What do you seek

Dramatic presentation; John 1:29-41

Thinking About Emerson

page 11

My Mother\u27s Ghost

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The hidden curriculum of the recognition of prior learning: a case study

This thesis is a case study of a Recognition of Prior Learning (RPL) practice developed in relation to a university post-graduate level diploma course for educators of adults in a South African university. A review of the literature reveals silences, paradoxes and contradictions around understandings of knowledge, pedagogy, power and identity in RPL. An absence of academic, empirical research at the micro-level of RPL practices is noted. The research foci are concerned with how knowledge(s), pedagogy, power and identity are understood and enacted in and around the case: selected for its intrinsic and atypical qualities and generative interest value. The research draws theoretical resources from the sociology of education (the work of Bernstein) and from continental philosophy (the work of Foucault). It argues for and adopts a hybrid philosophical position, part social constructionist, part structuralist and part poststructuralist, and an interpretive methodology. The RPL case in question had a hidden curriculum which rewarded particular ways of thinking and acting. It confirmed prior experiential knowledge that was similar to that valued in the context and in so doing brought the former under the rule of the latter. The RPL pedagogy was ambiguous, presenting an informal style through which power and control were signalled in a disguised way. 'Success' in RPL in this context was dependent on four prior 'affordances': proximity to vertical discourse, being 'schooled' in reflection, a clear pedagogic identity as an educator and a well-developed learner identity. These affordances were socially distributed but not only along race and class lines. An approach is proposed based on 'knowing the borders and crossing the lines'. This involves theorising relationships between mainstream curricula and pedagogy, RPL curricula and pedagogy, and prior experiential knowledge. It concludes that such approaches might be useful in the broader field of widening participation to higher education

Operationalizing TPACK for Educators: The Activity Types Approach to Technology Integration

During this two-part symposium, we will first introduce and explain the activity types approach to technology integration, demonstrating how it helps teachers to develop technology integration knowledge (specifically, technological pedagogical content knowledge, or TPACK). We will then introduce, explain, and share learning activity type taxonomies for K-6 literacy, secondary English, foreign language, mathematics, science, and social studies curriculum areas. During the final segment of each symposium session, we will invite attendees to collaborate on further development and refinement of the activity types by requesting that they offer the taxonomies to their colleagues for review and comment. We will collect these evaluation data via an online survey instrument, and then propose to report on the results of this vetting and refinement process during SITE 2010

TPCK in in-service education: Assisting experienced teachers\u27 planned improvisations

This Handbook addresses the concept and implementation of technological pedagogical content knowledge -- the knowledge and skills that teachers need in order to integrate technology meaningfully into instruction in specific content areas. Recognizing, for example, that effective uses of technology in mathematics are quite different from effective uses of technology in social studies, teachers need specific preparation in using technology in each content area they will be teaching. Offering a series of chapters by scholars in different content areas who apply the technological pedagogical content knowledge framework to their individual content areas, the volume is structured around three themes: What is Technological Pedagogical Content Knowledge? Integrating Technological Pedagogical Content Knowledge into Specific Subject Areas Integrating Technological Pedagogical Content Knowledge into Teacher Education and Professional Development The Handbook of Technological Pedagogical Content Knowledge for Educators is simultaneously a mandate and a manifesto on the engagement of technology in classrooms based on consensus standards and rubrics for effectiveness. As the title of the concluding chapter declares, It’s about time! The American Association of Colleges for Teacher Education (AACTE) is a national, voluntary association of higher education institutions and related organizations. Our mission is to promote the learning of all PK-12 students through high-quality, evidence-based preparation and continuing education for all school personnel. For more information on our publications, visit our website at: www.aacte.org.https://scholarworks.wm.edu/educationbookchapters/1044/thumbnail.jp