You are here:

Planning for Deep Learning Using TPACK-based Learning Activity Types
PROCEEDING

, , School of Education, College of William & Mary, United States

Society for Information Technology & Teacher Education International Conference, in Savannah, GA, United States ISBN 978-1-939797-13-1 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

Teaching for students’ deep learning, while rooted in venerable 20th-century educational research and theory contributed by Vygotsky, Dewey, and others, is taking on a new urgency as heretofore theoretical depictions of 21st-century learning are being operationalized in K-12 classrooms. What is the nature of deep learning? What are the pedagogical roles and practices that encourage it? How can we help teachers to plan learning experiences for and with their students that encourage and support deep learning, incorporating the use of digital tools and resources in maximally effective ways? This chapter uses extant literature on deep learning, teaching for deep learning, and recent calls for teachers’ enhanced “pedagogical capacities” (Fullan & Langworthy, 2014) to argue for a reconceptualized use of TPACK-based learning activity types in educational planning for students’ deep learning.

Citation

Harris, J. & Hofer, M. (2016). Planning for Deep Learning Using TPACK-based Learning Activity Types. In G. Chamblee & L. Langub (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 2864-2871). Savannah, GA, United States: Association for the Advancement of Computing in Education (AACE). Retrieved December 15, 2018 from .

View References & Citations Map

References

  1. Alber, R. (2013, January 21). Deeper learning: Defining twenty-first century literacy [Blog post]. Retrieved from http://www.edutopia.org/blog/twenty-first-century-literacy-deeper-learning-rebecca-alber
  2. Baeten, M., Kyndt, E., Struyven, K., & Dochy, F. (2010). Using student-centered learning environments to stimulate deep approaches to learning: Factors encouraging or discouraging their effectiveness. Educational Research Review, 5(2010), 243260.
  3. Biggs, J.B. (2001). Enhancing learning: A matter of style or approach? In R.J. Sternberg& L. Zhang (Eds.), Perspectives on thinking, learning, and cognitive styles (pp. 73-102). Mahwah, NJ: Lawrence Erlbaum.
  4. Entwistle, N. (2000, November). Promoting deep learning through teaching and assessment: Conceptual frameworks and educational contexts. Paper presented at the meeting of the Teaching and Learning Research Programme, Leicester, UK. Retrieved from http://www.ed.ac.uk/etl/docs/entwistle2000.pdf
  5. Fullan, M. & Langworthy, M. (2014). A rich seam: How new pedagogies find deep learning. London: Pearson. Retrieved from https://research.pearson.com/articles/a-rich-seam-how-newpedagogiesfinddeeplearning.html
  6. Harris, J., & Hofer, M. (2009). Instructional planning activity types as vehicles for curriculum-based TPACK development. In C.D. Maddux (Ed.). Research highlights in technology and teacher education 2009 (pp. 99-108). Chesapeake, VA: Society for
  7. 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 and Education, 43(3), 211-229.
  8. Harris, J.B., Hofer, M.J., Blanchard, M.R., Grandgenett, N.F., Schmidt, D.A., van Olphen, M., & Young, C.A. (2010). "Grounded" technology integration: Instructional planning using curriculum-based activity type taxonomies. Journal of Technology and Teacher Education, 18(4), 573-605.
  9. Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. London: Routledge.
  10. King, A. (1993). From sage on the stage to guide on the side. College Teaching, 41(1), 30-35.
  11. Laird, T.F.N., Seifert, T.A., Pascarella, E.T., Mayhew, M.J., & Blaich, C.F. (2014). Deeply affecting first-year students' thinking: Deep approaches to learning and three dimensions of cognitive development. The Journal of Higher Education, 85(3), 402-432.
  12. Mishra, P., & Koehler, M.J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017-1054.

These references have been extracted automatically and may have some errors. If you see a mistake in the references above, please contact info@learntechlib.org.

Slides