CONTENT KNOWLEDGE - ELEMENT 2: USING
Candidates demonstrate the ability to select and use technological resources and processes to support student learning and to enhance their pedagogy.
Artifact: Course Proposal
Description:
GDIT 708: Technologies Management and Leadership, Summer 2014
The goal of this assignment was to create a course proposal based on emerging trends and professional responsibilities in online learning. This artifact supports this standard in that the course objectives must:
Candidates demonstrate the ability to select and use technological resources and processes to support student learning and to enhance their pedagogy.
Artifact: Course Proposal
Description:
GDIT 708: Technologies Management and Leadership, Summer 2014
The goal of this assignment was to create a course proposal based on emerging trends and professional responsibilities in online learning. This artifact supports this standard in that the course objectives must:
- Analyze current legal, ethical, and safe behavior related to technology use and how it pertains to teachers by creating a Wiki.
- Describe the role of professionalism and effectiveness manner with colleagues, parents, and other members of the community to support students’ success
- Research and create media and content to help students and teachers transfer knowledge most effectively in the online environment
- Create an online learning module that includes an A.U.P, Apps for Parents and Students, an online survey, and Web 2.0 tools.
- Read and analyze two books
Reflection:
When educators design and implement technological tools into the classroom, the goal is to create an environment that is student-centered and provide them with the opportunity to discover their own learning process. It is also important to keep in mind that the main purpose of creating technological resources— instructional materials and instructional systems— is that they are used by learners (Januszewski & Molenda, 2008, p.14). Creating a technology plan for an online course required extensive implementation of technology resources, such as Wikis, discussion boards, and other online collaborative tools. My co-teammate was essential to the success of this project. We were able to collaborate on the elements compiled together (Web 2.0 tools, Wikis, Best practices in an online environment) and demonstrate the importance of ethical behavior in terms of incorporating technology into a university setting with our Annual Usage Policy and Cyberspace Management Plan. Personally, I was able to use this standard to grow in my knowledge of instructional technology tools in terms of management and use. I gained a thorough understanding of the rigorous process of implementing the World Wide Web into school systems and allowing access to students for educational purposes. Professionally, this standard helped me grow in my knowledge of critically implementing safe internet use and practices for students when collaborating with another professional in the instructional technology field, and researching current issues and trends concerning emerging trends and professional responsibilities in using instructional technologies in the classroom. I see this impacting students in online environments especially in terms of ethical behavior with the Internet. Students must be made aware of what is acceptable use of online tools, especially in a learning/professional environment, and how they can demonstrate their knowledge of the content provided and increase their knowledge of technology integration using the TPACK model. This framework builds on Lee Shulman’s construct of pedagogical content knowledge (PCK) to include technology knowledge. TPACK is an emergent form of knowledge that goes beyond all three “core” components (content, pedagogy, and technology). Technological pedagogical content knowledge is an understanding that emerges from interactions among content, pedagogy, and technology knowledge. (Koehler & Mishra, 2009).
Resources:
When educators design and implement technological tools into the classroom, the goal is to create an environment that is student-centered and provide them with the opportunity to discover their own learning process. It is also important to keep in mind that the main purpose of creating technological resources— instructional materials and instructional systems— is that they are used by learners (Januszewski & Molenda, 2008, p.14). Creating a technology plan for an online course required extensive implementation of technology resources, such as Wikis, discussion boards, and other online collaborative tools. My co-teammate was essential to the success of this project. We were able to collaborate on the elements compiled together (Web 2.0 tools, Wikis, Best practices in an online environment) and demonstrate the importance of ethical behavior in terms of incorporating technology into a university setting with our Annual Usage Policy and Cyberspace Management Plan. Personally, I was able to use this standard to grow in my knowledge of instructional technology tools in terms of management and use. I gained a thorough understanding of the rigorous process of implementing the World Wide Web into school systems and allowing access to students for educational purposes. Professionally, this standard helped me grow in my knowledge of critically implementing safe internet use and practices for students when collaborating with another professional in the instructional technology field, and researching current issues and trends concerning emerging trends and professional responsibilities in using instructional technologies in the classroom. I see this impacting students in online environments especially in terms of ethical behavior with the Internet. Students must be made aware of what is acceptable use of online tools, especially in a learning/professional environment, and how they can demonstrate their knowledge of the content provided and increase their knowledge of technology integration using the TPACK model. This framework builds on Lee Shulman’s construct of pedagogical content knowledge (PCK) to include technology knowledge. TPACK is an emergent form of knowledge that goes beyond all three “core” components (content, pedagogy, and technology). Technological pedagogical content knowledge is an understanding that emerges from interactions among content, pedagogy, and technology knowledge. (Koehler & Mishra, 2009).
Resources:
- Januszewski, A., & Molenda, M. (2008). Educational technology: A definition with commentary. Routledge.
- Koehler, M., & Mishra, P. (2009). What is technological pedagogical content knowledge (TPACK)?. Contemporary issues in technology and teacher education, 9(1), 60-70.