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SOALAN 1: How do the following 3 models or theories relate to each other?

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SOALAN 2

Terdapat 7 jenis elemen di mana 3 daripadanya andalah elemen utama iaitu Pengetahuan pedagogi, pengatuhan Isi Kandungan dan Pengetahuan teknologi. Untuk pengetahuan pedagogi adalah bagaimana cara guru tersebut emplimentkan cara pengajarannya. Bagi pengetahuan isi kandungan pulak adalah kekuatan ilmu atau tahap ketinggian ilmu yang guru tersebut ada untuk sesuatu topik. Dan akhir sekali adalah pengetahuan teknologi, di sini adalah fasa bagaimana guru tersebt menggunakan pengetahuan teknologinya untuk di gunakan di dalam kelas semasa mengajar. Guru perlu ada kesemua elemen di dalam TPACK ini untuk dapat memenuhi keperluan model ini dan juga memenuhi keperluan perkembangan pendidikan pada zaman yang serba teknologi ini.

SOALAN 1
Pada pendapat saya, ketiga – tiga model ini terdapat perkara berkaitan. Mereka memfokuskan kepada bagaiama menguruskan dan menggunakan teknologi untuk mengajar di dalam kelas supaya selaras dengan perkembangan teknologi zaman kini. Seterusnya, dengan menggunakan teknologi juga dapat meningkatkan dan menggalakkan guru dalam menggunakan teknologi dalam pengajaran. Selain itu, guru juga perlu memikirkan bagaimana untuk menguruskan, mencipta, menguji, dan menilai tahap pengajaran dan pembelajaran yang berlaku di dalam kelas supaya mencapat objektif dan matlamat yang ingin dicapai. Disamping itu, pelajar juga mendapat ilmu dengan cara yang betul, berkesan dan mudah.

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Online Assignment 2

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Q1
How do the following 3 models or theories relate to each other? Explain.
Learning/adoption Trajectory model
ACOT
Welliver's Instructional Transformation Model

Learning/ adoption Trajectory Model
It has 5 professional development and 5 roles of the teachers that differs on each development as Entry where the teacher become the learner (to use the technology), Adoption where the teacher adopt the technology, adaptation where the t eacher becomes the co-adopter of the technology, testing whether it is appropriate where he reaffirm or reject that particular use of technology for that subject and invention which makes the teacher to become the leader.

ACOT tells something similar with LATM but slightly differs. It is about the Entry, Adoption, Adaptation, Appropriation and invention. It is basically on what teachers can do for the change from traditional teaching style towards 21st centuries which covers the usage of technologies in most of the areas. First of all, teachers should learn the basic use of the new technology, on how to use the new technology to support their traditional instruction, and how to integrate technology into traditional practice, and whether it is appropriate to focus on cooperative project based as on of many tools are needed and they discover the new uses fo technology tools.

WITM tells about the 5 main ideas such as Familiarization (teachers aware of technology and its potential uses), Utilization (teachers use technology but minor problems may cause teachers to stop using it), Integration (technology becomes essential to the educational process and teachers are constantly thinking of ways to use it in the classroom), Reorientation (teachers has to rethink the educational goals of the classroom with the use of technology) and Evolution (the current classroom become completely integrated with technology in all subject areas).

It connects the teachers development and stages where it become the process of migrating from traditional teaching into 21st style of teaching I could say. In order to do that, teachers must have knowledge and must have the sequence on how to do it so that the class will be effective and the technology could be used in most fine ways which will make the learning fun and interesting. Without prior understanding on technologies, teachers cant play their role well and the lesson will become failure. Instead of using the technologies for the benefits of the students it will turn towards teachers nightmare.

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Q2
Now watch this video and explain how TPACK differ from the first 3 models

TPACK is a way on how teachers conduct the classes by engaging them with technology. On what the teachers know, how they teach and how they use technology to teach. TPACK is actually is a combination of content knowledge, pedagogical knowledge and technological knowledge. The art of innovative teaching is the best way to define it.

CK (Content Knowledge) (What?)
Teachers understand the subject area they are teaching no matter what subject it it which covers the fact, concepts and theories.

PK (Pedagogical Knowledge) ( How?)
It covers the expert knowledge on arts and science of teaching. It covers the method of teaching and assessment after the factual and theories expertise. Knowledge of this pedagogical knowledge makes you to be a successful teacher regarding the best teaching experiences and classes by able to focus each individual student.

PCK (Pedagogical Content Knowledge)
This one is the combination of both Pedagogical Knowledge and Content knowledge which will lead to accurate delivers on the learning and scholars believe this were the best method to be carried out by the teachers.

TK (Technological Knowledge)
For the 21st Century learning teachers are required to know how to pick, use and integrate it into the curriculum.Its merely not only the usage of the devices but the content and apps that being used for learning.

TPACK is differ from the 3 models in terms of stages of technology integration which involves in first model, whereby it does not adopt the use of technology to support traditional instruction where it was suppose to uplifting towards 21st centuries learning style. In contrast, WITM tells that teachers are more aware on the technology and its potential uses which was suppose to be accurate with current education system. In order to apply TPACK in today's classroom planing, teachers must be aware on technologies to make the lesson interesting where the students are more advance and teachers should not be left out.

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Looks like some of you answer the Qs by googling. I want YOUR understanding, NOT C & P someone else's ideas. I can tell it bcoz the English is excellent.

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Q2
Perbezaan antara TPACK dan Model di atas adalah TPACK merupakan gabungan daripada tujuh komponen iaitu Pengetahuan Kandungan (CK), Pengetahuan Pedagogi (PK), Pengetahuan Teknologi (TK), Pengetahuan Pedagogi Kandungan (PCK), Pengetahuan teknologi  Kandungan (TCK), Pengetahuan Teknologi Pedagogi (TPK) dan Pengetahuan Teknologi Pedagogi Kandungan (TPACK). TPACK tidak memberi keutamaan dalam teknologi sahaja seperti 3 model (Learning/adoption Trajectory model, ACOT, Welliver's Instructional Transformation Model) malah lebih pentingkan konteks dalam penguasaan bidang kandungan, pedagogi dan penggunaan teknologi untuk menggunakan dalam pengajaran mereka. Penggunaan model TPACK, dapat membantu seseorang guru dalam merancang dan melaksanakan PdPc mereka lebih efisien, dan efektif. Bagi pelajar pula, penerimaan ilmu yang disampaikan oleh guru lebih faham.

Q1

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Q2 (Watch the video and explain how TPACK differ from the first 3 models)

Model TPACK ini mempunyai elemen yang lain berbanding model Wellivers, ACOT dan Trajectory. Melalui model TPACK, kita dapat melihat dimana model ini mengutamakan tiga aspek Kandungan (CK),Pedagogi (PK), dan Teknologi (TK). Model ini menjelaskan tentang pengetahuan dan kemahiran teknologi yang harus dikuasai oleh guru untuk menangani persekitaran pembelajaran Abad 21 yang perlu disokong oleh TMK dalam persekitaran pengajaran guru. Pengetahuan Teknologi Pedagogi Kandungan (TPACK) membolehkan kita mengenal pasti pengetahuan guru-guru yang diperlukan untuk mengajar dengan berkesan. Penggabungjalinan Kandungan (CK),Pedagogi (PK), dan Teknologi (TK) dapat mewujudkan suasana pdpc yang efektif dan dapat menghubungkan pdpc dengan teknologi.

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TASK 2

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How do the following 3 models or theories relate to each other? Explain
Learning Trajectory Model
Are explain about five stage are:

1. Teacher as learner- Teachers will gather materials and attend sessions will improve their understanding.

2. Teacher as adopter- teachers progress about personal and task management concern as they experiment with technology.

3. Teacher as Co- learner- teachers focus on relationship between technology and curriculum.

4. Teacher as Reaffirmer- teachers develop greater awareness about learning outcomes.

5. Teacher as Leader- Consist of all the others stage put together to provide overall of learning  technology.

Wellivers Instructional Transformation Model

1. Familliarization- Teacher aware about technology and their use

2. Utilization- Teacher know are benefits and  they know have obstacles but still use.

3. Integration- Technology is important for teachers and they need thinking about how to use technology.

4. Reorientation - Teachers began rethink about education goals of the classroom with the use of technology

5. Revolution- Integrates with technology in all subject areas.

Apple Classroom of Tomorrow (ACOT)

There are five stages of  instructional evolution for  using technology:

1. Entry- Learn basic for using new technology

2. Adoption- use new technology to support traditional instruction

3. Adaptation- integrates new technology existing in classroom activities

4. Appropriation- develop new approach teaching in learning that take advantage of technology.

5. Invention- Teachers are ready to experiment new instructional patterns and ways  of relating to students and other teachers.

The related of three model above are focus on technology development and how to use technology by teaching and learning in the classroom. Besides, these models also emphasis teacher awareness on the use technology. In addition, teachers should think critically in planning and producing a step, strategy, ways and patterns in using technology in learning activities.

2. Berdasarkan video yang telah saya lihat. TPACK Model terdiri daripada  tujuh elemen penting iaitu:

1. Content Knowledge- Pengetahuan kandungan merujuk kepada pengetahuan pengajar terhadap kandungan yang akan disampaikan kepada pelajar.

2. Pedagogical Knowledge - Pengetahuan pedagogi adalah pengetahuan berkaitan kaedah pengajaran yang akan diaplikasikan oleh guru dalam aktiviti PdPc.

3. Technological Knowledge-  Pengetahuan teknologi merujuk kepada pengetahuan menegnai perkakasan, alatan dan juga cara mengendalikan teknologi di dalam PdPc.

4. Pedagogical Content Knowledge- Pengetahuan pedagogi kandungan  adalah pengintegrasian antara Ck dengan PK menjadi PCK yang meliputi kurikulum, penilaian dan pedagogi.

5. Technological Content Knowledge- Pengetahuan teknologi kandungan adalah pengintegrasian antara Ck dengan TK yang menghasilkan TCK yang meliputi pengetahuan berkaitan dengan teknologi yang dapat menyelesaikan masalah sekiranya terdapat pembaharuan dalam teknologi.

6. Technological Pedagogical Knowledge- Pengetahuan Teknologi pedagogi adalah pengintegrasian antara TK dengan PK menjadi TPK yang meliputi pengetahuan berkaitan dengan perubahan  PdPc sekiranya teknologi yang digunakan dengan kaedah yang berbeza .

7.  Technological Pedagogical Content Knowledge- gabungan keenam-enam element diatas iaitu Ck, PK, Tk, PCK, TCK, TPK menjadi TPACK yang perlu difahami secara mendalam oleh seorang pengajar bagi memastikan sesuatu proses PdPc berjaan dengan lancar dan berkesan.

Sehubungan itu, model TPACK ini mempunyai perbezaan tertentu berbanding model Wellivers, ACOT dan Trajectory. Antaranya ialah, model TPACK ini lebih bukan sahaja memberi fokus kepada penguasaan terhadap penggunaan teknologi namun  menekankan pengetahuan kandungan pengajaran. Selain itu, model ini lebih tertumpukan kepada pengintgrasian teknologi dalam PdPc. Berbanding dengan model-model di atas yang lebih kepada pembangunan teknologi.

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1. How do the following 3 models or theories relate to each other? Explain.

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Q2. Now watch this video and explain how TPACK differ from the first 3 models
Based on Shulman (1987, 1986), the TPACK framework describes educational content knowledge (PCK) and describes how teachers' understanding of educational technology and PCK interact to produce effective technical teaching.

In this model, there are three main components of teachers’ knowledge: content, pedagogy, and technology. Equally important to the model are the interactions between and among these bodies of knowledge, represented as PCK, TCK (technological content knowledge), TPK (technological pedagogical knowledge), and TPACK.

There difference of TPACK between Learning Trajectory Model, ACOT and Welliver's Instructional Transformation Mode are:

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Q1. How do the following 3 models or theories relate to each other? Explain.

Learning/adoption Trajectory model

1. Teacher as Learner

2. Teacher as Adopter

3. Teacher as Co-Learner

4. Teacher as Reaffirmer

5. Teacher as Leader

ACOT

1. Entrance level:

Is when the teacher becomes aware of technology and its importance

2. Adoption phase:

Use new technology to support traditional instruction

3. Adaptation phase:

Integrates new technology into traditional classroom practice.

teacher often focus on increased student productivity and engagement by using word processors, spreadsheets and graphics tools

4. Appropriation stage

Focus on cooperative, project-based and interdisciplinary work incorporating the technology as needed as one of the many tools

5. Invention stage

Discover new uses for technology tools, for example, developing spreadsheet micros for teaching algebra or designing projects that combine multiple technologies.

Welliver's Instructional Transformation Mode

1. familiarization: is when the teacher becomes aware of technology and its importance.

2. Utilization: is when teachers use technology, but minor problems will cause teachers to discontinue use.

3. Integration: is when technology becomes essential for the educational goals of the classroom with the use of technology.

4. Reorientation: is when teachers begin to rethink the educational goals of the class with the use of technology.

5. Revolution: is the evolving classroom that becomes completely integrated with technology in all subject areas. Technology becomes an invisible tool that is seamlessly woven into the teaching and learning process.

The Instructional Transformation Model brings great value to the educators in the model, especially in terms of “recommending employee development, remediation or differential staffing”. The model proposes a hierarchy of techniques that can be successfully applied to education using the Levels of Us approach. The hierarchy involves the following five steps: (a) familiarity, (b) utilization, (c) integration, (d) reorientation, and (e) evolution, which gives a six-level model, including non-use level first step.
These stages that an educator must progress through correspond to the ACOT stages where there is a period of familiarization (Entry) representing baseline exposure to technology; utilization (Adoption) occurring when teachers try the technology; integration (Adaption) beginning the appropriate use of ICT; reorientation (Appropriation) where ICT becomes a part of the learning context and evolution or revolution (Invention) where there is a change in methods and media to facilitate learning. These stages are confirmed in long-term projects like the Apple Classrooms of Tomorrow studies which show that teachers must travel through a number of stages to integrate ICT fully into their classrooms and their teaching programs and teachers must progress through all five phases, otherwise, the technology will likely be misused or discarded.

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Q1
How do the following 3 models or theories relate to each other? Explain.
Learning/adoption Trajectory model
ACOT
Welliver's Instructional Transformation Model

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Q2
Now watch this video and explain how TPACK differ from the first 3 models