As I mentioned in my last post how to introduce and build capacity around the TPCK model is going to be different for different learners, and one factor that will influence this is the amount and length of time a teacher has been a practicing educator. In Chapter 12 of the TPCK book this concept is explored and I really liked the idea of activity types as a vehicle for helping teachers sort through practice, and perhaps move towards the intersection of content, pedagogy and technology. although I think the idea can be useful with pre-service teachers as well, I do think help practicing educators feel valued through scaffolding their experiences with new ideas about how to enrich teaching will be a better model.
In looking for more information about "activity types" (Harris and Hofer) I found this paper which I am excited to spend some time with. I just think that perhaps this approach towards offering multiple new ways (not just new tools) for teachers to migrate practice might be useful. I am curious in my research (and now thinking about developing in-service training as an output of the conversations) how I can apply these ideas.
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Thank you for the link to this paper. I look forward to reading the whole thing. I wonder, from reading the abstract, introduction, and works cited whether the work of Knobel and Lankshear has relevance here. I think it does in two ways--their explanation of "mindsets" held by teachers (and others) toward technology and teaching and their distinctions between "technical stuff" and "ethos stuff" in technology and new literacies.
ReplyDeleteDo you have any sense of why that might not be in here?
Johanna,
ReplyDeleteThere is much more informnation about TPACK-based learning activity types online here: http://activitytypes.wmwikis.net/ .
Glad that you found our work to be helpful to yours!
-Judi & Mark