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"Grounded" Technology Integration: Instructional Planning Using Curriculum-Based Activity Type Taxonomies
Harris, Judi Hofer, Mark J. Schmidt, Denise A. Blanchard, Margaret Young, Carl Y. Grandgenett, Neal Van Olphen, Marcela
Harris, Judi
Hofer, Mark J.
Schmidt, Denise A.
Blanchard, Margaret
Young, Carl Y.
Grandgenett, Neal
Van Olphen, Marcela
Abstract
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 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, which are available on the activity types Wiki (http://activitytypes.wmwikis.net/).
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2010-01-01
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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.
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Education