IMG_2073Learning is a process, a journey and an adventure. It happens in a social setting and the more the cognitive muscle is flexed, the more versatile it becomes. Roblyer  & Doering (2014), while discussing the correlating of theory and practice, talk about integration as a vehicle of building mental models which can assist with the transfer of knowledge. As problems are solved in a highly visual format the models help to identify patterns and make meaning and process the information. When this happens in a social context and there is a cooperative approach to problem-solving, a richness of meaning is attributed to the solution (Johnson & Johnson 2005). In this complex learning arena, teachers are learners too! Their metacognitive processes and awareness of effective technological integration strategies provides a level of success that is beyond the confines and barriers of the classroom (Mishra & Koehler, 2006).

You will recognise the ‘meaningful project based’ approach in my own mini project as you explore the technology integration case study of Mia, as Roblyer and Doering (2004) highlight the three essential processes of rich technology integration; an analysis of the learning needs, planning for integration and a yet-to-follow post instruction analysis and revision. I have used VoiceThread to unpack my ‘TPACK’  and will also open this up for the students to collaboratively reflect on their own journey.

You can view and comment on the VoiceThread here;

The Metacognitive TPACK journey

Roblyer, M. D. & Doering, A.H. (2014). Integrating educational technology into teaching (6th edition). Harlow, England : Pearson
Theory into practice – Foundations for effective technology integration
(Chapter 2)