Symposium slides

<TITLE>
! What would John Dewey do:
! Programmatic design for
! developing TPACK for 21st
! Century Learning
</TITLE>

<a na
me=”J <BLOCKQUOTE>
ohn D
ewey”
> ! Education is not preparation for life;
! education is life itself—John Dewey

! The self is not something ready-made,
! but something in continuous formation
! through choice of action—John Dewey
</BLOCKQUOTE>

<TITLE>
What would John Dewey do: Programmatic
design for developing TPACK for 21st
Century Learning
</TITLE>

<INFO>
March 2012, Austin TX
</INFO>

Introduction

<a name=”Denise Schmidt-Crawford”
affiliation=”Iowa State
University”>

<START>
What would John Dewey do: Programmatic design for
developing TPACK for 21st Century Learning
Introduction — Denise Schmidt-Crawford
Dewey or don't we — Punya Mishra
Rethinking the foundations of the Total PACKage —
Michelle Schira Hagerman & Jodi Spicer
Tools to think with: Exploring learning & development
— Kristen Kereluik, Laura Terry, & Punya Mishra
<BR>
Towards lifelong creativity and leadership — Michael
DeSchryver & Sean Leahy
Program (re)design 2.0: Social media — Leigh Graves
Wolf
Does it work? Tracking TPACK development over 4 years
— Tae Seob Shin & Matthew Koehler
Reflecting on process and product — Petra Fisser
</START>

On designing an experience:
Dewey or don’t we

<a name=”Punya”>

<BLOCKQUOTE>
The belief that all genuine education
comes about through experience does not
mean that all experiences are genuinely or
equally educative — John Dewey
</BLOCKQUOTE>

Developing a program
v.s. a set of courses

Master
Technology + Pedagogy + Content
(in an integrated manner)

Pedagogy Content

Technology

Context

An “inchoate” or ordinary experience
remains embryonic and never comes to
mean anything... Thus, although there is
activity – that is, things happening over
time, there is no coherence, development,
or ﬂow to these things.

...we have an experience when the material experienced
runs its course to fulfillment. Then and then only is it
integrated within and demarcated in the general stream of
experience from other experiences. A piece of work is
finished in a way that is satisfactory; a problem receives
its solution; a game is played through; a situation, whether
that of eating a meal, playing a game of chess, carrying on
a conversation, writing a book, or taking part in a political
campaign, is so rounded out that its close is a
consummation and not a cessation. Such an experience is
a whole and carries with it its own individualizing quality
and self-sufficiency. It is an experience.

Transformative
Compelling
Uniﬁed
Having a dramatic quality
Aesthetic

Experience as a transaction
An experience is an emotional state that fuses
actions, events, and emotion into a uniﬁed whole

One of [Dewey's] main points is that experience is
not a psychological phenomenon. It is not something
that happens exclusively “within'' us, though it may
certainly have components that we commonly
describe in psychological terms. Rather, experience
takes place in the world itself. It is made up of our
continuous interaction and participation with
objects, situations, and events that constitute our
environment. (Jackson, 1995, p. 194

What does this mean for a
Master’s Program?

Uniﬁed
TPACK
Focus on Repurposing /
Creativity
Deep Play
Dramatic Quality
(Predictable v.s. Postdicdtable)

Uniﬁed
TPACK
Repurposing / creativity
Deep Play
Dramatic Quality

Multiple levels

Uniﬁed
TPACK
Deep Play
Dramatic Quality

Multiple levels
Mechanical | Meaningful | Generative

Uniﬁed
TPACK
Deep Play
Dramatic Quality

Multiple levels
Program | Courses | Assignments

Uniﬁed
TPACK
Deep Play
Dramatic Quality

Multiple levels
Program | Courses | Assignments
Students | Instructors

The zoom… program,
courses (or sets of
courses) to semesters,
assignments, days…

The idea of dewsign!

<START>
<BR>
Wolf
— Tae Seob Shin & Matt Koehler
</START>

Thank You!

Punya Mishra mailto:punya@msu.edu

Rethinking the Foundation

<a name=”Michelle”> <a name=”Jodi”>

<h2>Rethinking the Foundation</h2>


Rethink?

Learning Alignment

Place Play

“ardent curiosity, fertile
imagination and a love of
experimental inquiry” John Dewey

Learning
What are your personal learning goals for
the Master’s in Educational Technology? Put
another way, what do you really hope to get
out of this program?

Pre-MAET Goals
1 2
9 2
2

3

3
8
5
7

Learn ways to scaffold and differentiate instruction
Learn about the research base that supports technology integration in classrooms
Instrumental Goals: Job security, Change Jobs, PD Credits
Learn new ideas that I can share with colleagues in my school
Learn to enhance student achievement and comprehension
Streamline administration and grading workflow
Collaborate & learn from other teachers
Learn to use specific technologies that I’ve heard of but have not yet used or mastered
Become more proficient and knowledgeable with a broader range of technologies
Learn to integrate technology effectively in my classroom

Alignment
• 5 common assignments
• Wikis
• Common activities with common
technologies
• Planned for cross-Atlantic
peer collaboration using
social media and video-
conferencing

Place
Content Connections Assignment
• Create a website
• Connections between MSU/E. Lansing
or Rouen, France & a topic they
teach
• Design a student assignment that is
inquiry-based that you deliver via
this website
• Embed multimedia

Conflict and Community Project
Grade 11 English

Number Line Jumping
-Third Grade

Thank You!

Michelle Schira Hagerman mailto:schiraha@msu.edu

Jodi Spicer mailto:spicerj@msu.edu

Tech tools to think with

<a name=”Laura”>

<a name=”Punya”>
<a name=”Kristen”>

<h3>Tech tools to think with:
Exploring learning and development
through technology</h3>

Kristen Kereluik, Laura Terry, & Punya Mishra

exploring learning and
development through technology

Activities
Learning
Experience

Layers #1 Obvious
Technology
Activity

Layers #1 Obvious
Technology
Activity

#2 Ed Psych

Layers #1 Obvious
Technology
Activity

#3 7
Cognitive #2 Ed Psych
Tools

Layers #1 Obvious
Technology
#4 TPACK Activity

#3 7
Cognitive #2 Ed Psych
Tools

Understanding
Understanding
using video

Literature search
Develop protocol
Conduct video interviews
Edit video
Create website

Identify problem of practice
Use TPACK to address the
problem

Going beyond right/wrong
in an English class

!

!

Representing
educational
tensions

Thank You!

Kristen Kereluik mailto:kereluik@msu.edu

Laura Terry mailto:terrylau@msu.edu

Punya Mishra mailto:punya@msu.edu

Towards lifelong
creativity and leadership

<a name=”Mike”> <a name=”Sean”>

Towards lifelong
creativity and leadership

<a name=”Kristen”>

<a name=”Mike”> <a name=”Sean”>

<h4>Towards lifelong creativity and
leadership</h4>

Mike DeSchryver & Sean Leahy

Creativity
Design
Leadership
Vision

Perceiving

Patterning

Abstracting

Embodied Thinking

Modeling

Deep Play

Synthesizing

“Hard” quickfires

Sparks explores the notion of “schooling the imagination” in
detail. Several apparent dichotomies are presented:
knowing and understanding
illusion and reality
hand knowledge and symbolic knowledge
mind and body
intellect and intuition
synthetic and eclectic learning
truth and fiction
In this context, the authors assert:
By checking and crosschecking fiction with fact, experience with
knowledge, by creating each in the image of the other, the writer
[or in our case, the learner] ever more closely approximates
recognized truths (p. 23).

And some, a bit longer, “quick”
fires...46 hours or so

a few teaching
“innovations...”

“Never in my life
have I taken a class
that allowed me the
time and flexibility
to practice creative
thinking...”

Thank You!

Mike DeSchryver mailto:deschry2@msu.edu

Sean Leahy mailto:leahysea@msu.edu

Q&A (1)
These presentations can be
downloaded from punyamishra.com

<START>
What would John Dewey do: Programmatic design for
developing TPACK for 21st Century Learning
Introduction — Denise Schmidt-Crawford
Dewey or don't we — Punya Mishra
<BR>
Wolf
— Tae Seob Shin & Matt Koehler
</START>

Leveraging social media

<a name=”Leigh”>

<h5>Program (re)design 2.0:
Leveraging social media</h5>

Leigh Graves Wolf

An experience is an emotional state that fuses
actions, events, and emotion into a uniﬁed whole

http://msu.edu/social

Thank You!

Leigh Graves Wolf mailto:gravesle@msu.edu

Tracing TPACK development
over 4 years

<a name=”Tae”> <a name=”Matt”>

Does it Work?
Tracking TPACK
Development
Over Four Years

Tae Seob Shin
Hanyang University, Seoul, Korea

Matthew J Koehler
Michigan State University

Punya Mishra
Michigan State University

it Wo rk?
D oes
TPAC
K In
tegra
tion

Course Goals

esigned
ow well-d ooted in
erstand h ects are r
elp teachers und logy proj propriate
H al techno so how ap n
y, and al logy ofte
e ducation g
tional psycholo l psycho
educa d ucationa
applic ation of e h nologies
rging tec
beneﬁts from eme

Major Assignments

Cogni tivism M in
C oncep t Map i-Vi
o n P d eo P
hys ro je
ics ct
DreamIT Grant
Proposal
ing
nd ing
sta nd
er sta
Und er
Und

?
Did the year
-2 in-service
change as a r teachers’ TPA
esult of their CK
experiences? course

Measuring
PA CK
T
Schmidt et.
al (2009)
Archambault &
Crippen (2009)

Measuring
PA CK
T
Schmidt et.
al (2009) Koehler, Mishra,
Archambault & & Yahya(2007)
Crippen (2009)

Measuring
PA CK
T
Schmidt et.
al (2009) Koehler, Mishra,
Archambault & & Yahya(2007)
Crippen (2009)

Harris et
al. (2010)

SURVEYS
TPACK

Schmidt, D. A., Baran, E., Thompson A. D., Koehler, M. J., Mishra, P. &
Shin, T. (2009). Technological pedagogical content knowledge (tpack): The
development and validation of an assessment instrument for preservice
teachers. Journal of Research on Technology in Education, 42(2), 123-149

1 Content Deconstructing
T
Knowledge (CK)
PAC
2 Pedagogy (PK)
Knowledge 3 K
3 Technology Technology
Knowledge (TK)

4 PCK

5 TPK 5 6
7
6 TCK 4

7 TPACK Pedagogy Content
2 1

SURVEYS
TPACK

TPK - Technological Pedagogical Knowledge

SURVEYS
TPACK


“I can choose technologies that enhance the teaching approaches
for a lesson”

SURVEYS
TPACK


“I can choose technologies that enhance the teaching approaches
for a lesson”

“I am thinking critically about how to use technology in my
classroom”

SURVEYS
TPACK

45 questions
3-7 questions for each of the 7 sub-categories

?
How did the
in-service
teachers’ kn
owledge
change in ea
ch of the sev
components en
of TPACK?

D es ign
74 teachers
of data
ears
4-y

D es ign
74 teachers
of data
ears
4-y

Pre-p ost surveys

Expected ?
s
su lt
Re

1 Content
R Expected
Knowledge (CK)
esu
2 Pedagogy (PK)
Knowledge 3 lts
3 Technology Technology
Knowledge (TK)

4 PCK

5 TPK 5 6
7
6 TCK 4

7 TPACK Pedagogy Content
2 1

Pre
Post

Res CK
ult
s 5

3.74
* 4
3.51 3.82
3.50 3.62 3.83 3.93
3.41

3

2

1
Math
d=.24 Social Studies
Science 0
d=.11
d=.20 Literacy
d=.11

Pre
Post

PK & PCK
Re sul
5
ts
4.13 4.23 * 4

3.70
3.42
3

2

1

PK
0
d=.17
PCK
d=.37

Pre
Post

ALL e
R THE TS sul
ts
* * * 5

3.72
4.07
3.77
4.05
4.42 * 4.10
4

3.30 3.63
3

2

1
TK
d=.50 TCK
d=.63 TPK 0
d=.65 TPACK
d=.73

Co nclusions?

Course = Success

Co nclusions?

TPACK Integration =
Working as Intended

Co nclusions?

Use of TPACK looks
promising

Making the simple I tried projects I had not even
complicated is commonplace; considered before. It’s a small step, but
making the complicated simple, awesomely simple, I feel an important step, to fully
that's creativity. integrate technology into the classroom
— Charles Mingus — Teacher

Thank you!

TPACK SIG
Wed, 12:15 pm
TPCK Handbook for http://tpack.org mkoehler.educ.msu.edu
Educators mkoehler@msu.edu

Consider a Ph.D. in Educational Technology -
http://edtechphd.com

<h6>Does it work? Tracing TPACK
development over 4 years</h6>

Tae Seob Shin & Matt Koehler

Thank You!

Tae Seob Shin mailto:shinmeister@gmail.com

Matt Koehler mailto:mkoehler@msu.edu

Reflecting on the process
and product

<a name=”Petra”>

<h7>Reflecting on the process and
product</h7>

Petra Fisser

Thank You!

Petra Fisser mailto:P.H.G.Fisser@utwente.nl

Q&A (2)
These presentations can be
downloaded from punyamishra.com

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