Leadership through Technology Jamie Schmitz

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Leadership through Technology Jamie Schmitz by Mind Map: Leadership through Technology Jamie Schmitz

1. What Is Technological Pedagogical Content Knowledge?

1.1. The Challenges of Teaching With Technology

1.1.1. analog & digital

1.1.2. new & old

1.1.3. characterized by

1.1.3.1. specificity

1.1.3.2. stability

1.1.3.3. transparency of function

1.1.4. digital technologies

1.1.4.1. protean

1.1.4.2. unstable

1.1.4.3. opaque

1.1.5. neither neutral nor unbiased

1.2. An Approach to Thinking About Technology Integration

1.2.1. 3 componenents

1.2.1.1. content

1.2.1.2. pedagogy

1.2.1.3. technology

1.3. The TPACK Framework

1.3.1. technological knowledge

1.3.2. content knowledge

1.3.3. pedagogical knowledge

1.4. Content Knowledge

1.4.1. knowledge about subject matter

1.4.1.1. learned or taught

1.5. Pedagogical Knowledge

1.5.1. deep knowledge about the processes & practices or methods of teaching & learning

1.5.1.1. educational purposes

1.5.1.2. values

1.5.1.3. aims

1.6. Pedagogical Content Knowledge

1.6.1. specific content

1.6.2. interprets subject matter

1.6.3. ways to repeat

1.6.4. ways to represent

1.6.5. adapt & tailor

1.7. Technology Knowledge

1.7.1. state of flux

1.7.2. fluency of IT

1.8. Technology Content Knowledge

1.8.1. historical relationship

1.8.2. provides a greater degree of flexibiligy

1.9. Technology Pedagogical Knowledge

1.9.1. how teaching and learning can change

1.9.2. placement

1.9.3. forward-looking, creative, open-minded

1.10. Technology, Pedagogy, and Content Knowledge

1.10.1. emergent form of knowledge

1.10.2. individually & together

1.11. Implications of the TPACK Framework

1.11.1. process & knowledge

1.11.2. actions & observable effects

2. Technology, Coaching, and Community

2.1. The Transformation of Professional Development for a New Digital Generation

2.1.1. 3-pronged methodology

2.1.1.1. effective coaching model

2.1.1.2. online communications for greater collaboration idea sharing

2.1.1.3. develop a more powerful ongoing learning environment for teachers

2.1.2. connected to learning data and the tools for using data

2.2. Transformational Professional Development

2.2.1. create an environment to practice new skillss

2.2.2. prepare students to be active, creative, knowledgeable, and ethical participants in our globally networking society

2.2.3. support professional educators by technology that connects them to data, content, resources, expertise, and learning experiences

2.2.4. online support offers:

2.2.4.1. network of coaching professionals

2.2.4.2. vehicle for teachers to share with those having similar interests and challenges

2.2.4.3. aggregated resources

2.3. Understanding the Importance of Technology, Coaching, and Online Communities

2.3.1. 3 essential components

2.3.1.1. context

2.3.1.2. relevance

2.3.1.3. ongoing

2.4. Three Coaching Models That Provide Highly Effective Professional Development

2.4.1. cognative coaching

2.4.2. instructional coaching

2.4.3. peer coaching

3. Partnership Learning

3.1. 6 Principles of Partnership Learning

3.1.1. equality

3.1.1.1. being equal

3.1.2. choice

3.1.2.1. opportunity to make a choice

3.1.3. voice

3.1.3.1. value opinions

3.1.4. reflection

3.1.4.1. reflective thinking so strategies can be implemented in the future

3.1.5. dialogue

3.1.5.1. engage in conversations

3.1.6. praxis

3.1.6.1. apply new ideas to their classroom

3.2. Partnership Learning Structures

3.2.1. thinking devices

3.2.1.1. video or song that brings conversation and discussion to teach a concept

3.2.2. questions recipes

3.2.2.1. open-ended questions

3.2.2.2. nonjudgmental and do not have a right or wrong answer

3.2.3. reflection learning

3.2.3.1. requires participants to apply the learning to their own lives

3.2.4. experiential learning

3.2.4.1. experience what they are learning

3.2.5. cooperative learning

3.2.5.1. turn and talk

3.2.5.2. think, pair, share

3.2.5.3. jigsaw activities

3.2.6. stories learning

3.2.6.1. story to teach and deliver content