Technology & learning: putting together the total package

Dr. Mike CharlesPacific University College of Education

What is happening?

Your explanationI cannot explain how the egg gets in to the

bottle

Air pressure outside the bottle is greater than the air pressure inside the bottle, pushing the egg in to the bottle

As the paper burns, oxygen is consumed, which creates a vacuum, sucking the egg in to the bottle

Something else

A closer look…using Vernier’s Logger Pro 3 software…

Video provided by Dr. John Park from North Carolina State University

SummaryPartially right: the egg is forced in by air pressure.

Greater air pressure outside than inside the glass.

Vacuum is created inside the glass not by burning/destroying oxygen but by heat. The warm air rises out of the glass so there is less air inside, and thus lower air pressure (i.e. vacuum)

The hard boiled egg acts like a slip valve. It lets the hot air slip out, but then once the fire is extinguished, it forms a seal. The air inside the bottle cools rapidly and contracts, and the egg is pushed in to the bottle.

Seal the egg near the mouth of the glass. Increase the air pressure inside by:

Heating the air (hot water on the outside, or an open flame or other heat source)

Blowing in to the glass (around the egg—quite a trick!)

Other

Application: How could we get the egg back out?

Application: How could we get the egg back out?

How could we get the egg back out?

http://www.youtube.com/watch?v=mpC5zlmtm-g&feature=player_embedded

TPaCKTechnological

Pedagogical

Content

Knowledge

TPaCK—the total technology package

http://www.csupomona.edu/~hcmireles/Courses/Sci210/Activities2007/EJacobs1/EJacobs1.html

Pedagogical Content Knowledge (PCK)-most students incorrectly think that the burning paper creates a vacuum by “burning the oxygen.”

Technical Knowledge (TK)--operate a digital video camera-operate an air pressure sensor-capture the video and the data from the sensor onto a computer-analyze it using Vernier probeware to sync the video to a graph of the air pressure.

TPACK—the total package Content Knowledge (CK)

—greater air pressure outside the glass causes the egg to be squeezed into the glass

Pedagogical Knowledge (PK)-Scientific misconceptions are difficult to change and often require repeated experiences—”successive approximation.”

A challenge…Apply the TPACK model when you attend

sessions today—what is the total package that will use technology to help my students learn?

TPaCK—a 2nd example

TPACK CK—define a rectangular

prism and provide several real-life examples

PK—pedagogical knowledge: the power of students explaining an important idea to a meaningful audience

PCK—they are struggling with the formal definition of a rectangular prism in their developing understanding of 3D geometry

TK—how to operate a digital camera, create a podcast with voice-overs, and post it on a teacher website

Online mathematics manipulatives

http://sites.google.com/site/educ343543/mathematics/online-math-manipulatives

Fraction Track TK—java enabled applets

on your web browser; java updates on that browser

CK--think about how fractions are related to a unit whole, compare fractional parts of a whole, and find equivalent fractions.

PK—Mathematical games can foster mathematical communication as students explain and justify their moves to one another.

PK--Games can motivate students and engage them in thinking about and applying concepts and skills.

PCK—Breaking a single fraction into more than one fraction is the most sophisticated skill to watch for and teach.

PCK--Some teachers preferred a simpler version of the game scaled back for easier understanding.

PCK--Students move the sliders without explaining their moves to each other.

Technological concerns

Access

Not enough computers

Differences between high SES and low SES schools

Computers are used for testing

Appropriateness

Substitute artificial “on screen” experience for real experience

Technology can interfere with deeper level understanding of a topic

No impact on student achievement

When you think about using technology in your classroom, what concerns do you have?

My concernsThe fundamentally human character of teaching

is being increasingly invaded by technical thinking that reduces education to a production task

Production mandate: Make the same thing faster, cheaper, and smaller

Education has been redefined as a production task because everything is defined as a production task.

Technological thinking invading every sphere of human activity…

In the case of education…A standards-based curriculum furnishes the

“production specifications;” (1980’s)

Standardized assessment tools function as quality control checkpoints. (1990’s)

Mandated performance levels determine whether schools are making “adequate yearly progress” in an effort to identify “failing schools.” (2000’s)

Observation protocols of teachers based on “best practices” are in widespread use (1980’s)

Increasingly there are calls to put in place measures of teacher productivity… (2010’s?)

”based on student scores coupled with the findings of multiple, well-designed classroom observations make a fair and reliable gauge of job performance” Oregonian, August 2, 2009

Race to the top…Education initiative of the current administration

Led by the Secretary of Education

$4 billion dollar part of the stimulus package set aside to encourage new ways of teaching

Charter schools for experimentation; assessing teacher performance is a must

Road trip…

From the Chicago Tribune, August 15, 2009

Technology can be a corrective to technological thinking

Egg in the bottle: Using the kind of technology that awaits them in the work force

Rectangular prism video: Math as motivating—sharing their knowledge with the class and with a larger audience

Fraction track: Play games, learn math

The total package…