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Great Technology. We think he has used all the parts of TPACK.

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Integrated technology

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In Scenario A she is not using the common core for PE!

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In Scenario A she is not using the common core for PE!

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Technology: online forms, flip cameras, projector,

computers.

Content Knowledge: Basic standards of physical fitness (heart rate).

Pedagogical Knowledge: Lacks explanation of how to check heart rate.

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It has awesome technology, wonderful use of learning styles with different response opportunities, but with so many different time frames of history being covered.... how will he bring it all back together?

It is obvious the students have been trained how to properly use the technology.

He has all the parts of TPACK!

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PCK no technology at all

Could have made video to show content

Reflections could have been posted on line

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At first the lesson seems like a TPACK all star! Then after a

deeper examination of the lesson, the objectives were not met

by the lesson. Technological knowledge was evident but used with

content that was not addressed in the standard.

The teacher has knowledge of all TPACK components but has not effectively

merged them.

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About 70% content knowledge, 30% pedagogial knowledge. Technology missing in the scenario.

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Lacking Technology. Teacher could have used a smartboard or a document camera to help students see steps easier. Good PK and good CK with links to standards and instructional skills.

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It's mostly content knowledge, with some pedagogical knowledge.

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This scenario has lots of technology integration with netbooks, wikis, mp3s, etc. There isn't a teaching strategy because the kids are teaching themselves. This lesson utilizes research through technology on specific speeches. Each group has an individual purpose. Strong in content knowledge IF they share later with other groups, weak in pedagogical knowledge. He will need to find a way to bring it all back together at the end though.

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ALthough Poetry doesn't seem to be prevelant

in the 8th Grade SCOS, presenting using different

methods is, It is difficult to gauge the

teacher's pedogogical knowledge with this

description. In addition to snapping and

applauding, students should also use a google doc

or form to provide feedback, analyzing classmates

projects. It might be helpful the encourage a theme

for the poems, related to other content

being taught. Students should learn how to constuctively

critque their peers.

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There is no technology incorporation at all.

There is not much inquiry.

There is differentiated homework.

It is hands-on and collaborative.

It has the PK and CK.

Solution:

Use a web-based tool for the graphic organizer

Web-based tool for exit slip reflection

Students can respond to a blog to communicate with each other.

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The data could have been taken to the math class and not soooo much time being spent with technology for the type of class. Maybe for homework. The scenario had the technology, but skipped the pedagogy by forgetting what basketball was intended for

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Content Knowledge Present

Lacks Structure

No Technology

Student reflect using their own method

Has good CK and PK methods but lies just outside of PCK

Students engaged in lesson

Is this a introduction lesson or a follow up to previous lessons

Students are collaborating

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TK - not present

CK - present

PK - somewhat present

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Weaknesses:

Lacks incorporation of any technology.

Teacher driven/directed.

Students perform tasks modeled by teacher.

Lacks student-driven discovery.

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Strengths:

Some effective strategies such as "ticket out the door", small group collaboration, homework extension/reinforcement, activity is engaging due to topic and hands on opportunities

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This scenario lies JUST outside TCK and TPK (maybe in the space currently occupied by the arrows in the Triple-Venn). The objective is not stated, assessment is not discussed, and the teacher has not - in the description at least - connected this to the curric./standards.

No instruction was provided to demonstrate PCK, TCK, or TPK... in fact, the scenario seems to result from personal interest transformed into a faux-educational assignment. The scenario would be EASY to fix and make stellar.

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This scenario has wonderful examples of technology! This teacher definitely has TPK happening within her classroom setting. Our question is..."Is she just a fan of the Beat Movement in American Poetry" or has she genuinely aligned her activities to the Common Core standards? TCK is lacking and learning outcomes are not specified. Sounds very "fun" for students, but is it effective and meaningful learning for the students?