PTechnological Pedagogical Content Knowledge (TPACK)
The Technological Pedagogical Content Knowledge or TPACK) is a framework that demonstrates the implementation of a combination of instructional technology, information delivery expertise (pedagogy), and content expertise all at once (Puckett, 2013). As explained in Puckett (2013), TPACK combines technological knowledge, pedagogical knowledge, and content knowledge. The goal is to transform the normal learning opportunities to become student-centered opportunities for web interfacing, global connections, and lesson engagement through advancement of the 21st century technology.
Puckett (2013) continues to explain that the TPACK framework establishes an interplay of three knowledge bases: Pedagogical Content Knowledge, Technological Content Knowledge and Technological Pedagogical Knowledge. When combined, these knowledge bases create a totally differentiated class that cater for all the needs of all the students in the classroom for them to achieve their learning success and for the teacher to achieve instructional success (Puckett, 2013).
Pedagogical Content Knowledge is the area in which most educators have their foundation as a content expert who delivers knowledge using the pedagogical foundations (Wong & Wong, 2005). The Technological Content Knowledge area encompasses making the instruction content more differentiated and accessible through technology i.e. virtual world tours, online language translators, and graphing calculators. Technological Pedagogical Knowledge area comprises of advanced technological learning processes that encompasses a wider range of differentiated instructional opportunities, e.g. SMARTboards that have text magnification, iPads with text to speech programs, and the online educational games with immediate feedback.
The TPACK Lesson plan
Title: Reading, Rhyme and vocabulary
Grade: Kindergarten students
Class Demographics
• A Kindergarten class of 24 students
• Ten (10) girls & Fourteen (14) boys
• Nine (9) Caucasians
• Seven (7) African Americans
• Five (5) Hispanics
• Two (2) Asians
• All students are fluent in English – writing & speaking
• One (1) Behavior (ADHD)
Anticipated Outcome (Lesson Objective)
By the end of the lesson students will be able to read their provided reading materials (Green Eggs and Ham by Dr. Seuss, 1960) and identify rhyming words and at least three words that are new to them or vocabularies. They will then create their own rhyming words by drawing pictures. Students will then research the vocabularies and explain them in their own words.
Common Core Standards
– CCSS. ELA-Literacy.RL.K.2: Demonstrate understanding of spoken word, syllables, and phonemes
– CCSS. ELA-Literacy.RL.K.2a: to recognize and produce rhyming words
– CCSS. ELA-Literacy.RL.K.2e: substitute or add individual sounds in simple one syllable words to make new words
– CCSS. ELA-Literacy.RL.K.3d: Distinguish between similarly spelled words by identifying the sound of the letter that differs
– CCSS.ELA-Literacy.RL.K.4: this is a vocabulary enhancing common core used to ask and answer the questions regarding unknown (new) words found in a text
NETS-T standard
– Imagination, Creativity & Innovation: students should create original work as to show personal or group expression
– Digital Citizenship: practice and advocate safe, responsible and legal use of technology and information
– Technology Concepts & Operations: Understanding and proper use of technology systems
Content Summary
This lesson plan has three purposes: to improve students reading skills; to further their development in knowledge of rhyming words; and to further their comprehension by identifying new word. The lesson considers the class is diverse and provides a creative learning environment. Students will read the provided lesson material – Green Eggs and Ham by Dr. Seuss (1960) – and then listen to its audio version.
The students will then identify the rhyming words in the story as well as at least three vocabularies. Students will then work collaboratively in groups to search the internet for pictures of certain rhyming items. They will then put their found pictures into a painting/drawing software that will give them an opportunity type or write the items’ names. Finally, on rhyme, students will independently work to create their personal rhyming sentence and then illustrate though using various art media. After which, students will search the internet for their vocabularies, find their meanings, and explain them using their own words (Puckett, 2013).
Materials
• Dr. Seuss’ Green Eggs and Ham book (Seuss,1960)
• Audio/visual version of the Green Eggs and Ham by Dr. Seuss
• iPad or computer with internet access
• iPad or computer with painting/drawing software
• Chart Paper and Easel
• Interactive SMART-Board or White Board
• Paper with space and lines for drawings
• Drawing instruments: colored pencils, crayons, oil crayons, and markers etc.
Summative Assessment
After the unit the students will be assessed. Each student will be given a worksheet containing two sentences – each sentence having two rhyming words and at least one new word. Student will work independently. Each student will be required to circle the new word(s) and the rhyming words, with different colors. Students will then draw a picture of the rhyming words in the sentence in the provided space. Students will rely on their reading skills, and phonics skills, to identify the rhyming words and vocabulary in each provided sentence (Puckett, 2013).
Pedagogical Content Knowledge
Since all students will have to be fully involved in all the lesson’s aspects, the educator will have a supporting role and not of delegate the lesson for her student’s learning experience. Using the provided material, students will read the story ‘Green Eggs and Ham’ by Dr. Seuss then listen to its audio version. They will then be required to identify the new words that the can see and the rhyming words that they can hear. The classroom’s Interactive WhiteBoard while help the teacher to play the book, read it out and play it visually (Wong & Wong, 2005). This way, students will be able to experience the story from three different learning skills – they’ll read, see and hear.
In the whole class’ group discussion, the educator will write down on chart paper all the rhyming pairs of words that the students identified from the book (e.g. boat/goat, box/fox, and mouse/house etc.). The teacher will provide the students with Hard copy print books to them to refer to during their group discussions as they identify rhyming words and vocabularies. This will support the students whose learning is enhanced when they have materials at their close disposal (Puckett, 2013).
After identifying several pairs of the rhyming words from their reading book, as a facilitator the teacher will ask students to look at the chart paper for the pairs of words written on it. The teacher will then ask the students to find the common similarity in all the pairs (Voltz, et al., 2005). Using their problem solving and critical thinking skills, students will should recognize that the rhyming words are spelled the same with first letters being the only difference. The educator will then write, on the white board, some words – rhyming and non-rhyming – not from the book, and then ask students to identify if these words rhyme, basically on their spelling. This activity gives an opportunity for the students who are comfortable speaking before their peers to show their street and then the teacher will gauge the student’s understanding and comprehension of the unit objectives (Wong & Wong, 2005). Additionally, students who do not participate in group discussion will be are to comprehend information as shared by their classmates (Tomlinson, 2001).
Students will then work independently to explain their vocabularies and write a rhyming sentence then draw a picture, which represents their written rhyme. Students will use their prior knowledge from the story as well as the available technology to assist their creativity. This activity will address the learners who perform with an opportunity to express their knowledge artistically (Tomlinson, 2001). Students will also gauge their ability to identify and explain new words (Puckett, 2013).
This lesson’s activities align with the CCSS of identifying vocabularies, and demonstrating understanding and comprehension of spoken words, phonemes, and syllables by giving students the opportunity to read, hear and see the story and find the multiple pairs of rhyming words in the class reading book. Students will identify that words that are spelled similarly are rhyming words (Newman, 2013).
Technological Pedagogical Knowledge
The teacher will use the Interactive White Board to help students see and hear the story – watching the animated book. This will accommodates both the students with low vision and low hearing. It will also addresses the ADHD student as the narration will keep the student’s attention over the story (Tomlinson, 2001). After identifying the rhyming pairs of words, students will work in small groups and be allowed to use the classroom computers or iPads to search the web for vocabularies from Google and then pictures of identified rhyming words from Google images.
Students will then be allowed to copy the pictures and paste them into a painting/drawing software and through a computer keyboard or touchscreen feature type or write each item’s name. These technologies will enhance the students’ learning by offering them an alternative for demonstrating their knowledge on the rhyming words and give them an opportunity to use computers for researching and naming the rhyming words (Voltz, et al., 2005).
This learning activity line up with the NETS-T standard of imagination, creativity and Innovation. It allows students to use the computer to create a picture slideshow to demonstrate the words that rhyme. The activity covers the standard of Technology Operations and Content by allowing students to use the computer in various ways when completing the activity. Students also get the opportunity to use the internet to search pictures and vocabularies, copy and paste those pictures into the provided painting/drawing software to create and name the pictures in the slideshow. The activity also covers the standard of digital citizenship by requiring the students to acknowledge the website from which they found the pictures (Wong & Wong, 2005).
Technological Pedagogical Content Knowledge (TPACK)
The technology used in this lesson gives students an opportunity to express their prior and current knowledge on rhyming words and demonstrate their mastery of the lesson objective. Students also the basic computer skills in creating a simple slideshow, which they can utilize in their later grades. Using the painting/drawing software enables students to demonstrate their writing knowledge on similar words that change only their first phoneme (Voltz, et al., 2005). This aligns with the required CCSS of the ability to distinguish similarly spelled words through identifying their different sounding letters. The activity addresses the NETS-T standards through technological content knowledge by giving students the opportunity to use various technological systems and applications to personally produce a creative media piece (Newman, 2013). Being young, technology also enhances students’ creative and critical thinking in searching for pictures and vocabularies from the internet (Puckett, 2013).
In conclusion, this TPACK unit plan gives students an opportunity to read their provided reading materials (Green Eggs and Ham by Dr. Seuss, 1960) hear and see the animated version. Students will then be able to identify rhyming words and at least three words that are new to them or vocabularies and explain the vocabularies after searching through the internet. After the lesson students will then be able to create their own rhyming words and drawing pictures representing the word. Computers and drawing software will also enable the students to use their enhanced creativity and imagination in understanding and comprehension.
References
Newman, R. (2013). Teaching and learning in the 21st century: Connection the dots. San Diego, CA: Bridgepoint Education, Inc.
Puckett, K (2013). Differentiating Instruction: A Practical Guide. Bridgepoint Education: San Diego, CA.
Seuss. (1960). Green Eggs and Ham. New York, New York: Beginner Books Distributed by Random House.
Tomlinson, C. A. (2001). How to differentiate instruction in mixed ability classrooms (2nd ed.). Alexandria, VA: Association for Supervision and Curriculum Development
Voltz, D. L., Sims, M. J., Nelson, B., & Bivens, C. (2005). M 2 ECCA: A Framework for Inclusion in the Context of Standards-Based Reform. TEACHING Exceptional Children, 37(5), 14-19. doi:10.1177/004005990503700502
Wong, H., & Wong, R. (2005). How to be an effective teacher: The first days of school. Mountain View, CA: Harry K. Wong Publications, Inc.
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