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Monday, October 10

  1. page home edited ... Learning is described as not just about gaining knowledge and skill but also about learning th…
    ...
    Learning is described as not just about gaining knowledge and skill but also about learning that allows learner autonomy and ownership. Learning is also considered to be where the learner is actively engaged in the process unlike the learning that occurs in most classrooms and higher education institutes where learning occurs by the ‘stand and deliver’ and ‘sit and listen’ model.
    This theoretical framework (TPACK 2.0) is based on: (i) the learner and learning domain (Bloom et al., 1956) , (ii) the pedagogies that drive the learning process and (iii) how technology (Web 2.0 tools) have impacted both, the learner and pedagogies. The table below outlines the themes that emerged (colour coded) from the literature reviewed.
    ...
    Wenger, 1998).
    The researcher grounds this argument in the work done by McLoughlin and Lee (2008c) who proposed the 3ps of learning (participation, personalisation and productivity) in the digital networked world where learning is the product of students creating their own content in the process of learning, a shift away from teacher provided content. The affordance of the digitally networked world also provides an opportunity for the learner to participate in (‘legitimate peripheral participation’ (Lave & Wenger, 1991)) or form communities of practice that leads to the formation of identity. This framework is also grounded on the notion of Learner-generated context (Luckin, 2008; Luckin, et al., 2007; Luckin, Clark, et al., 2008; Luckin, Logan, et al., 2008).
    The TPACK 2.0 framework
    {TPACK_2_2.png}
    TPACK 2.0 unpacked
    {TPACK_2_rational.png}{TPACK_2_rational_2.png}
    Acknowledgement
    The researcher calls this framework, TPACK 2.0 to formally acknowledge that it stems from the work done by Mishra and Koehler (2006), who proposed the TPACK model that also has three components (i) technology, (ii) pedagogy and (iii) content.
    (view changes)
    3:14 pm
  2. 3:13 pm

Sunday, October 2

  1. page 1. TPACK and TPACK 2.0 edited Difference between TPACK and TPACK 2.0 The following statements about the original TPACK model …

    Difference between TPACK and TPACK 2.0
    The following statements about the original TPACK model by the authors explains what TPACK is and the underpinning philosophy:
    Technological Pedagogical Content Knowledge (TPACK) attempts to capture some of the essential qualities of knowledge required by teachers for technology integration in their teaching, while addressing the complex, multifaceted and situated nature of teacher knowledge (TPACK, n.d).
    AND
    .... thus our model of technology integration in teaching and learning argues that developing good content requires a thoughtful interweaving of all three sources of knowledge: technology, pedagogy and content (Mishra & Koehler, 2006, p. 1029).
    The paragraphs above highlight that the teacher is the target and critical element for effective use of technology in the course mainly in ‘developing good content’ for students. It also highlights that the underpinning philosophy driving the original TPACK model is ‘technology’ and the knowledge the teacher needs to have in order to successfully integrate technology in the curriculum (Alfred, 2008; Mishra & Koehler, 2006; TPACK, n.d).
    {TPACK_1_original.png}
    The intersection of pedagogy, technology and content in the original TPACK model is the technological pedagogical content knowledge of the teacher as highlighted in the figure above.
    TPACK 2.0
    These factors fundamentally differentiate the original TPACK model from TPACK 2.0 model proposed by the researcher, that focuses on the learner and the learner’s interaction and use of Web 2.0 tools in the process of learning.
    The TPACK 2.0 framework is an attempt to build on the work done by Mishra and Koehler. While the researcher acknowledges the original TPACK model as being useful in designing a course for learning (where the teacher is mainly in-charge), he sees the proposed TPACK 2.0 model as one that provides guidance on how to facilitate learning in the Web 2.0 environment that revolves around the notion of learner-generated content and where possible learner-generated context (Luckin, 2008; Luckin, et al., 2007; Luckin, Clark, et al., 2008; Luckin, Logan, et al., 2008) which both advocate active learner participation in the learning process and capitalises on the affordance of Web 2.0 tools. Because the learner is determining his/her own journey that aids their learning, they interact with authentic context that is of interest or appeals to the learner. Learner-generated context is defined as an environment or a collection of resources created by networked people who have similar interest or a common goal. Thus the definition of context here is inclusive of the users’ (learners) interaction in virtual or online spaces with different people and at different times (synchronous and asynchronous) (Luckin, et al., 2007).
    Further work
    The researcher aims is to build on the TPACK 2.0 framework as part of his PhD study.

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    4:51 pm
  2. 4:46 pm
  3. page home edited TPACK 2.0 - The framework for learning and teaching with Web 2.0 tools The TPACK 2.0 framework …

    TPACK 2.0 - The framework for learning and teaching with Web 2.0 tools
    The TPACK 2.0 framework proposed emerged from literature reviewed on learning and teaching in the Web 2.0 world as a part of a my master thesis.
    The literature reviewed considered the learner, the types of pedagogy and how the affordances of Web 2.0 tools enable a learning environment that allows learners to take ‘charge’ of their own learning.
    Learning is described as not just about gaining knowledge and skill but also about learning that allows learner autonomy and ownership. Learning is also considered to be where the learner is actively engaged in the process unlike the learning that occurs in most classrooms and higher education institutes where learning occurs by the ‘stand and deliver’ and ‘sit and listen’ model.
    This theoretical framework (TPACK 2.0) is based on: (i) the learner and learning domain (Bloom et al., 1956) , (ii) the pedagogies that drive the learning process and (iii) how technology (Web 2.0 tools) have impacted both, the learner and pedagogies. The table below outlines the themes that emerged (colour coded) from the literature reviewed.
    {TPACK_1.png} The table above outlines the three factors that play an important role in learning and teaching in a digital age, (i) pedagogy, (ii) Web 2.0 tools (affordances) and (iii) the learner. While the third critical factor in the table is the ‘learner’, the researcher however argues that it is the learners’ interaction with the content that is provided or the content that they create that leads to the creation of new meanings and understanding in the correct contextual setting and could also lead to the formation of identity (McLoughlin & Lee, 2008c; Wenger, 1998).
    The researcher grounds this argument in the work done by McLoughlin and Lee (2008c) who proposed the 3ps of learning (participation, personalisation and productivity) in the digital networked world where learning is the product of students creating their own content in the process of learning, a shift away from teacher provided content. The affordance of the digitally networked world also provides an opportunity for the learner to participate in (‘legitimate peripheral participation’ (Lave & Wenger, 1991)) or form communities of practice that leads to the formation of identity. This framework is also grounded on the notion of Learner-generated context (Luckin, 2008; Luckin, et al., 2007; Luckin, Clark, et al., 2008; Luckin, Logan, et al., 2008).
    The TPACK 2.0 framework
    {TPACK_2_2.png}
    TPACK 2.0 unpacked
    {TPACK_2_rational.png}
    Acknowledgement
    The researcher calls this framework, TPACK 2.0 to formally acknowledge that it stems from the work done by Mishra and Koehler (2006), who proposed the TPACK model that also has three components (i) technology, (ii) pedagogy and (iii) content.

    (view changes)
    4:43 pm
  4. 4:41 pm
  5. file TPACK_2_2.png uploaded
    4:38 pm
  6. file TPACK_2_2.tiff uploaded
    4:37 pm
  7. file TPACK_1.png uploaded
    4:21 pm
  8. wiki TPACK2 created
    4:16 pm

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