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TPACK

The TPACK model, progressively created by Lee Shulman (1986), Matthew Koehler and Punya Mishra (2006), is used to assist educators in designing lesson plans that are based on using technology to optimize learning for students, in context.  However, at every moment in time, educators are actually involved in a complex "dance."  That is, deciding what is best for their students, given the content and context to teach.  Sometimes, you might want to be focusing only on pedagogy and content, sometimes only technology and pedagogy.  I hope you dance!
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This is how TPACK was incorporated into the Edmodo blogging project:

​Technology Knowledge for Learners Being Used:

• Computer or Laptop with Internet connection
• Edmodo for Internet-based threaded-discussion by students
• Audiobooks for students who self-select this reading modality require CD player and headset

Technology Knowledge for Teacher Being Used:

• Internet-connected Computer, Projector, and Screen
• Edmodo for modeling and analyzing Internet-based threaded-discussion posts

Pedagogy Knowledge / Instructional Strategy/Strategies:

• Direct Instruction
• Provide opportunities for student practice
• Reflection and Response
• Individualized instruction for teacher feedback

​Assessment Knowledge Plan: (Check off which apply and note how it applies)

​X - Informal

• On-task behavior will be observed and tracked by the teacher who is moving around the classroom, using Class Dojo (quantity data)
• Teacher will and note observe mood cues: body language, facial expressions, and emotional sounds such as sighs, gasps, etc. (quality data)
• While students are working on Edmodo, teacher moves around the room, helping students solve any problems (log-on, posting, not sure what to post, etc.) and offering feedback on whatever part of the process or product they are working on.

X - Formative

• During pilot days: After teacher demonstration of how to use Edmodo (log-in, post reflection about reading, and respond to other students’ personal reflections),
  • students will construct their own reflection/blog, then teacher will read for misunderstandings to clarify; for example: grammar, spelling, punctuation, digital citizenship of appropriate comments and questions
  • students will construct their own responses to other students’ reflections/blogs, then teacher will read for misunderstandings to clarify; for example: grammar, spelling, punctuation, digital citizenship of appropriate comments and questions

X - Formal

• During each day of the five-day action research study, teacher will conduct daily word-counts per students and count the total number of posts (quantity data)
• During each day of the five-day action research study, teacher will read daily personal reflections and response posts per students to note choice of words for feelings, emotions, descriptions, connections between text-to-self, text-to-text, and text-to-world (quality data)

X - Summative

• After the five-day action research study, teacher will conduct total word-counts per students and count the total number of posts (quantity data)
• After the five-day action research study, teacher will compose a word cloud to determine trends/patterns of the total daily personal reflections and response posts per students to note choice of words for feelings, emotions, descriptions, connections between text-to-self, text-to-text, and text-to-world (quality data)

Common Core/Essential Standard - Content Knowledge:

• CCSS-ELA-Literacy.CCRA.R.1: Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
• CCSS-ELA-Literacy.CCRA.W.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
• CCSS-ELA-Literacy.W.4.3D: Use concrete words and phrases and sensory details to convey experiences and events precisely.
• CCSS-ELA-Literacy.W.4.9: Draw evidence from literary or informational texts to support analysis, reflection, and research.
• CCSS-ELA-Literacy.CCRA.W.6: Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.

This K represents the Knowledge "sweet spot" center of the TPACK diagram for integrating Technology Knowledge, Pedagogical Knowledge, And Content Knowledge into a lesson

Common Core

21st Century Skills