“Grounded” Technology Integration: Instructional Planning Using Curriculum-Based Activity Type Taxonomies
Save to My Collections
Harris, J., Hofer, M., Blanchard, M., Grandgenett, N., Schmidt, D., van Olphen, M. & Young, C. (2010). “Grounded” Technology Integration: Instructional Planning Using Curriculum-Based Activity Type Taxonomies. Journal of Technology and Teacher Education, 18(4), 573-605. Chesapeake, VA: SITE.
Retrieved from http://www.editlib.org/p/30418.
Journal of Technology and Teacher Education
Volume 18, Issue 4, October 2010
Society for Information Technology & Teacher Education Chesapeake, VA
More Information on JTATE
Technological pedagogical content knowledge (TPCK or TPACK) – the highly practical professional educational knowledge that enables and supports technology integration – is comprised of teachers’ concurrent and interdependent knowledge of curriculum content, general pedagogy, and technological understanding. Teachers’ planning – which expresses teachers’ professional knowledge (including TPACK) in pragmatic ways -- is situated, contextually sensitive, routinized, and activity-based. To assist with technology integration, therefore, we suggest using what is understood from research about teachers’ knowledge and instructional planning to form an approach to curriculum-based technology integration that is predicated upon teachers combining technologically supported learning activity types selected from content-keyed activity type taxonomies. In this article, we describe this approach to curriculum-based technology integration, illustrating it with overviews of and examples from six curriculum-based learning activity types taxonomies that have been developed to date. We invite our readers to vet and use these materials, participating in their further refinement via online surveys available on the Activity Types Wiki (http://activitytypes.wmwikis.net/).
- English Language Arts
- Social Studies
- Professional Development
- Teaching Methods
- American council on the teaching of foreign languages (1998). ACTFL Performance Guidelines for K-12 Learners. Yonkers, nY: author.
- Brown-parker, K., & Young, A. B. (2008). The laugh and learn with satire and technology. Learn NC. Retrieved Jan. 30, 2009, from http://www.learnnc.org/lp/pages/4646
- Deng, Z. (2007). Transforming the subject matter: examining the intellectual roots of pedagogical content knowledge. Curriculum Inquiry, 37(3), 279295.
- Donald, J. G. (2002). Learning to think: Disciplinary perspectives. San francisco: Jossey-Bass/John Wiley & Sons.
- Friedhoff, J. R. (2008). Reflecting on the affordances and constraints of technologies and their impact on pedagogical goals. Journal of Computing in Teacher Education, 24, 117-122.
- Harris, J. (2005). Our agenda for technology integration: it’s time to choose. Contemporary Issues in Technology and Teacher Education [online serial], 5(2). Available: http://www.citejournal.org/vol5/iss2/editorial/article1.cfm Harris, J. B. (2008). Tpack in inservice education: assisting experienced teachers’ planned improvisations. In aacte committee on innovation & Technology (eds.). Handbook of technological pedagogical content knowledge for educators (pp. 251-271). New York, nY: routledge.
- Harris, J. B., & Hofer, M. J. (2011). Technological pedagogical content knowledge (tpack) in action: a descriptive study of secondary teachers’ curriculum-based, technology-related instructional planning. Journal of Research on Technology in Education, 43(3), pp. 211-229.
- Hofer, M., & Harris, J. (2011). Learning activity types wiki. Retrieved from http://activitytypes.wmwikis.net
- John, P. D. (2006). Lesson planning and the student teacher: re-thinking the dominant model. Journal of Curriculum Studies, 38(4), 483-498.
- Koehler, M. J., & Mishra, P. (2008). Introducing tpack. In aacte committee on innovation & Technology (eds.). Handbook of technological pedagogical
- Levin, T., & Wadmany, R. (2008). Teachers’ views on factors affecting effective integration of information technology in the classroom: developmental scenery. Journal of Technology and Teacher Education, 16, 233-263.
- Millar, R. & Driver, R. (1987). Beyond processes. Studies in Science Education, 14, 33-62.
- Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: a framework for integrating technology in teacher knowledge. Teachers College Record, 108(6), 1017-1054.
- Shulman, L. (1986). Those who understand: knowledge growth in teaching. Educational Researcher, 15(2), 4-14.
- Shulman, L. S. (1987). Knowledge and teaching: foundations of the new reform. Harvard Educational Review, 57 (1). 1-22.
- Stodolsky, S. S. (1988). The subject matters: Classroom activity in math and social studies. Chicago: the university of chicago press.
- Tubin, D., & Edri, S. (2004). Teachers planning and implementing ict-based practices. Planning and Changing, 35 (3 & 4), 181-191.
- Yinger, R. (1979). Routines in teacher planning. Theory into Practice, 18(3), 163-169.
- Designing with and for Technological Pedagogical Content Knowledge: The Evolution of GeoThentic
- Using e-Learning Technologies in Developing Remeditainment Products for the Treatment of Children with Central Auditory Processing Disorder (CAPD)
- Post degree online course in Haematopathology and e-Learning: description of an innovative curriculum in e-Learning
- Podcasts in Higher Education: What Students Want, What They Really Need, and How This Might be Supported
- Using RSS in Collaborative Course Development
- Teaching for Success: Technology and Learning Styles in Preservice Teacher Education
- Reducing E-Learning Development Costs Using a Streamlined XML-based Approach
- Using Authentic Situations and Avatars to Build Knowledge in an E-Learning Environment
- Inspiring Learning and Teaching: Using e-tools to Facilitate Change
- Five-Picture Charades: A Flexible Model for Technology Training in Digital Media Tools and Teaching Strategies
Comments & Discussion
Comment on the paper above. You must be registered to participate. Registration is free.