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Technological Pedagogical Content Knowledge (TPCK) attempts to capture some of the essential qualities of <a class="WikiLink" id="p-7631a6586157c294aa699e0dcfa6247009df9eb5" href="http://tpck.pbwiki.com/knowledge">knowledge</a> required by teachers for technology integration in their teaching, while addressing the complex, multifaceted and situated nature of <a class="WikiLink" id="p-1c3a09d9d8f9a2f36c4a6a96334e9cb8c8b73a34" href="http://tpck.pbwiki.com/teacher%20knowledge">teacher knowledge</a>. At the heart of the TPCK framework, is the complex interplay of three primary forms of knowledge: <a class="WikiLink" id="p-04a7e13fcccc9ce90d762d5ad9c4442057ac593b" href="http://tpck.pbwiki.com/Content%20%28C%29">Content (C)</a>, <a class="WikiLink" id="p-5130be6af8b735c398544ec6c4e19f0e33182732" href="http://tpck.pbwiki.com/Pedagogy%20%28P%29">Pedagogy (P)</a>, and <a class="WikiLink" id="p-24908791cfef8217a8a27816741bc46d8da4b717" href="http://tpck.pbwiki.com/Technology%20%28T%29">Technology (T)</a>.

To me, technology facilitator isn’t just about bringing technology into the core classrooms, it’s about the process - the process of learning how to plan a new unit in a new way, using new tools…

<p>The EDUCAUSE Learning Initiative's (ELI's) <em>7 Things You Should Know About...</em> series provides concise information on emerging learning technologies and related practices. Each brief focuses on a single technology or practice and describes:</p> <ul> <li>What it is</li> <li>How it works</li> <li>Where it is going</li> <li>Why it matters to teaching and learning</li></ul>

The fundamental idea underlying engagement theory is that students must be meaningfully engaged in learning activities through interaction with others and worthwhile tasks.

the book ushered in a whole new way of thinking - scientific thinking<br><br>How quickly did those changes happen?

"To put it into perspective only two to four percent of the world's botanical and zoological species are in serious danger, whereas it's 50 percent of languages. The language crisis hasn't attracted the same degree of public awareness".

For several years, many of us have been trying to make a case for thinking about education in new ways, largely as a result of technological advancements and their affects on how we use information.&nbsp; I think that many education leaders are listening now.&nbsp; I think that they are ready for clear images and stories about 21st century classrooms and what teachers and students should be doing to better prepare a generation of new century citizens.

I almost lost it when I read, in Cheryl Oats’ comment, “<em>..someone told me they didn’t want to learn one more new thing, they didn’t like new things..</em>“&nbsp; I would want to ask, “You call yourself a teacher?”&nbsp; Who more than teachers should be willing and eager to learn new things?

Heck, as an absolute amateur in everything I do I've noticed that, in this day and age, being expert is not about getting more and more knowledgeable about a narrower and narrower field. It's all about being as clued up on the reasoning behind a wider and wider range of fields. Expertise has been redefined. It's just that academics like Keen have trouble swallowing it. There, folks, is the real digital divide.

"The creativity it brings to all of us is remarkable," said Schlachter, who teaches fourth- and fifth-graders at St. Catherine of Siena School. "I'm teaching in a totally different way as a result."

It is not whether we can meet the same learning outcomes <br> with technology, but how do we use the technologies to enrich the experience, to go beyond what can be done in the face-to-face or other delivery environment.

<p><font color="#0000ff">“The Reality is</font></p> <p><font color="#ff6600"></font><font color="#0000ff">Learning has changed…… from being about reality….. to verifying reality…… to creating reality.”</font></p> <p><font color="#ff6600"></font><font color="#0000ff">Stephen Downes, &nbsp;<em><a href="http://www.downes.ca/presentation/170" title="Kaliedoscope of Future Learning" onclick="javascript:urchinTracker ('/outbound/article/www.downes.ca');">A Kaleidoscope of Futures: Reflections on the Reality of Virtual Learning.</a></em></font></p>

Laptops make it easier for students to edit their copy and make changes without getting writer's cramp, he said. As a result, students are writing and revising their work more frequently, which leads to better results. And it's important, Silvernail said, that those skills translated when the test was taken with pen and paper, too.

"It's just a lot easier to edit, to self-critique. Our teachers engage students in a lot of peer editing. Not only are they helping themselves, but they're helping each other as they get to their final projects," Rebar said.