Sentences with phrase «using pedagogical content»

Where Green's narrative shines is in portraying the complex cognitive work of teachers using pedagogical content knowledge to advance their students» understandings.

Not exact matches

Alongside the diagrams, the team ran qualitative analyses of the content of the conversations and they used a rubric to determine how reflective, technical and pedagogical the forum comments were.

While there will be attention to the disciplines embedded within STEAM, we must focus less on the content and more on the overall pedagogical implications for effective instruction, and use PBL to make learning happen.

Harvard Graduate School of Education will work with the Strategic Education Research Partnership and other partners to complete a program of work designed to a) investigate the predictors of reading comprehension in 4th - 8th grade students, in particular the role of skills at perspective - taking, complex reasoning, and academic language in predicting deep comprehension outcomes, b) track developmental trajectories across the middle grades in perspective - taking, complex reasoning, academic language skill, and deep comprehension, c) develop and evaluate curricular and pedagogical approaches designed to promote deep comprehension in the content areas in 4th - 8th grades, and d) develop and evaluate an intervention program designed for 6th - 8th grade students reading at 3rd - 4th grade level.The HGSE team will take responsibility, in collaboration with colleagues at other institutions, for the following components of the proposed work: Instrument development: Pilot data collection using interviews and candidate assessment items, collaboration with DiscoTest colleagues to develop coding of the pilot data so as to produce well - justified learning sequences for perspective - taking, complex reasoning, academic language skill, and deep comprehension.Curricular development: HGSE investigators Fischer, Selman, Snow, and Uccelli will contribute to the development of a discussion - based curriculum for 4th - 5th graders, and to the expansion of an existing discussion - based curriculum for 6th - 8th graders, with a particular focus on science content (Fischer), social studies content (Selman), and academic language skills (Snow & Uccelli).

Strategies for teaching key Holocaust topics using Museum content and pedagogical approaches.

Combining knowledge from multiple subdomains to effectively integrate technology while guiding students to increase specific content knowledge and skills using appropriate pedagogical approaches.

TPACK can be described as teachers» knowledge of when, where, and how to use technology, while guiding students to increase their knowledge and skills in particular content areas using appropriate pedagogical approaches (Brantley - Dias & Ertmer, 2013; Niess, 2011).

They used their knowledge of these effective pedagogical practices, while using technology, to identify and address gaps in the students» content knowledge.

These generic pedagogical strategies were independent of content, because they could be used across various content areas (Cox & Graham, 2009; Graham et al., 2012).

Classroom technology is integrated into content and pedagogical practices at the teacher's discretion; not all teachers will integrate technology into their practice, and those who do use technology adopt the technology in varying degrees of integration.

The concept of technological pedagogical content knowledge (or technology, pedagogy, and content knowledge [TPACK]-RRB- provides a theoretical frame for doing just that (Mishra & Koehler, 2006)-- as long as TPACK is not used by teacher educators and researchers as a simple static and myopic evaluative lens that fails to pay attention to the range of contexts that teachers work within.

As a strategy employed by teacher leaders, professional development may be used for various purposes such as supporting implementation of curriculum, introducing new pedagogical strategies, and deepening mathematics and science content knowledge.

Any decision to use a technology is pedagogical in nature and will both reflect and impact how content is engaged in the classroom.

In a follow - up study, Sherin and van Es (2009) identified three primary research agendas for the use of video in supporting teacher learning: increasing pedagogical repertoire, developing content knowledge for teaching, and «learning to notice» important features of classroom interactions.

Educators» TPACK, or technology integration knowledge, is operationalized when they identify an effective combination of curriculum content, a particular pedagogical approach, and a use of a technology tool or resource to support the learning experience.

In giving pedagogical practices, the teacher directs the students to content using structured learning experience similar to the teachers» use of the IWB to show videos, play review games, or to do the reveal activities (e.g., the Martin Luther King activity seen in the seventh observation in Ms. Adams» class).

This study presents a refined technological pedagogical content knowledge (also known as TPACK) based instructional design model, which was revised using findings from the implementation study of a prior model.

It requires an understanding of the representation of concepts using technologies; pedagogical techniques that use technologies in constructive ways to teach content; knowledge of what makes concepts difficult or easy to learn and how technology can help redress some of the problems that students face; knowledge of students» prior knowledge and theories of epistemology; and knowledge of how technologies can be used to build on existing knowledge and to develop new epistemologies or strengthen old ones.

The researchers determined that the strongest influences on how the teachers used the digital primary sources and technology centered on their own beliefs, the «purpose for teaching» (p. 159), and their level of «pedagogical content knowledge» (p. 163).

Additionally, the development and use of computer laboratory facilities similar to the Verizon Interactive Classroom at Texas A&M serve not only as an instructional tool for science and mathematics content courses, but also provide a means for demonstrating appropriate pedagogical methods and building technological literacy in preservice teachers.

The teacher candidates noted that they also benefited from seeing how such a learning environment could be structured so that student learners are allowed control over their learning (technological content knowledge), the use of acronyms to guide procedural knowledge development (technological pedagogical knowledge), and the level of technical skills required to teach with technology (technological knowledge)-- all of which increased their own teacher knowledge about teaching with technology (Figg & Burson, 2009).

A key part of the curriculum - linked professional development approach includes a hybrid form of professional development that uses a limited number of face - to - face sessions and Web - based curriculum support materials delivered over the Internet to promote teachers» geospatial science pedagogical content knowledge in addition to science content knowledge.

The authors also discuss pedagogical uses of this activity across the content areas, as well as describe ways to relate Five - Picture Charades to lesson planning and curriculum development projects.

Recently, the phrase «technological pedagogical content knowledge» (or technology, pedagogy, and content knowledge; TPACK) has been used to describe «an understanding that emerges from an interaction of content, pedagogy, and technology knowledge» (Koehler & Mishra, 2008, p. 17).

Using reflection to consider specific issues critically — such as the rapid rate of technological change, the design of technology for educational purposes or the use of specific forms of technology to support the situated nature of learning (Mishra & Koehler, 2006)-- provides preservice teachers with the opportunity to develop their technological pedagogical content knowledge while engaging in meaningful reflective practice.

Using these data sources, inferences about teachers» technological pedagogical content knowledge are drawn and validated.

The majority of teachers noted that both their science pedagogical content knowledge and geospatial pedagogical content knowledge increased as a direct result of their use of the curriculum and educative support materials (Table 3).

Technological pedagogical knowledge (TPK), or the use of specific pedagogical strategies or techniques to teach with technology so that content knowledge is enhanced.

As technological tools become more ubiquitous in classroom settings, teachers must expand their pedagogical content knowledge to include a critical stance about technology use.

Therefore, the preservice teacher in this example must be taught (a) to identify individual students» learning styles, (b) content specific pedagogical practices that account for student differences, and (c) ways to use technology to scaffold and facilitate student learning.

In other courses, they use this information to enhance their content delivery with effective pedagogical practices.

This study contributes to what is known about teacher thinking in relation to the pedagogical use of video games, particularly those focused on global content, and includes implications for teaching and research.

Using the principles we offer above, we suggest that English language arts methods classes can infuse technology in a way that does not interfere with the content pedagogy but supports it in a way that actively involves students and prepares them with the technical and pedagogical skills for creating the new learning - centered classroom.

However, anyone using the expert feedback approach should be aware that different experts, especially those with experience and expertise in different pedagogical or content areas, are likely to make different critical observations.

The purpose of this task was not only to require the teachers to learn new technological practices, but also have them adjust their current information technology use and integrate these new practices into their existing pedagogical and content knowledge practices.

Analysis of the professional development sessions revealed the need for more professional development focused on enhancing teachers» ability to connect mathematical ideas using technology and on their pedagogical and content skills to work with multiple representations of mathematical ideas.

With the advent of computer technology, both the pedagogical skills and technological content knowledge of the teacher play a role whenever computer technology is used in the classroom (Mishra & Koehler, 2006).

Pedagogical misuse occurred when the participants chose resources that were not relevant to the content, or did not fully engage students with the resource, for example, by not encouraging them to make predictions and hypotheses during the use of a simulation.

Extension of the concept to «technological pedagogical content knowledge» (now referred to as technology, pedagogy, and content knowledge, or TPACK) in recent years recognizes the central role of content and pedagogy in uses of educational technology — a role previously missing in many discussions.

These sessions may also be used to write or revise curriculum maps and to further develop teachers» math content and pedagogical knowledge.

As a math consultant, Althea works with teachers on understanding math content, implementing effective pedagogical strategies for delivering instruction, and using assessments and data to improve and tailor instruction.

Meaningful engagement with technology during preparation supports preservice teachers in their efforts to develop the technological pedagogical content knowledge (or technology, pedagogy, and content knowledge [TPACK]; Mishra & Koehler, 2006) needed to understand «complex relationships between technology, content, and pedagogy and [use] this understanding to develop appropriate, context - specific strategies and representations» (p. 1029) in their future teaching.

Although the video database was designed to help teachers master the challenges of inquiry - based social studies teaching of any sort, we have also used specific cases within the database explicitly to provide models of teachers effectively using technology to support specific pedagogical and content goals.

Participants were engaged in online chats around digital citizenship, pedagogical content when using technology, assessment practices and were provided with starting tips and considerations when initiating blogging with students.

As students watched each video clip, they were provided with an online scaffold that assisted them with focusing on specific technological, pedagogical, and content aspects of each video through the use of guiding questions (see Figure 1).

To study the effect of instructing with technology, pedagogy, and content knowledge (TPACK), teachers were asked to apply pedagogical, mathematical, and cognitive fidelity to technology used in an instructional unit they were designing.

In order to create the right kind of pedagogical content, as well as to use the right support, you do have to know who your audience is.

I used the technologies in electronic slideshows to cover unit content as well as standalone modelling of pedagogical practices, commensurate with a focus upon the use of technology as a tool to represent mathematical concepts.

Teachers who excel must apply deep content knowledge and specialized pedagogical expertise to maximize student learning by developing curricula, planning lessons, analyzing formative data, adjusting plans in response to outcomes from previous lessons, and using different methods of delivering and structuring lessons.

The American Association of Colleges of Teacher Education published a landmark work, the AACTE Handbook of Technological Pedagogical Content Knowledge (2008), with chapters devoted to pedagogical approaches to the use of technology in different conPedagogical Content Knowledge (2008), with chapters devoted to pedagogical approaches to the use of technology in different contentContent Knowledge (2008), with chapters devoted to pedagogical approaches to the use of technology in different conpedagogical approaches to the use of technology in different contentcontent areas.