Technological Pedagogical Content Knowledge
EDU 673 Instructional Strategies for Differentiated Teaching & Learning
Technological Pedagogical Content Knowledge-Introduction
As our world moves further and further into the 21st Century the use of technology in the classroom is allowing students the potential to be more creative, stay engaged, and build positive attitudes towards their learning experiences. Reading textbooks and writing on white and chalk boards are not keeping the students’ attention, accommodating all learning styles, offering differentiated strategies, and are not making the lesson relevant. I believe there are many more advantages to implementing technology in classrooms however, it is important that teachers are trained and proficient in the use of technology they are seeking to implement into their classroom. Teachers must become the subject matter experts of the technology in their classroom and need to have continual professional development training to stay proficient as technology advances. This paper will explain how I will create the framework for a Technological Pedagogical Content Knowledge (TPACK) lesson plan. I will demonstrate how the combination of content expertise, information delivery expertise (pedagogy), and instructional technology implementation will all be used in my classroom to enhance learning.
Aspects of My Lesson Plan
In my 8th grade Science class my total number of students varies in each class throughout the day. I have five periods a day which usually consist of 20-23 students per period. I have a total of 62 males and 45 females enrolled in my Science class. During this semester, I do not have any students with special need however; I have 8 ELL learners, 6 Haitian and 4 Spanish speaking students. I have both a Spanish and Creole speaking tutor during each class to assist with the language barriers.
The title of my lesson for the next 7 days is “The Process of Photosynthesis”. I have designed this lesson as an experiment that will allow my students to participate in hands-on experience observing, documenting and discussing the process of photosynthesis. There are two Common Core State Standards that I have chosen to align the lesson objective with. The first CCSS for 8th grade Science in the state of Florida that I have chosen is: LAFS.68.RST.3.9- Compare and contrast the information gained from experiments, simulations, video or multimedia sources with that gained from reading a text on the same topic. The second CCSS that I have chosen is: LAFS.910.RST.1.3–Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text. This common core state standard establishes clear and concise expectations for what students should be learning.
I have identified two NETS-T standards that are being met during the lesson. The first standard is facilitate and inspire student learning and creativity. Students will have several options to choose how to reflect on their observations. They can post on our classroom Edublog to post their thoughts, hypothesis, questions, and other students can respond and begin an online discussion. As a class students will use individual dry erase boards to answer class discussion questions or give an answer to a critical thinking question. The second standard that is being met during the lesson is design and develop digital age learning experiences and assessments. Students will complete several formative assessments through reflection, utilizing either paper or technology to show their planning, understanding, and creativeness. The assessment results will help me identify which students may need additional instruction on learning the process of photosynthesis before moving forward with the lesson the next day.
The measurable unit objective is the students will formulate a hypothesis of what they think would happen in the process of photosynthesis if no sunlight is available, and record their observations of a potted plant placed in direct sunlight for 7 days. Using a differentiated strategy of their choice, students will explain the process of photosynthesis with 80% accuracy. To measure the level of mastery, the students will report on their final conclusions, by summarizing what really happened during and after the experiment. Students will support their conclusions by demonstrating, discussing, and explaining the process of photosynthesis using key vocabulary terms.
Content Summary
For the process of Photosynthesis lesson I will teach the class how plants use sunlight to make energy. On the first day I will bring in live plants for the students to see and feel. I will ask the students to think about what they already know about plants. I will ask questions to jumpstart their thinking such as, are plants a living or non-living? Do they need food? Do plants die, if so how? I will have the class brainstorm their ideas, give their explanations, and write their ideas on the board. Next, as a class we will explore the ingredients plants need to make energy, and what plants make in the process. I will reveal the equation for the ingredients needed for the process of Photosynthesis. I will use an example of the ingredients needed to bake a cake to show students how things change when ingredients are combined. During this mini lesson we will use the culinary arts classroom. Students will be able to physically use their hands combining the ingredients and visually see the results as the cake bakes in the oven. This experiment will show students an equation of what is used and made, and how things change in the process. We will compare and contrast the equation and ingredients of the cake and photosynthesis. For example, the cake equation is: Butter + Eggs + Flour + Sugar = Cake. The equation for photosynthesis is Sunlight + Water + Carbon Dioxide –> Oxygen + Glucose (Food). After this mini lesson, we will also have a small mini lesson on carbon dioxide so students know the products of Photosynthesis, and we will discuss all vocabulary words and their meaning in relation to photosynthesis. Next, will come the preparation for the experiment. All students will receive construction paper, and will chose a plant, one particular leaf, and cover that leaf with the construction paper, securing it with a paperclip. The students will place the plants in front of the classroom windows for 5 to 7 days and observe it daily.
The materials needed for this lesson are 10 healthy potted plants, construction paper, and paperclips. I will also provide eggs, butter, flour, and sugar to bake the cake during our mini lesson and experiment. Students, who choose to write their hypothesis, draw on poster boards will be provided with the materials to complete their assignments and assessments. Students who choose to use iPads and laptops to complete their assignments and assessments can use the technology corner in the classroom. Below are where the students will find the course reading:
Michigan State University Extension. (2013). The Important Role of Photosynthesis. Retrieved from: http://msue.anr.msu.edu/news/the_important_role_of_photosynthesis
Khan Academy. (2018). Intro to photosynthesis. Retrieved from: https://www.khanacademy.org/science/biology/photosynthesis-in-plants/introduction-to-stages-of-photosynthesis/v/photosynthesis
Sohn, E. (2006). A Change in Leaf Color. Retrieved from: https://www.sciencenewsforstudents.org/article/change-leaf-color
Florida PBS Learning Media. (2018). NOVA: Photosynthesis. Retrieved from: https://florida.pbslearningmedia.org/resource/tdc02.sci.life.stru.photosynth/photosynthesis/#.WqwLDE2Wy70https://florida.pbslearningmedia.org/resource/tdc02.sci.life.stru.photosynth/photosynthesis/#.WqwLDE2Wy70
Virginia Cooperative Extension. (2003). Photosynthesis: Putting together with light. An interactive learning module. Retrieved from: http://www.sites.ext.vt.edu/virtualforest/modules/photo.html
At the conclusion of this lesson, students will compare the leaves of a plant that has all the components needed for photosynthesis to one that has a component missing by presenting their conclusion summarizing what really happened, using key vocabulary terms with 80% accuracy. Students will complete a project to demonstrate the process of photosynthesis. As part of this assignment, students are given the option of either: a video presentation, voice over power point presentation, or a live classroom presentation with a poster board, or PowerPoint. The presentation must describe the process of photosynthesis (how they get their food), and demonstrate the complete process of photosynthesis and what happens to the products of photosynthesis. Students must receive 16/20 points from the photosynthesis presentation rubric. The rubric will consist of the five following sections: source of energy and where it takes place, reactants/products, light-dependent reactions/calvin cycle, originality, and presentation. This choice of presentation accommodates all learning styles because students can articulate and present using their voice and have the choice to present to the teacher only. Students can draw on a poster board, or create something exciting on PowerPoint. They can act out a rap or rhyme in front of the class or on in a private video.
Lesson Plan
| Technology for Teacher Being Used:Computer, laptop, proxima-projector, audio device, Google search, the internet | ||
| Essential Vocabulary Investigate, photosynthesis, light, carbon dioxide, water chlorophyll, oxygen, glucose, compare, analyze, process, equation | Materials Computer, laptops, ipads, proxima- projector, audio device, internet, online articles, potted plants, construction paper, paper clips, butter, eggs, sugar, and flour, oven, pans, journals, paper, pencils, individual dry-erase boards, markers | |
|---|---|---|
| Pedagogical Content Knowledge: I will begin the lesson with the teacher centered approach by introducing the potted plants into the classroom, vocabulary words, the photosynthesis equation and products. Students will work both individually and collaboratively to formulate their hypothesis before the actual experiment. This will lead right into the learner centered approach to the lesson, to accommodate multiple intelligences and to encourage students to play an active role in the learning process. I will promote an engaging learning environment by allowing students to observe the plants, conduct research, read articles, view photosynthesis videos, and document their observations and analysis. Each lesson will have meaningful incorporation of engaging instruction, relevant hands on experiments, differentiated activities, and differentiated assessments, which will ensure an effective delivery of the lesson that aligns with the CCSS. |
|---|
| Technological Content Knowledge: “Technology integration definitely allows for differentiation. Consideration is given to partners, depending on the subject area and strengths and weaknesses of the students. Science and social studies are integrated in reading and writing. All writing is done on laptops. Students are taught how to create folders and organize their projects or documents” (Hamilton, 2015, p. 15). Implementing reading and writing into a Science aligns with the CCSS.The NETS-S standard that is being met during the lesson is design and develop digital age learning experiences and assessments. Students will complete several formative assessments through reflection, utilizing technology to show their planning, understanding, and creativeness. These assessment results will help me identify which students have mastered and met the objective or who may need additional instruction on learning on the process of photosynthesis. Technological Pedagogical Knowledge: Students will use the computers in the technology corner, in the classroom to access the internet, our classroom blog, and YouTube. Having access to technology promotes differentiated learning strategies in the classroom. The NETS-T standard that will be implemented is to facilitate and inspire student learning and creativity. Students will have several options to choose how to reflect on their observations. They can post on our classroom Edublog to post their thoughts, hypothesis, questions, and other students can respond and begin an online discussion. This strategy aligns with the CCSS because students will be able to compare and contrast the information gained from experiments, simulations, video or multimedia sources with that gained from reading a text on the same topic. Students will also have the flexibility to choose to use the iPads and laptops as a choice to deliver their presentations, instead of taking a test or writing a paper. This differentiated strategy “can be one of the most effective and efficient means of differentiating instruction” (Puckett, 2013). |
Technological Pedagogical Content Knowledge (TPACK)
Differentiated Strategies
In order to prepare my students of the future, it is necessary for me to engage students with using technology. It is my responsibility to stay proficient with the advance of technology and find new and innovated ways to facilitate student learning. My lessons will integrate TPK to increase student engagement. Students participate more in class when technology is integrated into teaching strategies and they retain more information. Our classroom Edublog will allow students to collaborate with one another, take ownership of the blog, and offer peer mentorship. PCK will be integrated for a differentiated strategy by offering different way for students learn and comprehend the lesson. “For blogging students, prompts seemed to be more important to achieve greater learning gains. In addition, students showed greater use of cognitive and metacognitive strategies when guided by prompts” (Petko, 2014). Students will have ample opportunities to watch videos, download articles, and play online crossword puzzles, all on the subject of photosynthesis. This will add variety into the classroom learning and accommodate different learning styles. By integrating TPK, our classroom blog will offer additional information on assignments. Parents will have access to the blog as well which will offer them the opportunity to sit with their students and discuss any assignment information. Students will have access to links for the lessons, including articles, additional quick learning games, and the rubrics.
Global Connections through 21st century Technological Advancements
To integrate global connections through 21st century technology advancements for PCK I can request and share articles from classes around the world studying the same subject. I can also incorporate a particular activity or learning strategy from another classroom in another country. Not only does this promote global connections and utilizing technology, it teaches cultural competency. For TCK, students can use technology to connect with other classrooms around the world. They can collaborate on projects and post them on a dual global classroom and participate in discussion boards together, share ideas, and even upload classroom video tutorials back and forth between classes. To integrate TPK students will access interactive white boards and laptop computers. Students can research other Science projects around that globe that pertain to photosynthesis. They can print pictures, or upload video links from these classrooms and present their findings to help the entire class promote global and cultural awareness through technology.
Critical Thinking & TPACK
Integrating technology into the classroom will promote the students to utilize critical thinking. For PCK students will have to locate, evaluate, and synthesize information after conducting their research using their choice of technology. For TCK students are using technology to facilitate and enhance their critical thinking. They will be reading articles and watching videos to help challenge their thought process in their experiments. Because students are already spending hours using technology at home, integrating it into the classroom will keep learning exciting and keep students motivated to think critically. For TPK students will be challenged when using technology to demonstrate their learning. Technology will be used to make these assessments and ensure students are thinking critically while maneuvering through research.
Integrate TPACK for Content Area Expertise
In order for the students to become 21st century students and become content area experts, it is necessary to develop lesson plans that incorporate technology daily in the classroom. For PCK, students will be motivated to become experts on the content because of the technological resources and learning strategies that are being implemented in the class. For TCK, students will use technology such, as PowerPoint and our class Edublog, to help them become independent learners, take ownership of their learning, which will motivate them to become subject matter experts on the content they are studying. Finally for TPK, I will be able to provide immediate feedback to my students who use technology for their presentations. I can offer my feedback and support and the students who may need additional help can use this to their advantage. This type of support still promotes an individual learning environment and students can still take ownership of their learning and expertise.
Resources
Florida Department of Education. (2018). LAFS: Language Arts Florida Standards
Retrieved from: http://www.fldoe.org/core/fileparse.php/5390/urlt/0081014-lafs.pdf.
Hamilton, B., & International Society for Technology in, E. (2015). Integrating Technology in
the Classroom: Tools to Meet the Need of Every Student. Eugene, Oregon: ISTE
LAFS: Language Arts Florida Standards, (n.d). Retrieved from:
http://www.fldoe.org/core/fileparse.php/5390/urlt/0081014-lafs.pdf
(Petko, D., Egger, N., & Graber, M. (2014). Supporting Learning with Weblogs in Science
Education: A Comparison of Blogging and Hand-Written Reflective Writing with and without Prompts. Themes In Science And Technology Education, 7(1), 3-17.
Puckett, K (2013). Differentiating Instruction: A Practical Guide [Electronic
version]. Retrieved from https://content.ashford.edu
TPACK (Links to an external site.)Links to an external site. (http://www.tpack.org)
Like many, I am excited and enthusiastic about the use of technology in classrooms. I feel there is considerable potential for students to take control of technology by communicating, being creative while learning concepts and operations of the technology, and to represent their perspectives and concerns from the research they derived. There are so many advantages for children/students to advance, and at many levels. My perspective is not of a technology or a computer specialist, but as a proficient user of the computer, learning to integrate technology into classrooms. Confident in my technological knowledge (TK), I would like to challenge the notion of information technology, by having children use the computer (internet) for the means of technology experience. As students master computers, they build positive attitudes toward technology that will pay dividends for the rest of their lives. The mystery of dinosaurs is what encourages us to know more about them and learn about their amazing existence and their extinction, and therefore makes them an interesting and exciting topic on which to base learning on this curriculum. Computers fascinate kids and can draw their full attention Dinosaurs lived on earth 200 million years ago, and they became extinct about 64 million years ago, according to fossil finds (CK) content knowledge. Scientists can only guess what they looked like and what they ate. This can be done by communicating the research through the computer (internet). Students would a tendency to show interest in working together after initiating a graphic (pictorial) and a verbal investigation of dinosaurs, and the need more information will be clear. Small group work or even students working in pairs activates the most intense learning and exchange of ideas. Most popular classroom instructional strategies used in education appear to be much less effective. The use of textbooks and chalkboards don’t seem to be captivating student’s attention, and the amount of time to finish assignment or projects is much too long. While doing research on dinosaurs can be done much faster by monitoring their computer use, it will fascine students and improve many levels of
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