Cultivating technological pedagogical content knowledge (TPACK) through problem-based learning

  Training lecturers solely on how to use a specific technology is unlikely to improve the teaching and learning practice (So & Kim, 2009). We have to teach our lecturers how to fish by teaching them how to select, apply and configure tools and artifacts — digital and otherwise — based on their practice, their learners, their contexts and the nature of their subjects. By doing so, lecturers can become both designers or purposeful designers of technology to aid students’ learning. Mishra and Koehler’s (2006) technological, pedagogical and content knowledge (TPACK) is represented by three intersecting circles. At the intersection where the transactional relationship between … Continue reading Cultivating technological pedagogical content knowledge (TPACK) through problem-based learning

Creating inquiry-based lessons using suitable applications

Case Study of an Inquiry-based lesson on English Language Arts: Defining preferences in short stories The purpose of this lesson is for students to articulate the narrative elements they prefer a short story to include, test their preference by reading a short story, and then re-evaluate their original response. 1. Problem Statement Students are presented with an open-ended scenario. The lecturer will pose a problem statement to ask students their preferred elements of a short story. 2. Hypothesis Students propose a method/strategy for resolving the scenario presented by the problem statement.   3. Content-based App Lecturers provide students with baseline information … Continue reading Creating inquiry-based lessons using suitable applications