TPACK Lesson plan

Lesson Plan for TPACK integration

Application
Describe an instructional activity (e.g. part of a lesson plan) where you can incorporate this technology. Consider an activity that can be conducted in 15-20 minutes.

First, provide some details regarding:

• Learners: Who are your learners? What learner/age group should this activity be designed for?

The learners for this lesson will be incoming agriculture students 7^th, 8^th, 9^th grade students in their first agriculture classes.

• Learning outcomes: What will learners gain through this activity? Be specific regarding the focus of content. You should be able state something like: “At the end of this activity, students will be able to…”

At the end of this lesson the students will be able to:

1.      List at least 5 beef cattle breeds

2.      Define terms given in the lecture

3.      Describe the differences in the different facets of cattle operations

4.      Differentiate between at least 5 breeds of beef cattle and list breed characteristics

5.      Outline the importance of the beef cattle industry

The main point for this lecture is for the students to gain knowledge about beef cattle and how the industry operates. The students need to be proficient in the terms and understanding of the industry operations. The main focus is on the industry and breeds of common beef cattle fed in the US.

• Assessment: How would you know that students acquire the learning outcomes? How would you know that your activity is effective?

After delivery of the lecture, the students will be given quizzes over the material on quizlet. They will have two weekdays to complete the quizzes, after which they will be given a written exam that will cover the scope of the content completely and thoroughly. As with the course, they will see the content again on the final exam due to the final being comprehensive.  

Second, break down your activity into a timeline of planned events and procedures. Here you should describe what students and the teacher will be doing chronologically during the activity. Below is one of the good examples from previous reflections:

• The lesson will begin with the students taking a pretest. The pretest is designed to assess the student’s prior knowledge on the content area before the lecture begins so that I have a better idea of what areas to go over in more detail or which areas I can skip over.
• After the pretest is administered, I will deliver the lecture. The lecture should last 20-30 minutes. The students will be required to take notes during the entire lecture.
• The lecture will be broken up into a two part lecture if I feel that the students are feeling overwhelmed or if I feel like more time needs to spent on certain areas. 
• After the lecture is delivered, the students will be introduced to quizlet. This is the outlet that I will administer quizzes on. They will be able to access flashcards, games, quizzes, and tests that will help them sharpen their skills.
• The students will be required to complete the quizzes and then there will be a in-depth written exam given over the content. 

Reflection
Considering your learning activity described above, write two paragraphs or three for each section below addressing the questions. It may be helpful to keep in mind the followings when reflecting:

1. How well the use of this technology may support your teaching strategies in this activity.

I think that the PowerPoints will help immensely when it comes to the delivery of the content. I know how boring a talking head up in front of the class can be. In my personal experiences, I have noticed that the students all learn differently and one of the ways to help everyone is adding pictures and animations in the presentations. This will help keep the students engaged and actively learning. The quizlet will help the students practice the material.   

2. How effectively the use of this technology may enhance students' understanding of and learning from your particular content in this activity.

The technology I choose to use in the classroom will all help the students to understand the content and retain it. The content will be presented in a more visual mode and they will be able to build the mental picture that the content and the images build in their minds. I believe that when the students can see the words on the board in real life they can make connections in their mind. When they see the terms and definitions and then see a picture of what a cow/calf pair really is the connection is made and they won’t easily forget it.

I feel that will aid the students in the aspect of cognitive function and comprehension. As long as I can keep the students engaged and intrigued with the content, I feel that I can succeed in imparting this content in the minds of the students. My main goal for all of the technologies in the classroom is to help the students gain and retain the knowledge.    

--Pedagogical-Content:

Your pedagogical content knowledge refers to your understanding of teaching strategies that are specific to a content area. That is the knowledge about choosing appropriate pedagogies for teaching a particular content Example: Using drill-and-practice to teach math problem solving. This strategy however may not necessarily be effective for other content areas.

Now, forget about the technology for a while…..Just tells us about your teaching strategies that you employ in your activity (e.g., analogies, demonstrations, illustrations, examples, explanations, group work, drill-practice, simulations, role-play, lecturing, self-guided learning, inquiry-based learning, problem based learning or etc). Specifically:

• What are your strategies and why do you think your strategies are appropriate to teaching this specific content?  What makes you believe it would help your students comprehend this particular content? Give specific examples from your described activity.

My strategy is more of a linguistic one. I rely on a heavily on a lecture based mode. I tend to find myself more old fashioned in my ways. I strive to convey the content material to the students with my strong knowledge and background in agriculture. I feel that the actual experience that I bring to the table is very credible when lecturing and it is easy for me to explain the content to the students. For example, it is hard to take a person seriously when they only know what the text books say and have no idea what it’s like to have actual experience in the field.

            My lecture based classroom will be split with equal lab time. By lab time I mean that the students will be given hands on experiences in the field. When in a livestock based class the students will get to see livestock in the field and study the things that where went over in class and put into a practical setting. Combining the classroom and the field experience is crucial. Pictures only go so far.

• What would be some conceptions and pre-conceptions that students of different ages and backgrounds bring with them when learning this particular content? What would you be concerned about students' prior knowledge, experiences, motivation? Again focus on the content and your teaching strategy, not the technology!

When dealing with students in agriculture, you have to assume that at least some of them have been exposed to it or even have a background in it. On the other hand you also have to assume that the kids that haven’t been exposed to it, have now idea what agriculture entails. This is where I change my instruction method. I will lower the typical level of my material and start with the very basic of basic ideals of agriculture.

The students that have prior agriculture experiences are the ones that will lose interest first. This is where a challenge is presents its self. You have to adapt your instruction so that you are including all of the students and engage them all equally all the way from the inexperienced students all the way up to the most experienced students in the class.

--Technological-Pedagogical:

Your technological pedagogical knowledge refers to your understanding of technologies for particular learning tasks, your ability to choose technologies based on its fitness, your knowledge of pedagogical strategies, and your ability to apply those strategies for use of technologies Example: Selecting Edmodo/facebook for facilitating student generated debate. Edmodo here is the technology that supports the main pedagogy-group discussion/debate.

In the previous section, you talked about your instructional strategies. Keeping these strategies you stated in mind, now tell us how the technology is used in your activity.  Specifically:

• What main instructional strategies would this technology use serve in your activity? How would using the technology support the way you teach this activity? Please give examples and be specific to your described activity. Think about your main teaching strategies that this technology would support.

My main use of the PowerPoints would be to deliver my lectures. I will look to include more activities and interactive activities for the students to participate in. The smartboard will be the vessel that helps me deliver my lectures. I hope that the visual aspect that it offers will help keep the students more engaged during the lectures and keep interest levels peaked while the students are stimulated on a cognitive level.    

• What different classroom management strategies you might need to consider when using this technology in the activity? Give examples and be specific to your described activity.

One might need to consider keeping the students all involved in the lecture and or activity so to keep the order in the classroom manageable. When the students begin to disengage from the lecture or activity is when problems occur. One method that I will implement is to require the students to take notes from the lecture. I will provide a printout of the notes and have certain things blank on the print out and the students will be responsible for filling in the blanks during the course of the lecture. Also there will be random rapid fire question and answer sessions during the lecture and or activities.

--Technological Pedagogical Content:

Your technological pedagogical content knowledge refers to your understanding of how teaching and learning from content may change when technology used and is our knowledge about selecting technologies that suits, support, and enhances teaching strategies and learning activities in your particular content area. It is your understanding of teaching strategies to effectively teach the particular content and help student conceptual difficulties in this content by meaningfully incorporating technologies. Example: Using a flash card app on iPad as a means to aid students memorize words and definitions in language learning. iPad app is here chosen as a tool to support the pedagogy around instant feedback, quick repetition, and individualized learning. These are some of the strategies used in language learning content area.

Now, let’s focus on the content you’re teaching in your activity. Think about your decisions to incorporate this technology and the teaching strategies in relation to your particular content area. Tell us specifically about:

• How would using this technology enhance the way the content is represented in your activity (e.g. demonstrations, explanations, examples, illustrations, analogies, and etc.)? That is why you think the selection and the pedagogical use of this technology may enhance what you teach (the content in your activity). Give specific examples from your activity to support your answer and keep in mind the learning objectives that you stated previously.

I think that through this technology I am better able to reach my students on a more practical level. With the introduction of technology in the agriculture classroom, we are better able to relay certain material. The visual aspect helps students make connections on various levels and place the content material in the proper modes. When the connections are made, the students can really see what they are learning. When things are brought to life instead of just words on a board they can see how things really work.

The various modes of technology make certain things easier in the classroom. It is easier to put pictures of things on the board instead of trying to make the students visualize what you are trying to portray to them with just words. They aid in making things come to life for the students.  

• In what different ways students practice or understand the content in your activity that would otherwise not be possible without the use of the technology? In addition to motivational benefits, what else can students do with this technology as they are learning the content?

One way that I can use the technology to help the students study is to use the quizlet. The quizlet app will help the students study because of all of the different ways they can go over the content. They can use flashcards, games, quizzes, and assessments to hone their mastery of the content material. There can be an added incentive implemented with the app that would not be available if the app did not exist. I can add extra credit when the students complete the quizzes or log a level of required study time on the app. This will aid the students in the aspect of the content mastery. The app is one of the better study tools that I have found. I feel that it is a really great tool to help the students to gain and retain the material.   

3D printing

As I read the articles I became more and more intrigued by the idea of a 3D printer in the ag classroom. I think that I have made it clear in my previous posts that I am not a big supporter of all of the technology in a classroom, but I am beginning to come around somewhat. I still think that technology is being used as too much of a crutch and kids are suffering because of it, but if and when it is used in the proper setting it can work.

The 3D printer kind of sparks my interest because I love building stuff in the ag shop. This device can open many gateways for my future students by allowing them to be able to print off a model of their project and they can actually see what it is that they are building. I think that this definitely changes the game for many ag teachers. Their ag mechanics programs should be booming after this is introduced into the shop.

The students will be exposed to another tool and software system that they will have to learn how to use to be able to build these projects. I think it will be amazing to see the kids using these models to build larger scale projects. You can make things exactly as you want them built and all you have to do is design it and make it to scale with the software.

I am very fortunate for having the opportunity to tinker with the 3D printing technology. I will definitely be pushing the school that I find myself teaching at to have at least one of these amazing little machines.  

TPACK Reflection

After I read the article on TPACK, I found it rather interesting. When most people see an agricultural educator, they think that we are uneducated people that are simple minded and have no idea what and educational theory is. That, is where they are wrong. As it states in the TPACK article, teachers are to be well versed in content knowledge (which is a given), pedagogy, and technological skills. For me, if a teacher isn’t willing to adapt themselves to these three skill areas, they fail. They fail themselves as an educator, and they fail the students because they are not giving them all they have to offer.

As far as a teacher not being knowledgeable in the content area, I for one think that if the teacher is not up to par in the subject area, they should not be teaching it. Agriculture is an industry that demands a high level of knowledge in the area you are in. A person cannot raise beef cattle efficiently if they have no knowledge of beef cattle. It is very hard to jump into agriculture and be successful if you do not have a strong background in it. It is very hard for me to picture people that try to become agricultural educators that have no practical agriculture background.

Now, as technology in the ag class, I have a hard time wrapping my head around using a lot of digital technology. It is hard to teach a student how to properly care for their show livestock with a computer. But, on the contrary, technology does make it a lot easier to keep track of records and so forth. I believe that the students must know how to use technology, because if you are unwilling to conform the changes and advance with the times, you fail.

The article that talked about preservice teachers and their field experiences was the one that I chose to read and reflect on. It talked about three types of experience. One being close to traditional, one with simulated experiences in the classroom, and one with no classroom inclusion and the experiences being totally on the computer.

I personally don’t see how a person can gain the knowledge and experience that one gets from some of the experiences the article described versus being in the classroom with the students and teacher. It would be hard for someone to feel what it actually feels like standing in front of the students for the first time and interacting with them face to face. You just don’t get that kind of experience behind a screen. 

Reflection 1

With the world that we live in today, there is absolutely no doubt that we live in a technological society. Technology rules most of our lives. How many of us could say honestly that we could make it a day without pulling our phone out of our pocket and checking social media or sending a text message? Not many I would bet. For most of us, it is a habit that has been formed and it is slowly eating away at our social communication skills.

With that said, I think that technology is an amazing tool when used in the proper place. It aids us in our everyday life and most people couldn’t function properly without it. It can be used in virtually every aspect of life and can totally erase the human interaction in several instances. Which for me, is pretty scary.

I am kind of have a hybridized mindset when it comes to technology in the classroom. Being an agricultural educator, I am a huge fan of hands on practices and practical learning opportunities. Then again, I also stand for what is best for the students and will stop at nothing to see them succeed in and out of the classroom. Through my eyes that can be done with and without technology.

As far as the articles go, I would have to say that the paper vs. tablet survey is flawed. For me if you survey an older age group of people, or a different geographical area, the results may weigh heavier for the paper. The inventions are truly amazing, but how practical are some of them? The technology used in a classroom and success rates are very interesting numbers to see. One thing that will weigh heavy one those numbers is the funding in rural school districts? Also I am pressed to find a school district that will find it in their budget to spend the money in technology for the ag program over the rest of the school. The “smart furniture” as I would call it would be beneficial in a handicap setting, but would further prompt laziness and lack of exercise in our youth further impacting the childhood obesity epidemic.  

After all of the articles are considered and my own personal outlook on our situation with technology, I have to agree with Einstein. If the children of America and the rest of the world for that matter, continue to lean on the crutch of technology, we will see a generation of people that cannot provide for themselves. It is bad enough that most children leave high school not knowing how to balance a check book or change a flat tire, but where is the line? Where do we as educators say enough is enough? Most of the technology in a classroom seems to me like a way to make it easier on everyone and the children are suffering because of it.