EDU 807 - Week 3 Video - Education, Creativity, Design, and Technology - Group 2
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In this presentation, you will hear Dr. Mishra describe his own approach to teaching that blends a variety of different disciplinary perspectives. As you view the video, I have marked a few segments worthy of conversation, and especially in light of our other focus reading this week on TPACK. You are welcome to comment on these segments, or to note others of interest.
Please offer three initial comments, as well as three replies to your classmates' comments.
Big questions to consider:
- Given that this presentation was offered nearly a decade after Mishra and Koehler originally formed the TPACK concept, what shifts do you see/hear in Dr. Mishra's thinking? That is, how is teaching with technology envisioned in TPACK, and how does he envision it here?
- What are the practical challenges that educators -- in K-12, higher ed, and training contexts -- encounter on a daily basis and how might Dr. Mishra's approach to design-based learning be of use to them?
- Finally, as you prepare to "reread" the TPACK concept (in a shorter form), make connections to the "21st century literacies" that he describes here, as well as the current version of the Horizon Report. What specific technologies might help a teacher/instructor bring Dr. Mishra's vision to life in the classroom/online?
At this moment in the video, Dr. Mishra begins to describe how he and his team reviewed various frameworks for 21st Century Literacies.
How are these ideas about “21st Century Literacies” similar to/different from what you know and have already learned about TPACK?
Are 21st Century Literacies = TPACK?
Are 21st Century Literacies ≠ TPACK?
Why? Why not?
The review of 15 frameworks resulted in 1) foundational knowledge, 2) ways to act on that knowledge, and 3) Values we bring to that knowledge.
The TPACK framework outlines 1) content knowledge, 2) pedagogical knowledge, and 3) technological knowledge.
The TPACK comparison could look like this: Content Knowledge = Foundational Knowledge; Pedagogical Knowledge = Ways to act on (or teach) that knowledge; technological knowledge is almost another pedagogical decision, and perhaps so is the the idea that we could use technology to give deeper involvement (and value?) to the knowledge. There is a tremendous importance placed on pedagogy in this.
Susan,
I like your comparison of the two. Applying the TPACK and 21st century frameworks together. That is a very interesting way to put it. I guess they are pretty equal when they are broken down like that.
Honestly, I really did not know much about TPACK before starting this doctorate program. However, I do find it very interesting to learn more about it as we go along. TPACK and 21st Century Literacies are not equal, but they are very similar in what they stand for.
TPACK has a framework that involves technological knowledge, content knowledge, and pedagogical knowledge. While 21st century literacies have a framework of foundational knowledge, meta knowledge and humanistic knowledge. Although they are not equal, they are very similar.
Yes, TPACK and the 21st Century Literacies are compatible and that is helpful for all involved. Teachers need a good understanding of both.
At this moment in the video, Dr. Mishra begins to describe his vision for creativity.
How are these ideas about “creativity” similar to/different from what you know and have already learned about TPACK?
Is creativity = TPACK?
Is creativity ≠ TPACK?
Why? Why not?
In the video we heard about the creation of penicillin coming from play. In other TPACK-promoting videos on YouTube I saw creations of young students in classrooms that showed deep, excellent learning. Maybe we need to open assignments some and let students “play” and see what creativity surfaces.
Creativity is shown in so many aspects and can be seen in so many different fields. It is amazing and very motivating (I have a degree in art, so I feel a little biased on this). My art teacher in high school would give us a subject and that is what our assignment consisted of. My physics teacher would give us an assignment that we had to make a boat out of a very specific set of materials. But we were free to be creative and build our vision for how we thought we would be successful. It’s classes and assignments like those that let students show their expressions and motivates them to show everyone what they can do.
So, in the end, I do think that creativity needs to play a larger role in education.
I’m working on that in my own classes and am trying to help our preservice teachers think that way, too.
TPACK and creativity are equal in my opinion. Creativity is being defined in this video as novel, effective, and whole. These are all components that make up the TPACK framework. Generally, the technology is new, teachers find an effective use for it, and it makes the curriculum whole. So, I do feel like they are equal and creativity can be used as a descriptor of TPACK.
When teachers are merging the three areas, it takes some creativity to make it happen. Teaching is all about creativity, really. Each day is new and we have to meet the needs in front of us, while still reaching for the standards required. THAT takes some creativity!
You are probably seeing a pattern here…
At this moment in the video, Dr. Mishra begins to describe his vision of trans-disciplinary thinking.
How are these ideas about “trans-disciplinary” similar to/different from what you know and have already learned about TPACK?
Is trans-disciplinary = TPACK?
Is trans-disciplinary ≠ TPACK?
Why? Why not?
The “trans” we see in the classic TPACK image implies that pedagogy becomes better (“transforms”) when teacher knowledge is strong, that teacher knowledge is transformed when pedagogy choices are sound, and that pedagogy improves (potentially) with informed choices that hopefully will include technology.
I think blended learning is a prime example of the transformation of learning. Students learn to learn form themselves, and then have more opportunity to apply and reflect on that knowledge. Those are three important steps needed for deep learning that cannot happen if every class period is devoted to dispensing knowledge that students are well able to gather on their own time.
I think that when we have teachers that exhibit the trans-discipline aspects, they are better teachers. Teachers that can apply their knowledge in new and different ways. I feel like teachers get more excited about education when they can put their own spin on it. That excitement transforms the students education and gets them involved and excited about the learning.
Trans-disciplinary thinking and TPACK are not necessarily equal in my opinion. Trans-disciplinary thinkers are generally very creative people that can and would be very successful in terms of the TPACK framework. I think that trans-disciplinary individuals are definitely creative individuals. They bring a lot to the table.
When teachers understand the structure and support of TPACK, it opens the door to making better pedagogical decisions. It takes that creativity you mentioned. How fortunate the student who can be in a class with this movement going on!
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