administer a pre-assessment to
provide feedback to both the teachers and the students about their understanding of core concepts.
Reflect on Practice
Participants have indicated that the
game reminds them of the variety of
pedagogies and technologies available
for the classroom. The game encourages them to reflect on their practice
and find fresh approaches to teaching
different types of content in new ways.
And, according to the feedback I’ve
received, many are doing just that. The
technology coaches report that they are
using the game as part of their professional development, and it has made
them more aware of the importance of
content area and teachers’ instructional
strategies for determining how to best
I have also heard from teachers
in different grade levels and content
areas about the influence the game has
had on their practice. Here are a few
An elementary school science
teacher is having her students keep
science journals on a blog instead of
in a paper notebook. Students sum-
marize information and hypothesize
about labs, and, unlike the paper-and-
pencil version, the blog provides a
launching pad for additional discus-
sion. She has noticed that the blog has
given less-verbal students a platform
A middle school social studies
teacher had his students manipulate
a Venn diagram on the interactive
whiteboard to review similarities and
differences between the North and
South in the years leading up to the
These educators are developing new
ideas for using technology in powerful
ways to support learning and teaching
in their classrooms.
Find out more about the summit
and TPACK in general at the TPACK
wiki ( http://tpck.org/tpck/index.
Karen Work Richardson is an adjunct instructor
focusing on educational technology leadership at
the College of William and Mary and Virginia
Commonwealth University. Her recent dissertation examined how teachers use TPACK as they
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