Begin+With+The+End+in+Mind

Pedagogical content knowledge (PCK) is an understanding of what makes concepts easy or difficult to learn and combining that with an understanding of students’ prior knowledge (Shulman, 1986). Mishra and Koehler (2006) developed a 21st century transformation of PCK by adding teachers’ technology knowledge: technological pedagogical and content knowledge (TPACK). The technological pedagogical and content knowledge (TPACK) framework has many implications for supporting rich and dynamic collaboration within and across school academic planning teams. TPACK “lens” building activities can help guide educators to find the best intersection among curricular standards, sound pedagogical choices, and technology that directly supports and enhances student learning. In this session, you will engage in a "TPACK" experience that will expand your knowledge and capacity for collaborative planning, implementing, and assessment of technology-infused K-12 learning activities.

The goal of this session is two fold:
 * Educators will better understand how to use the TPACK lens to find the best intersection of curricular standards, sound pedagogy choices, and technology selections;
 * Educators will apply and evaluate their TPACK lens during a simple, but profound game.

Authenticity | To what extent does the TPACK framework standardize language you could use when collaborating at the teacher, school, and/or district level?

Clarity |  How could this standardized language approach increase collaboration and communication within and across teams at the school/district level?

Impact |  How does the TPACK game engage educators?

Opportunity |  What opportunity is there to encourage educators to use their TPACK game “lens” when developing instructional activities?