Many children navigate effortlessly between the worlds of digital technology, the arts and other areas of learning. In the Arts in Education Program, we have been considering how technology-mediated residencies unlock opportunities for multisensory communication and expression in conjunction with areas such as dramatization, debate, movement, dialogue, video and storytelling. How do we encourage children and develop sophisticated pathways and approaches to learning with technology? One way is to develop equally sophisticated teaching strategies grounded in effective practices in educational technology.
The “TPACK” (or Technological Pedagogical and Content Knowledge) framework created by Punya Mishra and Matthew Koehler, is an approach to integrating technology into learning experiences. As a tool, it helps us to consider the expert knowledge that is needed in considering the intersection between technology, pedagogy and content. When these three areas are considered together, technology integration strategies become more aligned with how teachers and teaching artists plan educational experiences, rather than simply designing instruction around the use of randomly chosen technology tools.
How can learning activities be developed that appropriately incorporate technologies, while also addressing educational goals? Also, how can teachers and teaching artists choose among the many educational technologies available, such as arts-related software, Web 2.0 tools, and mobile apps? These questions will be addressed Monday, August 12 at the 3rd annual Arts in Education Learning Lab as Jude Shingle and I will present, “Exploring Technology Infusion in Oompa-Loompa Land: Developing Technological, Pedagogical and Arts-Infused Content Knowledge.” During this session we will address the role of technology in arts-infused residencies as we guide participants through the TPACK framework and how to use the TPACK activity types when considering technology-infused learning.
She is also a doctoral candidate in Instructional Technology at Duquesne University. Her dissertation explores the concept of “virtuality culture” as a theoretical expansion of Walter Ong’s work in the areas of orality and literacy culture. Her educational background also includes study at Teachers College Columbia University (MA in Art & Art Education), University of Pennsylvania & Pennsylvania Academy of The Fine Arts (BFA) and Edinboro University (School Leadership studies).