TPACK Toolkit

Team Members
***
Please edit the page to enter the requested information below.
Name

Division

Position

Email

Skype Name

Phone Number(s)
Deborah Goodman, Lead

DT&L

Region 2 Consultant

deborah.goodman@dpi.nc.gov

dgoodman_1958

252-339-9442
Michelle McLaughlin

C&I

Social Studies Consultant

michelle.mclaughlin@dpi.nc.gov

nia1969

919.807.3924
Debra Hall

C&I

Science Consultant

debra.hall@dpi.nc.gov

debra.hall814

919-807-3814
Johannah Maynor

C&I

Math Consultant

johannah.maynor@dpi.nc.gov

johannah.maynor2

919-807-3842













Group Norms
  • Take care of personal needs as required
  • actively participate in all planning meetings
  • maintain timelines and deadlines
  • persist in keeping the team's work moving forward

Proposed Meeting Schedule
Please go to the Doodle Poll and select times available to meet.
Thanks for completing the Doodle Poll. There was not one day that everyone was available. So, I selected dates that the majority was available and tried to make sure no one on the team was left out of a meeting. So, please mark your calendars for the following dates and times.

Meeting Dates/Times
Feb. 22nd - 10:00 am (Virtual)
Mar. 1st - 8:00 am (Virtual)
Mar. 5th - 10:00 am (Virtual)
Mar. 11th - 10:00 am (f2f)
Mar. 19th - 10:00 am (f2f)
Apr. 2nd - 10:00 am (f2f)
June 4th - 10:00 am (f2f) (Ouida and Cathy joining virtual)


Meeting Notes
See google doc for team planning

Timeline

•Mar. 8-15: 1st round supply request and necessary materials due (to Kristin) (Done)
Week of Mar. 21-25: Webinar Series for LEA Teams (prior to registration) (Done)
•Apr. 8-12: Content for Sessions complete (Done)
•Apr. 15-May 3: Session Review (Vetting) (Done)
•Apr. 15: LEA Pre-work due (Done)
•Apr. 22: Pre-work posted to wiki (Done)
•By Vetting Sessions: Submit final list of trainers (Done)
•By Apr. 30: Design Teams sharing meeting (whole group)
•By May 10: Submit final supply request list for ordering
•Week of June 28: Trainers Workshop, Dress Rehearsal
•By June 30: Dates for follow-up PD ready for each RESA Director


Overall SI Focus: Building Leadership Capacity to Change Teacher Practice and Change Student Outcomes
Our Task is to create content for a design studio (3hr session)

Some Guiding Principals
The focus of Summer Institutes is to answer this guiding question: How does “your content/topic” help a teacher improve their practice? How do teachers know the students learned it?
–We are working to Change Teacher Practice in order to Change Student Outcomes.
•Content for all sessions will be housed on one wikispace. Pre-work for participants is strongly encouraged.
•Mid-March: Webinar Series developed for Summer Institute participants (or Team Lead)
•Common Themes throughout all sessions: Home Base, Standards 1-6, Dufour questions, Universal Design for Learning, Guskey’s model of evaluating PD
•Objectives for each session are critical. Clearly defining what the participant will learn and experience is extremely important. Therefore, fine tuning the title of a session is an option, but sure leadership will have to approve any proposed adjustments.
•Home Base must be woven into every session (although there is one Design Studio dedicated to Home Base). Online Modules should be woven into every session (where appropriate)as well.
•A rubric will be provided to support the development of your content



Session Purpose/Overview

In today’s classroom, educators must make pedagogical shifts to promote student learning that is dynamic, collaborative, and meets the demands of the 21st century learner. Innovative professional development can be momentous by positively impacting and building educator capacity. North Carolina K-12 educators deserve learning opportunities that support them in their current role and support them in their efforts to use digital resources and Web 2.0 tools.

Session Description

Technological Pedagogical Content Knowledge (TPACK) is a framework that identifies the knowledge teachers need to teach effectively with technology. At the heart of the TPACK framework is the complex interplay of three primary forms of knowledge: Content (CK), Pedagogy (PK), and Technology (TK). In this session participants will apply this framework to K-12 education, identify appropriately aligned resources, develop strategies for evaluating technology integration and explore unique professional learning opportunities.

Learning Outcomes
After this session participants will be able to apply concepts, activities, and digital tools aligned to the TPACK framework when conducting PD/capacity building within their districts and schools.

Session Objectives
1. Understand the importance of the TPACK lens as a guide to finding the best intersection of curricular standards, pedagogy choices, and technology selections.
2. Understand and apply basic concepts associated with technological, pedagogical and content knowledge (TPACK).
3. Explore the relationship that connects the North Carolina Standard Course of Study, NCEES and TPACK.


Pre-work:

Please read the article below and come prepared to discuss the following questions.

What is Successful Technology Integration?

Reflection Questions:

1. Describe a classroom where "technology integration" occurs.

2. What are the essential components in a classroom where "technology integration" is appropriately utilized? Why?

3. What instructional outcomes are possible when embedding technology in classroom instruction?




Agenda

Time
000
Topic/Activity
000

Learning Outcomes

9:00-9:10

Welcome/Overview


9:10-9:25

TPACK 101

By the end of this section participants will:
  • Be familiar with the TPACK Framework
9:25-9:40

Deeper Dive into TPACK Components

By the end of this section participants will:
  • Understand the different components of TPACK
  • Access resources and strategies for each component
9:40-10:00

Examine Scenarios Using the TPACK Lens

By the end of this section participants will:
  • Identify components of TPACK in a lesson
10:00-10:20

Growing Professional Knowledge of TPACK
Using Learning Activity Types

By the end of this section participants will:
  • Understand activity types
10:20-10:40

Break

By the end of this section participants will:
  • will be refreshed and refueled
10:40-11:00

Determining the Best Technology

By the end of this section participants will:
  • Identify technology that best aligns with activity types
11:00-11:30

Evaluating Teaching with Technology: More Than an Observation

By the end of this section participants will:
  • identify TPACK components using section IVd of the Teacher Evaluation Rubric
11:30-11:50

Reflect and Revisit
Infographic Activity

By the end of this section participants will:
  • Reflect on the big ideas of this session
  • Create an infographic that shows how TPACK fits into their district's curriculum planning
11:50-12:00

Exit Ticket

By the end of this section participants will:
  • Provide meaningful feedback to presenters



I. Welcome and Ice Breaker 9:00-9:10 (10 minutes)


Four Corners
As an icebreaker presenters will ask the participants to go to one of the four corners that best represents them and their level of comfort in integrating technology, pedagogy and content into instruction.

Using swimming as an analogy the choices will be:
  1. You feel like you have dived in head first and…(the participants fill in their own descriptions)
  2. You feel as if you are in the water but just floating along because… …(the participants fill in their own descriptions)
  3. You feel like you are an experienced swimmer who can… …(the participants fill in their own descriptions)
  4. You feel as if you are drowning and…(the participants fill in their own descriptions)

II. TPACK 101 9:10-9:25 (15 minutes)

The technological pedagogical content knowledge (TPACK) framework helps teachers:
  • to effectively integrate content, pedagogy and technology to support and enhance student learning
  • to examine current teaching methods to determine appropriate technology-infused practices that will work best for their content to ensure students meet the goals of the North Carolina Standard Course of Study

TPACK 101 from Clare Kilbane on Vimeo.


Video Reflection Questions:

1. What does quality instruction for today's learner look like? When or where does it occur as related to the TPACK framework?
2. Where do your instructional practices, or the instructional practices of those you support, reside within the TPACK framework?
3. How does the TPACK framework support a culture of change in the classroom?

III. Deeper Dive into TPACK Components 9:25-9:40 (15 minutes)

To better understand the components of the TPACK framework, let's take a few minutes and explore a few resources for each component.

Home Base.jpg
Home Base will allow teachers to search for and select instructional materials for use in lesson plans from an approved and standards-aligned curriculum database. Teachers will be able to create individualized instruction for their students based on the reporting features available in the system. Selecting appropriate practices or methods of teaching will ensure lessons are designed for optimal learning.

Content Defined

"What"

Pedagogy Defined

"How"

Technology Defined

"Best Tool"
NCSCOS
Teaching Strategies
Tools for the 21st Century Teacher
21st Century Skills
Activity Types
Tools A to Z
Framework for Thinking
Strategies for Teaching Social Studies
Web 2.0 for the Under 13s Crowd

Jigsaw Cooperative Learning Technique
Directory of Learning and Performance Tools

Think-Pair-Share
Discovery Education Web 2.0

Socratic Seminars
Go 2 Web 2.0
Share at your table a few resources that you found will be helpful to you as you design lessons using the TPACK framework.

IV. TPACK Scenarios 9:40-10:00 (20 minutes)

Read one of the following classroom scenarios examining it through the TPACK lens. When you have read through the scenario, use Padlet to demonstrate where you feel the scenario falls on the TPACK infographic. Be prepared to discuss why you think it belongs in a certain area.

Scenarios



EASTERN SESSIONS


WESTERN SESSION

July 8

July 9
.........Day One -East.............

.........Day Two- East
xxxxxxxxx
July 8

July 9
.........Day One- West...............

.........Day Two- West





July 10

July 11
.........Day One -East

.........Day Two- East

July 10

July 11
.........Day One -West

.........Day Two- West





July 15

July 16
.........Day One -East

.........Day Two- East

July 15

July 16
.........Day One- West

.........Day Two- West





July 17

July 18
xxxxxDay One-East

xxxxxDay Two-East

July 17

July 18
xxxxxDay One-West

xxxxxDay Two-West
July 23

July 24
.........Day One -East

.........Day Two- East

July 23

July 24
.........Day One- West

.........Day Two- West

V. Growing Professional Knowledge of TPACK Using Learning Activity Types 10:00-10:20

An Activity Type ...

  • An activity type is the action or performance ("the activity") used to arrive at the product in the learning.
  • An activity type classifies the specific activity that is chosen by the teacher seeking to align the product of the learning to the learning goal and objective.






















Video: Determining Activity Types

Click here to view a brief video clip demonstrating how a 6th grade teacher determined the type of technology that would
best integrate with the content she wanted to teach and how she planned to teach that content.

After watching the video consider the following questions and discuss your answers with colleagues at your table.
table talk.jpg 1. What is the significance of knowing the purpose of the "activity type"?
2. What are some considerations when choosing the appropriate technology for the "activity type"?


Break 10:20-10:40



VI. Determining The Best Technology For The Activity Type 10:40-11:00

At your table you will find an envelope containing slips of paper representing information from the 3 components of TPACK along with a gameboard.
    • “C” - different content areas (SS, SCI, ENG, MA, ART ED, etc).
    • “P” - various pedagogical strategies (collaborative learning, PBL, research, learning stations, seminars, etc.).
    • “T” - different types of technologies (blogs, wikis, docs, etc).

The Goal!
  • The goal of this exercise is to give participants the opportunity to determine the most EFFECTIVE technology type that will align to the activity selected by the teacher.

Let's Practice!
  1. Empty the envelope and, as a group, work to organize all of the pieces into 6 sets that align the content and pedagogy with the technology that could be used.
  2. Discuss the importance of the "activity type" in the decisions your group made about the technology choices selected for each of the 6 sets.
  3. Keep in mind that, although some of the technology choices could be used to fit multiple activity types, this exercise has been designed to allow the participants to use a technology decision once in an effort to encourage the consideration of a variety of technology choices.
    • Note: There are more game pieces for the activity type and technology choices than will be needed. Not all pieces will be used.

Record Your Work!
    • Each group should designate one person to record what their group's game board reflects about the group's final decisions in aligning the content with the pedagogy and technology.
    • The person recording for their group should use the Google document to record the group's decisions.
    • The Google document each group will use to record the their decisions can accessed by clicking onto the link assigned.

EASTERN SESSIONS


WESTERN SESSIONS



EASTERN SESSIONS



WESTERN SESSIONS

July 8
Day One -East.............Group 1Group 2
Group 3
Group 4
Group 5

xxxxxxxxx
July 8
Day One- West...............
Group 1
Group 2
Group 3
Group 4
Group 5
...............
July 10
Day One -East.............Group 1
Group 2
Group 3
Group 4
Group 5


July 10
Day One- West...............
Group 1
Group 2
Group 3
Group 4
Group 5











July 9
Day Two- East
Group 1
Group 2
Group 3
Group 4
Group 5


July 9
Day Two- West
Group 1
Group 2
Group 3
Group 4
Group 5

July 11
Day Two- East
Group 1
Group 2
Group 3
Group 4
Group 5

July 11
Day Two- West
Group 1
Group 2
Group 3
Group 4
Group 5











July 15

July 16
.........Day One -East

.........Day Two- East

July 15

July 16
.........Day One- West

.........Day Two- West

July 17

July 18
.........Day One -East

.........Day Two- East

July 17

July 18
.........Day One -East

.........Day Two- East











July 23

July 24
.........Day One -East

.........Day Two- East

July 23

July 24
.........Day One- West

.........Day Two- West


.........


...

Download option:


Share Out! (3 to 5 Minutes) - Presenter notes
    • The presenter will project the Google document of one group (two if time allows).
    • The group of the selected document will share the justifications for their decisions.

*References - check for citation correction

    • Harris,J., & Hofer, M. (2009). Instructional planning activity types as vehicles for curriculum-based TPACK development. In C. D. Maddux, (Ed.). Research highlights in technology and teacher education 2009 (pp. 99-108). Chesapeake, VA: Society for Information Technology in Teacher Education (SITE).

*Resources


VII. Observing the TPACK Process 11:00-11:20 (20 minutes)

Evaluating Teaching with Technology: More than an Observation


http://www.youtube.com/watch?feature=player_embedded&v=ND0-r0ovQdo

Measures of Effective Teaching (MET)

In the fall of 2009, the Bill & Melinda Gates Foundation launched the two-year Measures of Effective Teaching (MET) project to rigorously develop and test multiple measures of teacher effectiveness. The videos used in our activity are from The Teaching Channel- a non profit video showcase which also received seed money from the Bill and Melinda Gates Foundation as well as the William and Flora Hewlett Foundation.
Home Base.jpg
The online Home Base North Carolina Educator Evaluation System (NCEES) instrument will automate the North Carolina Teacher Evaluation Process and the North Carolina School Executive: Principal and Assistant Principal Evaluation Process. The system will allow all employees to complete self-assessments and Professional Development Plans. The system will allow employees to set goals annually and will provide principals/supervisors the ability to modify goals and include feedback to employee. The following activity is meant to give you some practice in assessing digital teaching and learning and identifying ways to improve this learning. The purpose of self-assessment is to improve teacher effectiveness and to help identify professional development needs.

Instructions

In small groups, observe classroom videos below taken from The Teaching Channel and identify TPACK components using section IVd of the Teacher Evaluation Rubric.

NC Educator Evaluation System Standard IVd


Discussion Questions

How do you know that the content is appropriate?
How does the pedagogy support the content?
How does the technology used support the content and the pedagogy?
If technology is being used, who is using the technology?
If technology is not being used, how could it be added appropriately?
How are the principles of Universal Design for Learning or Differentiated Learning embedded into instruction?
Group Consensus
Using the Teacher Evaluation rubric, determine a rating for each teacher.
Provide specific examples of how the classroom instruction observed could be improved?

Due to bandwidth constraints, please choose 1 person per group to download the video or use the video provided by your facilitator.

Video
Subject
Video 1
ELA Grade 5
Video 2
ELA Middle Grades
Video 3
Social Studies Middle Grades
Video 4
(video 4A) ELA High School
Video 5
Chemistry High School
Video 6
Kindergarten Math
Video 7
Math Grade Two

VIII. Reflect and Revisit 11:20-11:50 (30 minutes)

Infographic Activity


Now that you have some background knowledge of the TPACK framework, let's create an infographic or presentation of how TPACK might look in your district. The TPACK logo is an infographic representing the interconnection between curriculum, pedagogy, technology, and learning environment. How might your infographic show how TPACK fits into your district's curriculum planning?



IX. Evaluation 11:50-12:00 (10 minutes)

Exit Ticket
Results



Breadcrumb Trail for the bottom of each page on wiki:


Welcome/Overview<>TPACK 101<>Deeper Dive<>Examine Scenarios Using the TPACK Lens<>
Growing Professional Knowledge of TPACK Using Learning Activity Types<>Break<>Determining the Best Technology<>Evaluating Teaching with Technology: More Than an Observation<>Reflect/Revisit/TPACK Infographic<>Evaluation

These will be linked on the participant wiki.


Home Base Connections:
    • Teachers being able to add lesson plans with materials and resources
    • Grouping students to differentiate lessons based on student need
    • Teachers being able to upload artifacts for Teacher Evaluation



Content Layout
*Welcome (15 min)
Come up with an icebreaker (possible snow ball fight with 3 Ps) - Deborah
*Use the video from NCLTi as an introduction (Deborah)
Participants create an info graphic (ITES) depicting their definition of TPACK for use in their LEA/Charter (30 min) (Deborah)
*Use scenarios (NCLTi) to dig into components of the TPACK (15 minutes)
Pull the 2 from NCLTi and create a couple more (SS, SCI, MA)
Groups share out (using the 3 questions) (Debra, Deborah, Michelle)
*Break (be determined by SI) last year staggered (15 minutes)
*TPACK Activity using cups (15 minutes) (Deborah) (need to order cups)
*Activity Types ---Need Activity
Create google doc that has the first 2 columns complete and teachers add their choice of technology (20 min) (Deborah)
*Use Observation Tools and Techniques section from ITES for Obj. 3
Have teachers summarize which standards are being met and which evidence shows this in the video. Use Linoit for this activity. (45 min) (Debra)
*Revisit Infographic to revise, based on new learning (10 min)
*Evaluation (5 min) (Deborah)

Document Draft for Content Layout for Objective #2


Be sure to weave Home Base throughout.**


Presenters (East/West)

July 8-11
Greenville: Debra, Deborah, Michelle
Charlotte: Johannah, Ouida, Cathy (from DT&L Division)
Fayetteville: Deborah, Michelle

July 15-18
Durham: Debra, Michelle, Johannah
Greensboro: Deborah, Ouida, Cathy (from DT&L Division)
Hendersonville: Johannah, Ouida, Cathy


Resources Needed

Participants will need to bring a digital device

About the Technology:

● Operating system: Windows 2000 or newer or Mac OS 9 or newer. Using Google
Chrome (http://bit.ly/IS6JjK) or Mozilla Firefox (http://bit.ly/IS6FAH) as your
browser is HIGHLY recommended. Windows Explorer and Safari DO NOT
support Moodle or other Web 2.0 tools to their fullest capacity.
● Some documents require Adobe Acrobat Reader. Download the Adobe Acrobat
Reader: http://get.adobe.com/reader/. Install this software on the first day of
class.
● Pop-up windows should be enabled. Depending on the course features, you may
need to temporarily close or disable security software (i.e., Norton, McAfee or
Microsoft Firewall) to allow downloads and pop-up windows.

Supplies/Materials Needed

Projector and Clicker
Laptop
Projection screen
Speakers
Power Cords and Reels (may need to order some)
Internet access for presenter and attendees

Ordered:
Self-Adhesive Name Badges (Plain White) 100 per pack = 4 packs
Post-It Easel Pads (plain white self-stick chart paper) 2 per pack = 2 packs
Crayola Classic Markers (Broad Tip, 8/box) = 12
Blue Painters Tape = 4
Masking Tape 2 in = 4
Post It notes (yellow, 3x3) 12 pads/pk = 4
Batteries (AAA) 24/pk = 2
Batteries (AA) 24/pk = 2
Need to add to order:
Power Reels (4)


Things to keep in mind:


    1. Remember that schools receiving e-Rate funding need to be CIPA Compliant. See the following site:
    2. NCDPI does not promote or endorse any particular Web 2.0 tools. We use the following verbiage.
"The digital tools used during this institute have been helpful to some educators across the state. However, due to the rapidly changing digital environment, NCDPI does not represent nor endorse that these tools are the exclusive digital tools for the purposes outlined during this institute."