Unwrapping the key attributes that transform principals into effective technology leaders in their schools and in their districts.
Jeroen Bottema's insight:
"The conventional wisdom in education is that any school reform--be it curriculum, instruction, assessment, or teacher professionalism--is most likely to take hold in schools that have strong leadership. The same holds true for technology. Any educator will tell you the most successful implementation of technology programs takes place in schools where the principal sees him or herself as a technology leader. "
"TPACK is recognized by many as a useful conceptual framework to help define the knowledge base teachers’ need to know to effectively integrate technology in their educational practice. However, determining whether teachers indeed have developed the knowledge and skills required for effective technology integration – or in short whether they have developed TPACK – is a much more complicated issue. This symposium discusses how artifacts are being used in assessing pre-service and practicing teachers technology integration competencies. TPACK calls for coherence between content, pedagogy and technology. The assumption is that having TPACK also implies teachers’ being able to demonstrate technology integration competencies. This assumption implies a fit between (pre-service) teachers’ TPACK (often measured through self-report instruments) and the artifacts they produce.
In this symposium we discuss how different kinds of artifacts, e.g. lesson plans and lesson practice as demonstrated in video clips can be used as an indicator of a teacher’s technology integration competencies. In this symposium we discuss different artifacts (pre-service) teachers produce in order to demonstrate that they have TPACK. In the symposium different artifacts will be discussed, such as lesson plans and video clips that show technology use in classroom practice. The symposium deals with the potential and restrictions of artifacts as indicator for technology integration, the assessment of artifacts and the relation with other TPACK measures, such as the TPACK survey from Schmidt et al. (2010). Examples from different educational contexts will be presented and discussed."
"Wat doen lerarenopleiders om hun studenten met een gezond computergevoel de klas in
te sturen? Wat gaat goed en waar lopen ze tegenaan? Jo Tondeur (OnderzoeksgroepInnovaties, Universiteit Gent) zoekt naar antwoorden. Zijn onderzoek is nog niet afgerond, maar uit gesprekken met ICT- coördinatoren, lectoren en studenten in drie Vlaamse hogescholen blijkt dat ICT integreren ook in de lerarenopleiding een fameuze uitdaging is."
"EPICT – the European Pedagogical ICT Licence is a comprehensive, flexible and efficient in-service training course introducing a European quality standard for the continued professional development of teachers in the pedagogical integration of information, media and communication technologies (ICT) in education."
"The term digital literacy, sometimes called web literacy, information literacy, internet literacy or media literacy, refers to the skills, knowledge and understanding learners need to participate fully and safely in our increasingly digital world."
"This Matrix is divided into 5 "independent characteristics of meaningful learning environments" namely: active, collaborative, constructive, authentic, and goal directed. Each of these categories is aligned with five levels of technology integration in education, the total sum of which is 25 cells. And according to Arizona K12 Centre, "Within each cell of the Matrix one will find two lessons plans with a short video of the lesson. Each lesson is designed to show the integration of technology in instruction and classrooms as well as the Arizona Educational Technology Standards."
"Op woensdag 27 november 2013 organiseerde de VOR divisie ICT een bijeenkomst over TPACK. Sprekers tijdens deze bijeenkomst waren Petra Fisser (SLO), Karel Kreijns (Open Universiteit) en Natasa Brouwer-Zupancic (UvA) Plaats van handelen: Studiecentrum Open Universiteit in Utrecht.
De in totaal 29 aanwezigen tijdens de middag hadden verschillende niveaus van kennis van TPACK (van beginner tot al deskundig) en waren afkomstig vanuit verschillende onderwijsinstellingen en andere organisaties. Tijdens de presentaties van de sprekers en zeker ook in de gesprekken erna kwam het tot een boeiende uitwisseling van vragen, ervaringen, meningen en inzichten. Het werd zo een middag van halen en zeker ook brengen. De presentaties en andere bronnen die gebruikt zijn door de sprekers zijn hieronder te vinden, evenals een overzicht van de vellen naar aanleiding van de workshop en een aantal foto's van de bijeenkomst.
Jeroen Bottema van INHOLLAND heeft een Tumblr-verslag gemaakt van de middag. Dat verslag kun je hier bekijken/lezen."
"In this paper we propose a new Technopedagogical Disciplinary Knowledge model. This model integrates four separate dimensions, which we use to measure a teacher’s effectiveness. These are the individual teacher’s discipline (D), personal epistemology (E), pedagogical knowledge (P), and knowledge of technology (T). We also acknowledge the existence of relationships between these components. These can be more or less correlated depending on the teacher’s individual profile. They are always present, but they do not necessarily have the same weighting. In order to test the potential differences between teachers’ profiles, we designed a questionnaire, which tested our model’s components, and the relationships between them. This questionnaire was initially submitted to a group of teachers with whom we were familiar, to ensure the questions were understandable and that, based on what we already knew of the teachers’ characteristics, the profiles that emerged were reliable. A second test was then carried out, which we used to compare the answers of university and non-university level teachers, based in the two institutions in which we work. This second questionnaire was used to test the consistency of responses, and the correlations between the model’s different dimensions. Having analysed the outcome of these questionnaires, it appears that “pedagogical knowledge” is significantly correlated with the other three dimensions. This consolidated framework has helped us to build a system of education development coaching for teaching practices that use technology widely."
"Werkvorm die onder andere gebruikt is bij de sessie voor (HR)managers. Door het uitvoeren van de opdracht komt men tot een gezamenlijke keuze voor drie stellingen. Op basis van deze stellingen worden SMART doelstellingen geformuleerd."
"I'm not very tech savvy" is the response I usually hear from teachers that struggle with technology. Whether it's attaching a document to an email or creating a PowerPoint, some teachers really have a difficult time navigating the digital world. As schools around the globe begin to embed the use of technology in their learning environments, these teachers can be left feeling frustrated and marginalized by the new tools they are required to use but do not understand."
"CML puts power into the hands of educators and students through the tools and resources contained in the CML MediaLit Kit. Covering the Theory, Practice and Implementation of media literacy and based on CML's research-based framework called Questions/TIPS (Q/TIPS), educator resources include..."
Eén van de opdrachten van de massive open online course over e-learning, die ik mag verzorgen, was het zelf uitleggen wat TPACK is (na het bestuderen van bronnen). Deelnemer Tony Cousens heeft dat gedaan door middel van een Infographic.
"Vanavond volgde ik de webinar van mijn collega Jos Fransen, associate-lector eLearning en onderzoeksbegeleider bij de masteropleiding Leren & Innoveren. De titel van de webinar is “De pionier als bruggenbouwer" (ook de titel van het artikel van Jos in 4W) en het betreft de implementatie van de didactische inzet van ICT. Hieronder mijn aantekeningen, zover ik heb meegeschreven. "
"ISTE Standards (formerly the NETS) for Teachers (ISTE Standards•T) are the standards for evaluating the skills and knowledge educators need to teach, work and learn in an increasingly connected global and digital society."
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