works of Harris & Hofer (2009),
Harris, Hofer, Blanchard, Young, Grandgenett, & van Olphen (2010),
Koehler & Mishra (2008), Mishra & Koehler (2006), van Olphen (2008),
and van Olphen, Hofer, & Harris (2012/2013), this workshop aims to
provide English teachers with an opportunity to become aware of the types of
knowledge technological pedagogical and content knowledge (TPACK) encompasses
as well as how this body of knowledge can be developed by applying the
Learning Activity Types (LATs). TPACK is a theoretical framework that enables
and supports a systematic and principled approach to integrate technology in
the classroom. It is critical to understand that teachers’ instructional
planning (which reflects the extent of teachers’ TPACK) is situated,
contextually sensitive, and activity-based. To this end, Harris et al. (2010)
suggest using LATs that are selected from content-keyed activity type
taxonomies and constitute an approach to curriculum-based technology
integration. During this workshop, participants will be
introduced to different LATs taxonomies and will be guided in the process of
how to use them as the building blocks for integrating technology into their
class activities. Specifically, participants will explore different
taxonomies, practice using these taxonomies, choose goals (minding their
contexts), select different types of technologies, and modify a lesson plan
of their own. Participants are encouraged to bring a lesson plan to share
with peers and use as reference for a hands-on activity. Because
interdisciplinary work and critical thinking are crucial to the development
of well-rounded minds, participants will be exposed to LATs from different
content areas. The main purpose of extending this exploration of LATs beyond
world languages and the ESL strategies is to promote the development of
lesson plans that integrate technology in ways that advance students’
understanding of different cultures and international contexts. As result of
this workshop, participants will have a better understanding of the types of
knowledge TPACK comprises as well as a set of tools to integrate technology
in pedagogically sound ways by applying the LATs into their instructional
planning.
Saint Leo University
|
The use of different tactile materials,
such as cards, dice, rods, colored stones, tree leaves, real food, and others
in the EFL classroom is undoubtedly a powerful tool that language teachers have
at their disposal to enhance language learning and language use. Generating
ideas is crucial at the initial stage of the speaking and writing process in
the EFL classroom. How can we help learners activate their knowledge in order
to come up with imaginative, relevant, and original ideas? In this
workshop, participants will have the opportunity to engage in an experience
using different types of dried seeds as didactic material to create an original
design and to use them as a springboard to generate thoughts for writing. The
piece of art might represent a personal experience, theme, idea, feeling, or
opinion that the participants have had. As a follow up activity, participants
will have the opportunity to reflect upon their experience going through three
stages: description, analysis, and a plan of action about the incorporation of
the strategy. It can be used as it is or adapted according to students’ needs
in the classroom to enhance learning in a creative and meaningful way. The use
of seeds offers enthusiasm and fun to students as they contextualize personal situations
while developing their creativity.
|
Speaker: Eugenia Proaño – Ernesto Muñoz
|
La Uemprende - UTN
|
Integrating
the Skills Beyond the Workbook
|
|
Abstract:
As the 21st-century skills have settled in and
educators have recognized them as an effective mechanism in their teaching,
applications of LTK have become part of the lesson planning.
Integrating those skills are a daily challenge for teachers in order to
properly engage their students.
Proposal:
During the first decade of this century, the so
called 21st-century skills went from a new concept to a catchy trend to a
magic formula in order to become better teachers. Resources like
ICT were used in the majority of lesson plans. However, after more than
20 years of talking about these skills, it is time to let go of ICT as a mere
classroom resource and see it as learning technologies knowledge (LTK).
In this session, participants will have access to a
series of examples of Transmedia Story-telling. We will see ways to
plan activities using LTK to increase autonomous production in our
students. Persuasive language and infomercials will be the channels we
will use to come up with one alternative technique to administer oral
exams.
|
The workshop will connect the examples to A1, A2 and
B1 students’ needs in order to discuss the multiple applications of LTK.
|
Speaker: Andrés Paredes
|
CEC-EPN
I Want to convey my point of view according to the Speaker Marcela Van Olphen, on Understanding and Applying TPACK in ESL: Contexts and Possibilities.
ResponderEliminarFirst at all, Marcela was very convincing on her report and it was very interesting to understand to the rest of my group, so I learned how to integrate technology into the curriculum in thoughtful and pedagogically sound ways applying TPACK in ESL, the resources that gave us was very useful to apply in our lesson according the skills that we are going to develop , follow the 5 step process and design a lesrning experience that efficiently and meaningfully integrates technology.
According to Hofer and Harris’ Flexible 5 step process is very helpul to apply this in our curriculum because we can choose our learning goals and consider the classroom and school contexts, and select activity types to combine and sequence, select assessment strstegies and these are very interesting nd select tools or resources according to the contents of curriculum.
On the other hand, the taxonomies bring us the opportunity to apply in different fields speccially on world languages plus the ESOL Strategies.
Finally, I want share my thoughts on this report, he use of LATs is based planning process and the most useful that is used to integrate technology effectively and this is a positive aspect because our students are concerned on it, and this taxonomy is focused in our students and their needs.