Digital Technology Skill
As Spires (2008) stated that “today’s students commonly referred to as the N generation, millennial, or digital natives, were born into social and educational environments where digital technologies are pervasive. …Digitally native students bring different skills, interests, and needs to the classroom and educators are grappling to understand these unique attributes in order to design instruction accordingly” (p.1).
Koehler & Mishra (2009) stressed that “an approach is needed that treats teaching as an interaction between what teachers know and how they apply what they know in the unique circumstances or contexts within their classrooms” (p. 62).
At the heart of good teaching with technology are three core components: content knowledge, pedagogy, and technology (TPACK), plus the relationships among and between them. The interactions between and among the three components helps teachers improve their teaching efficiency. Students can make full use of technology to help their global learning (p.62).
Reference:
Koehler, M. J., & Mishra, P. (2009). What is technological pedagogical content knowledge?
Contemporary Issues in Technology and Teacher Education, 9(1), 60-70.
Spires, H.A. (2008). 21st century skills and serious games: Preparing the N generation. In L.A. Annetta (Ed.), Serious
educational games (pps. 13-23). Rotterdam, The Netherlands: Sense Publishing.
This is a video about TPACK.
As Spires (2008) stated that “today’s students commonly referred to as the N generation, millennial, or digital natives, were born into social and educational environments where digital technologies are pervasive. …Digitally native students bring different skills, interests, and needs to the classroom and educators are grappling to understand these unique attributes in order to design instruction accordingly” (p.1).
Koehler & Mishra (2009) stressed that “an approach is needed that treats teaching as an interaction between what teachers know and how they apply what they know in the unique circumstances or contexts within their classrooms” (p. 62).
At the heart of good teaching with technology are three core components: content knowledge, pedagogy, and technology (TPACK), plus the relationships among and between them. The interactions between and among the three components helps teachers improve their teaching efficiency. Students can make full use of technology to help their global learning (p.62).
Reference:
Koehler, M. J., & Mishra, P. (2009). What is technological pedagogical content knowledge?
Contemporary Issues in Technology and Teacher Education, 9(1), 60-70.
Spires, H.A. (2008). 21st century skills and serious games: Preparing the N generation. In L.A. Annetta (Ed.), Serious
educational games (pps. 13-23). Rotterdam, The Netherlands: Sense Publishing.
This is a video about TPACK.
My Strategies
I integrate technology into teaching and use TPACK theory to make my teaching more efficient. In class, I interact with students time to time through technology and make sure every student participate in the class activities. Besides, I encourage students to use internet to do some research project through group cooperation, which not only meets students’ desire of technology, but also make student have the awareness of cooperation. Also, students can use digital tools to practice their writing and speaking, such as voki, storybird. I make technology, content knowledge, and pedagogy work together to help students’ learning.
There are some digital tools:
Story Bird
Voki
Penzu
Weebly
Vocaroo
Voicethread
Here's my PBI project that I collaborated with my classmates at Dr. Hervey's class. It's about how to use technology to teach informational text.
Here's the PBI Project Video