Week 6 Final Paper Technological Pedagogical Content Knowledge (TPACK)

Running Head: TECHNOLOGICAL 1

Technological Pedagogical Content Knowledge

Student

EDU 673: Instructional Strategies for Differentiated Teaching & Learning

Dr. John Doe

Date

TECHNOLOGICAL 2

Introduction

As we move into the future of education, it is imperative that educators are preparing all

students for success after school. It is no longer acceptable to continue using the same tactics and

techniques. They no longer serve the purpose of a person becoming college and career ready.

Technology has advanced rapidly throughout the years, and with the focus being on evidence

and proof, the teachers must adapt their craft to use all of these resources to meet the standards of

their district. The following lesson includes technology and specificity as it attempts to help

every student grow, develop, and succeed in life.

Components of the Lesson

Gaining teaching experience at a high school in Arizona, I will choose one of my

previous classes and a modified assignment. This particular class is a sophomore English class.

Currently, we are studying the book, Lord of the Flies, by William Golding. The title of the

lesson is, “Nature vs. Nurture: You be the Judge.” This lesson focuses on the development of the

characters and the impact of by being stranded on a deserted island. Are the characters born evil

or, because of their situation, they turn into bad children? The particular class is a diverse group

of students. There is a mix of students who grew up in Arizona and also a high percentage who

were born out of the country. There is an even split between male and female students and

approximately five students who are on an individualized educational plan. As a whole, more

than 50% of the students in the class are on free or reduced lunch. The school also has a

computer check-out program allowing people, free of charge, the option to rent a laptop. These

descriptors require the teacher to modify and adjust lessons to meet the needs of all of the

students.

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The lesson objective is that students will be able to collect evidence from the text and

supplemental materials to compare the development of two opposing characters from the book to

determine if they became or were born evil while constructing a presentation achieving at least

80% on the grading rubric to prove mastery. Using the standards in Arizona and the lesson

objective, I am focusing on the 10th grade Reading Standard for Literature on analyzing how

characters develop, communicate and move the literature forward throughout the reading

(Arizona, 2013). The Nets-T standard that will be the focus of the lesson is to help guide and

encourage the learning of the students and their creative thinking that they demonstrate

(International, n.d.). This standard will ensure that all students are being pushed to use their

thinking to communicate effectively ideas that are unique and collaborative.

This lesson will incorporate a variety of strategies, and differentiated instruction

explained in the lesson plan section. To meet the standards and the lesson objective, I will be

teaching how to find sources and evidence from the text that prove how people change and how

it affects personalities. I will use modeling and real-world examples to help demonstrate these

points. The focus for all of the assignments is to ensure that the class is being prepared to meet

the requirements of the standards. Every activity relates to that fact. Most importantly, if I am not

preparing my students to be successful with the objectives, then I am not doing my job. We will

use a variety of group work and individual work. Also, I will be incorporating technology and

real-world examples to help connect the lives of the students to the text which will help show the

importance of the lesson. This fact will contribute to engaging the students and demonstrate

value in the assignments.

Primarily, we will be using the course text as our required material. Also, there will also

be an audio version of the book, which will need a music player. At times, I will be using video

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clips. These three adjustments will allow all learners to receive the necessary textual information

in many different ways. Also, we will be using laptops, computers, printers, and overhead

projectors for research and opportunities to receive information. Finally, I will allow the use of

smartphones to explore and navigate the internet for educational purposes. Below are the

required course materials used throughout the unit (all other materials will be found by the

students as they work through the reading):

Colson, C. (2010). South Hadley helions: The fruit of sin. Break Point. Retrieved from

http://www.breakpoint.org/bpcommentaries/entry/13/14131

Golding, W. (2013). Lord of the Flies. New York: Penguin.

Hook, H. (Director). (1990). Lord of the Flies [Motion picture]. U.S.A.: MGM.

Finally, the summative assessment will be the creation of a presentation. This project will

allow the students to choose an essay, PowerPoint, oral report, or build a visual model to

demonstrate their understanding of the lesson objectives. Primarily, the students will be required

to work independently on the final assignment. However, many of the homework tasks leading

up to the last grade will incorporate group work and partner pairing. There will be a rubric that

will be created and used for each option to assist the students as they work and ensure they are

focusing on the requirements while they complete their project.

Lesson Plan

Name and Grade Level: Mr. XX /10th grade English class

Title: Nature vs. Nurture: You be the Judge.

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Common Core/Essential Standard: Key Ideas and Details Analyze characters and their development over the text, interact with others, and move the story forward (9‐10.RL.3) (Arizona, 2013). Content: An English Language Arts classroom in an Arizona high school. Using the book Lord of the Flies, by William Golding as a resource to meeting the standard listed above. The students will be incorporating internet resources and articles while they explore the topics of human development and interaction. They will be able to understand the relationships between characters and how they change over time depending on the circumstance they are presently living.

Pedagogy: There will be many opportunities for the students to work individually and in groups as they discuss, read, and listen to information relating to the unit objectives. They will collaborate with classmates on their opinions and their understanding of the novel. Also, they will actively participate in debates and conversations with real-world situations and people. This strategy will help them connect their life to the book. The assignments will contribute to challenging their thinking and their knowledge as they work from the first to last day. Each task will relate to the objectives and standards to prove that all pieces have a purpose and an end goal.

Assessment Plan: Check off which apply/notes on how

: Informal : Formal

x: Formative x: Summative

Notes: Informal Formative Assessments: Individual reading, discussions, debates, 4-corners activity, Socratic seminar, fishbowl, think-pair- share, Formal Summative Assessment: The creation of a final project. Choices on the method will be to write an essay, create a PowerPoint, deliver an oral report, or build a visual model. I will grade the assignment based off of the developed rubrics for the task.

Technology for Learners Being Used: Computer, Laptops, DVD, video, audio equipment, the internet, smartphone, PowerPoint, Google search, YouTube

Technology for Teacher Being Used: Computer, overhead, television, audio device, Google search, the internet

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What 21st Century Skills Are Students Using? Critical Thinking All students will be critically thinking about the content and the lesson objectives. This point is demonstrated by the assignments they will be completing. The class will have to find evidence from the text to prove their knowledge of the characters and how they develop throughout the literature. Creating The individuals will be creating a final project demonstrating their comprehension of the learning standards. Also, they will be completing a variety of tasks and responsibilities as they work through the unit. Communication Frequently throughout the lesson, the class will be able to speak their opinions with their peers. They also will be listening and learning from peers to help develop their perspectives and attitudes. Collaboration At times, the kids will be work in pairs, small, and large groups to debate information and express their vision of the development of the characters and how they became evil or always had negative

Essential Vocabulary Nature, nurture, evil, opposing characters, construct, compare, mastery, evidence, research, the internet, analyze

Materials Computer, laptops, overhead projector, audio device, television, DVD, the internet, textbook, printed articles, online articles.

Introduction/Engagement: I will introduce the unit by discussing personality traits and qualities that the class currently has. I will ask a variety of questions to see how they would behave without rules or if they had to live on their own. Also, I would ask how they would survive a plane or boat crash. These methods will help to put the students in the shoes of the characters to relate to their situation. Also, the activities used to allow for movement, quiet learning, group learning, and internet research. This diversity will help the variety of student needs.

Lesson: (Teacher Input, Guided, Independent Activities, etc.) The teacher will primarily be a facilitator. I will discuss requirements of the assignments and help to explore their opinions in the discussion and debates. If I notice that students are struggling, I will provide individualized attention and instruction. For the most part, the students will be working on their own as they complete the tasks and meet the lesson objectives. Similarly, the tasks associated with the unit can be adjusted if needed and I will monitor the class on a daily basis to ensure success. Finally, I will be available for meetings with students before or after school to assist if needed.

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Modifications: For audio learners, use the book on tape. For visual learners, use the course text of the DVD version. Many of the activities can be adjusted to allow students to work by themselves or in groups depending on comfort and strengths. Enrichment: To help increase knowledge, the teacher can incorporate more articles and documents that are occurring in life today and also require the use of more materials, resources, and evidence to prove their perspectives. Also, the instructor can use community people as guest speakers or even incorporate interviews with adults to help increase the knowledge of the advanced learners.

Pedagogical Content Knowledge: To help address the content and concept of the course Ponchitra (2014) discusses the importance of incorporating different teaching strategies to help approach, communicate, and deliver information to students. This mentality shows in the variety of activities used in the class. There are partner activities, group activities, and teacher-led instruction. These strategies help relate to the different types of learners and their strengths. These tasks help relate to Gardner’s Theory of Multiple Intelligences (as cited in Puckett, 2013). Instead of using one method where the student is the receiver of knowledge, the individual will be the creator of information requiring to complete tasks and gain information from a variety of ways. There will be assignments that help those who learn best on their own, kinesthetically, collaboratively, and linguistically. Differentiating instruction for the learners allows all an equal opportunity to learn and engage with the content. The state standards are the driving force behind the entire lesson. The activities used are a direct result of the learning that is needed to prove master in the objectives. For example, there will be discussions and written reports on character traits incorporating evidence from the text. The class will also be using the internet to find real world examples of nature and nurture topics.

Technological Content Knowledge: This section focuses on delivering content and curriculum using technology to assist learners in receiving information (Wolfson, 2014). Given the variety of student needs, I will be using an audio version of the text and also video clips to deliver the book. Also, throughout the lesson, the students will be using the internet to research information, type, or to create presentations. This way, technology is the focus of the unit. Many of the supplemental materials and information will be found and printed from the internet. The standards used for this unit deal with analyzing the development of characters (Arizona, 2013). Technology will help supplement the learning objectives and the ability to take a global approach to the lessons by seeing the impact on society today. Also, the NETS standards on encouraging learning and creative thinking will be affected by the ability to use the internet and articles online to find many sources and information about the lesson objectives (International, n.d.).

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Technological Pedagogical Knowledge: Technology allows teachers to adjust, adapt, and enhance the learning. With the amount of technology available, it allows the teacher to not only let the class know the schedule for the assignments, but also for the parents. The following methods increase organization and structure between all people involved in the learning of the class. The instructor can create a website and update assignments and daily activities. This addition will allow the legal guardians the chance to interact with their children and promote the learning at home. Also, the school uses online grading which will increase communication with all parties involved. The internet is used to find digital information and content to improve student learning. The child can access information whenever they want and for any intended purposes. For the NETS standards, it allows the student to increase their creativity with the diversity in resources and technology they are using for the tasks. They will be exploring real-world issues using digital tools (International, n.d.). Upon completion, they will have a greater understanding of technology while they are finding resources and information to prove their perspectives.

Integrate TPACK for Differentiation

Puckett (2013) describes the importance of differentiation as an additional way to

incorporate best practices into the lesson. By keeping the TPACK framework in mind, my plan

includes all of the components. First, to create an engaging experience, it is imperative to

leverage digital technologies in the lessons to increase learning (Bal, 2015). For TCK,

technology is used numerous times throughout the curriculum. Many students are experts in how

to navigate the internet and only need guidance on how to find proper information for their

learning. The students can adjust their learning practices while using their smartphones and

internet to find material for their work. Also, many different activities will help promote the

variety of requirements for the class. For PCK, the content of the course is presented using

different mediums that assist all learners regardless of their strengths. They can hear audio

versions of the text, watch it on film, or even read from the book. This ability allows all students

to learn and become masters of the information. The use of technology opens up doors for

retrieval and access of information to aid in demonstrating comprehension. Finally, for TPK,

some students need additional support, and by updating and keeping parents informed, it will

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allow those kids to prosper. Also, it allows opportunities for discussions with guardians that

connects their school life to personal life.

Integrate TPACK for Global Connections

In the past, it was rare that students were able to read articles and learn about other states

and countries. With the advancements in technology, students and teachers have news at their

fingertips. For PCK, this particular assignment, the teacher can incorporate global journalism and

resources that can be used to help enhance the educational setting. It will allow students to see

how other cultures react to similar situations and also will serve to increase their mind to the

differences in the world. Meeting the needs of TCK, the class can use phones to find and

discover information that happened worldwide. In one instance, I will be using a story about a

girl in Massachusetts with connections to the novel. This method enhances global connections as

they make relationships between her life and theirs. This way, it will help increase the value of

the unit because they see personal connections. Lastly, for TPK, I am incorporating laptops and

computers to research information from around the world. This focus will require students to

make links between the views of the world as it relates to the readings and the characters in the

story.

Integrate TPACK for Critical Thinking

Kimmons (2011) explained the importance of TPACK to support how to incorporate

technology effectively into your teaching and learning. PCK is shown by the students using a

variety of debates and discussion about the material to increase their critical thinking, Instead of

having one perspective, they can hear other viewpoints from the classmates. For TCK, the

students are accessing scholarly information from websites and Google searches. This

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opportunity is key to diversifying information to increase their ability to think about the content

in a different way than normal. Finally, for TPK, they will be able to use a variety of their senses

to gain and access the content. The class will be able to read, listen, hear, and even manipulate

computer functions to receive access to the information. This opportunity allows all learners to

increase their understanding of the curriculum and will assist in enhancing their skills while

acquiring the content.

Integrate TPACK for Content Area Expertise

All in all, TPACK is at the basis to develop their expertise in the content and curriculum.

All types of learning and knowledge areas are used to help relay the information to the student.

For example, in PCK, the students are being directed by the state standards and lesson objectives.

As the teacher, I am using different strategies and types of assignments to assist the students in

meeting proficiency requirements. The novel is being used as a resource to meet the goals and

not as the focal point. I am not as concerned with their ability to recall the author, but I am more

focused on their capacity to prove and cite information properly. Regarding TCK, the curriculum

is delivered in different ways to assist the student as they learn. Once again, the materials used

relate directly to the learning outcomes and work together to help the class. Finally, for TPK, the

students can use technology in their unique way, and I also will be incorporating daily plans for

the parents to access or even the individuals. This addition promotes learning to occur not only in

the classroom but also at home. They will be able to access material from their home computer to

help supplement the learning that takes place in class. Even though the bell may ring, with the

use of technology, the students will always be able to learn regardless of their location.

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References

Arizona’s College and Career Ready Standards (2013). English language arts and literacy [PDF

file]. Retrieved from http://www.azed.gov/azccrs/files/2013/10/azccrs-9-12-ela-

standards-final10_28_13.pdf

Bal, A. S., Grewal, D., Mills, A., & Ottley, G. (2015). Engaging students with social media.

Journal of Marketing Education, 37(3), 190-203. Retrieved from the EBSCOhost

database.

International Society for Technology in Education. (n.d.). ISTE standards teachers. Retrieved

from http://vizedhtmlcontent.next.ecollege.com/pub/content/7d8726ec-9e3b-4ee9-9c06-

0a9f19be1c75/EDU673_Week_6_FP_20_14_iste_standards_t_pdf.pdf

Kimmons, R. (2011, March 23). TPACK in 3 Minutes [Video file]. Retrieved from

https://www.youtube.com/watch?v=0wGpSaTzW58

Ponchitra, R., & Divya, K. Y. (2014). Creative teaching strategies. International Journal of

Nursing Education, 6(2), 34-39 6p. doi:10.5958/0974-9357.2014.00601.1

Puckett, K (2013). Differentiating instruction: A practical guide. Bridgepoint Education: San

Diego, CA.

Wolfson, N. E., Cavanagh, T. M., & Kraiger, K. (2014). Older adults and technology-based

instruction: Optimizing learning outcomes and transfer. Academy Of Management

Learning & Education, 13(1), 26-44. doi:10.5465/amle.2012.0056