Introduction Dr. Sallimah Salleh-Universiti Brunei Darussalam Workshop Format: Simulation of classroom Technological, Pedagogical, Content Knowledge (TPACK) 21 st Century Learning Design (21CLD) Inquiry Model

Tenets for success Familiar – Build on what they already know Authentic – examples and exercises Collaborative – five member teams Hands-on – use technology to learn about technology Inquiry-based learning – limited lecture

Increased awareness of the benefits of technology integrated into instruction Increased awareness of the breadth of technology available Instill enthusiasm for investigating and increasing their appropriate use of technology in their own classrooms Pass on these new attitudes and behaviors to their students Purpose of Workshop We use lots of Microsoft technology but this is not a marketing presentation

TEI Workshop Activity Overview Activity 1Instructional Challenge Activity 2Changing Conditions of Teaching and Learning Activity 3New Literacies and Technologies needed for Effective Teaching and Learning Activity 421 St Century Learning Design (21stCLD) Activity 5Introduction to TPACK and TPACK game Activity 6Pulling it all Together

Frameworks 21 Century Learning Design TPACK Pose an Instructional Problem Analyze your Practice Consider Tools for Enhancing Your Practice Create New Approaches Share Your New Ideas and Revise

Activity 1: Instructional Challenge

Activity 2: Changing Conditions of Teaching and Learning

1. How have the conditions of teaching and learning resulted in different expectations and needs for students today? 2. How can technology be used to address today’s students effectively? 3. How do the characteristics of today’s learners contribute to the instructional problem identified earlier?

Activity 3: What are the New Literacies and Technologies Needed for Effective Teaching and Learning Today? What are the differences between the literacies needed in the 20 th and 21 st ?

20 th Century21 st Century Educator Delivery of content & information (assumed that learning was a reflex of teaching) Guiding students’ process of creating intellectual outcomes (ideas, understandings, knowledge, methods, processes) Student Content & information consumption (reflect back information) Deep grasp of underlying concepts, systems, theories, connections, potentials Economic Change & the Learning Process

Activity 4: 21 st Century Learning Design (21CLD)

Rubrics: 21 st CLD Skills Framework SkillsKey Questions Collaboration Are students required to share responsibility and make substantive decisions with other people? Knowledge ConstructionAre students building new knowledge? Is that knowledge interdisciplinary? Use of technology for learning Do students use technology to support knowledge construction? Is ICT necessary to that knowledge construction? Self-regulation Are clear learning goals and expectations shared? Do students have opportunities to plan and revise their own work? Skilled communicationAre students creating effective communication? Real-world problem-solving and innovation Does the learning require solving authentic, real-world problems? Are students’ solutions implemented in the real world?

Source: ITL 2011, LASW method, based on analysis by SRI International Learning Activity Score (Innovative Teaching) Students 21C Skills Score What we have learned

21 st CLD Collaboration Rubric: This rubric defines the extent of collaboration that a learning activity requires.

Lesson analysis Examining a lesson : 21CLD Cards

Activity 5: Introduction to TPACK

Technology PedagogyContent Reproduced by permission of the publisher, © 2012 by tpack.org

Communication Collaboration Knowledge Construction Use of ICT Self-Regulation Real-World Problem-Solving

Round 1 1.One person at a time, pick one of your content topics and then randomly select 2 pedagogy and 2 technology cards. How might you create a combination that “fits”? Why does this particular combination work? 2.If time permits, each person can go back through the deck and pick a new pedagogy or technology to find a “fit” that might work even better.

Round 2 1.One person at a time, select an optimal combination of C, P, and T from all the cards (could be more than 1 P and T if desired). Explain the combination to the group. 2.As the presenter shares the combination, each of the other group members holds one of the 21CLD cards. After the presenter shares, the group considers the level of 21CLD evident in the example in each of the dimensions (e.g., Problem Solving). Note that not all 21CLD dimensions will be present in each activity described.

What did you learn through this process?

Activity 7: Pulling it all Together

Activity 6: Pulling it all Together Learning Goal(s) and Original Approach TPACK Fit (content, pedagogy and technology) 21CLD (in what ways is 21CLD incorporated?) Using Word redesign your lesson under these headings Share via Word:

Activity 7: Going Public and Evaluation Share your slides in your groups and via Yammer Each table shares one example of redesigned activity Share on Yammer via Word: Learning Goal(s) and Original Approach TPACK Fit (content, pedagogy and technology) 21CLD (in what ways is 21CLD incorporated?)

Activity 7: Going Public and Evaluation Workshop Evaluation Pose an Instructional Problem Analyze your Practice Consider Tools for Enhancing Your Practice Create New Approaches Share Your New Ideas and Revise THANK YOU!