TPACK hehe :)

I have to make a lesson plan for my ED 270 class, so here it is, enjoy!

TPACK Lesson Plan

A)Analyze Learners

-Class is made up of mostly females with a hand full of males. All students are presumed to have college level reading and writing. All students are presumed to have a love for teaching. ED 270 students are presumed tired because of early class time.

-Students are expected to not know anything about TPACK

-Everyone seems to enjoy discussion and hands on activities and comfortable with use of MAC computers.

  1. S) State Standards and Objectives

– Given internet resources, ED 270 students will summarize, analyze, and critique the TPACK framework using a format of their own choosing.

  1. S) Select instructional strategies, tech, media, and materials.

– I will have students view the video “TPACK for improved Teaching” to summarize what TPACK stands for (http//

– Students will then be directed to get into groups of four and search the web and find information on a subtopics that I have assigned. The topics will be either content knowledge, pedagogy knowledge or technology knowledge. Example sites:

– Students will then create a 5 min presentation about their knowledge section and how it relates to teaching. They must go in depth and give examples.

-I will draw a Venn diagram on a big piece of poster paper and students will fill in their different knowledge sections that were assigned. Once it is put together the students will sit and discuss how a teacher can combine all three knowledge’s to create the TPACK framework.

-Students will then go online and make a blog post that explains what goes in the middle after a class discussion has occurred. They will also explain in their blog post how they feel about the TPACK framework and whether or not they feel comfortable using it and how it can benefit them as teachers.

  1. U) Use Technology, Media, and Materials

-Preview the video/ make sure link works

– Make sure computers in class will work

– Have poster paper and markers for students

– Make sure students all have a blog and understand how to use it

– Be ready to answer any questions

  1. R) Require Learner Participation

-each student must present at least one idea about their knowledge subtopics.

– must write a blog post about analyzing and critiquing the TPACK framework

– students will post one new thing they have learned on a classroom pallet

  1. E) Evaluate and Revise

– I will check padlet and make sure what each student has written correlates with what they presented and what they wrote in their blog post and what we discussed.


Presentations New and Old

I remember going to my high school when I was younger and watching my high school teacher lecture. I would almost fall asleep every time. No matter what I tried to do I could barely comprehend and soak up the material that the teacher was lecturing on. I ended up having to go home and waste hours reading the textbook rather than learning at school. I felt like I was learning at home rather than at school.

I would never want my students to feel this way.  I want to engage them in my lectures, not bore them to tears. After reading the article Presentation Zen by Garr Reynolds, my mind was blown wide open by what he was implying was a good presentation.

I was taught that a good presentation had the 1-7-7 rule. One main idea, seven lines of text and 7 words per line. It is crazy that Garr said to throw that rule to the wind. I was also taught that pictures had to be small and should not draw attention from the text. Gar says in this article that pictures should not be used all the time because people learn from pictures more than they learn from text. I didn’t know this.

The items that he listed that I did not know about was that you could change items to 3-D from 2-D. I didn’t know how to do tat so I always used 2-D. Garr say that I should be using 2-D so I guess I am on the right track. Another thing was that there is six aptitudes that should come to mind when designing a presentation. These aptitudes are Design, story, symphony, empathy, play and meaning. By thinking of all these items when designing a presentation, the  teacher will be able to engage anyone in the lecture.

When I have my own classroom I will be sure to incorporate all these concepts in my presentation so that no child gets bored during my class or doesn’t retain as much as I can guide them to retain. For example, if I am presenting animals to my elementary classroom I Want to use photos to help them memorize animals, and so my slides will be filled with pictures of animals rather than words and words of what I will be saying anyway. By incorporating this into my presentation, my students will soak up so much more data in their minds than if I would have just wrote it down. I want students to learn and engage in conversation during my presentation, instead of trying to jot down all the words and bullet points that I have on the screen.

This is important for all teachers to understand because we need to stop the boring and unengaging presentations that educators have been giving for so many years. We need to engage our students again. Have them soak up more information from us rather than not soaking very much than having to go home and learn themselves like I had to. I want my students to have more free time to go out into the world and learn rather than relearning what they should have learned in class. Elementary kids are so fragile and unique, they are the best sponges a teacher could ask for. I need to take advantage of it and have them soak up as much as they can through my presentations.

True or False: Sources

When it comes to finding sources to use online there are many things we must consider; Who wrote it? Who published it? and who has read it or peer-reviewed it? Sadly, most of our students don’t know how to do this online. Looking at books or journals or even articles are easy to determine if they are credible. Just looking at the book or looking at the back where they show reviews, we can easily tell if we can use it or not.

When we open up a search engine and look up a phrase we see hundreds of thousands of results. How do we narrow this down? How can we tell if it is credible? This is hard when you have hundreds or thousands of results. Can we define what it means to be information literate? I think that we can try to be information literate. The problem is that there is so many different ways that we can obtain information. Because of this I don’t think anyone can be literate in information. There is just so much. No one can know and be able to identify all the credible information in the world. But we can try our hardest to be good at it.

What are the skills need to be informational literate? Well I was intrigued by the way that Debbie Abilock described the skills in her article True or not. She described it as 4 different skills a person must have to be informational literate. The skills include being able to:

Judging Importance: Who’s Weighing in?

Judging Trustworthiness: Who’s Setting the Record Straight?

Judging Accuracy: What Do Other Sources Say?

Judging Info-graphics: Who’s Behind the Chart?

I believe that these skills are the essentials to becoming informational literate. I am sure that we can try and teach our students these skills. But for them to truly learn in like second nature….they must practice using the skills. The only way for them to do this is to be assigned to look up resources for projects or papers. For example, if we teach kids how to find sources rather than just how to cite them, we are already helping them build upon these skills. I believe that if we surround them with an environment where they must use resources, whether online or from a book, it will help them learn these skills. All students have the capability of learning these skills they just have to practice using these skills in ways that they see beneficial.

Fellow teachers and future teachers, I ask you to try and find ways for even the little ones to use resources. You don’t have to show them how to cite quite yet. At least let them dip their toes in the pool of finding resources. For example, when they do a paper or presentation about frogs. Have them have one resource from a book and one from online. Have a library day where they all go to the computer lab and the librarian helps them find credible resources. Just help them dip their toes into the pool, it couldn’t hurt. Remember that we can’t truly prepare them for the internet and all the resources they could find. Except, we can guide them through their journey, show them what to look out for and how to use this incredible resource responsibly and effectively. Remember us teachers, we are not digital natives, we are still learning ourselves.

Here is a resource for students


Here is a resource for teachers

Chart Copyright

Is there really a need for Standards?

When I think of my future students in my classroom, I see kids who are inspired to do more, to be more. I see students who look up to me as their teacher. I see my students mimicking what I do. Maybe even calling me their hero.

But let say, for example, that a student walks into my room and sees that I don’t use electronics in my room. The kids of this century are considered Digital Natives. They were born with technology around them. Many of them will probably have been taught how to read and write on a digital device. By not following the standers, we confuse the students on how a classroom is run. If one teacher is at the low spectrum of technology use and another teacher is at the high spectrum, the students will be confused if those two classes were to switch one day.

For example, one student ISTE standard says “Students use digital media and environments to communicate and work collaboratively”. This standard would be hard to implant in the class where the teacher uses no electronics.

Another example from the ISTE teacher standards rather than the student standards is ” Teachers exhibit knowledge, skills, and work processes representative of an innovative professional in a global and digital age”. The teacher that doesn’t exhibit any use of electronics in her classroom isn’t really following this standard. This standard is set so that the “Digital Natives” can learn the way they will have been learning all their lives, electronically.

These standards are here to help all teachers be on the same page when teaching their “Digital Native” students. Its difficult being a teacher who didn’t grow in the digital era to teach kids who grew up in the digital era. We as older teachers don’t understand what they are going through. These standards help up as educators connect with students so that they feel comfortable learning from us as much as we need to feel comfortable teaching them.

Remember the next time you plan a lesson, try and put your mind in the child’s shoes. Will this lesson help you connect to a “Digital Native”? Will it be engaging for them? Think about it.

Blogs I Follow!

I chose this blog because it is important to have ideas from other teachers that I can relate to when I start teaching. Nancy writes about different ideas she has about teaching her students with different resources. This blog is a great blog to follow because she gives examples of ways that she uses electronic resources and pencil and paper resources. I will definitely be following this blog during my course of ED 270 and so on.