Showing papers by "Punya Mishra published in 2015"
TL;DR: This article further elaborate on what Computational Thinking is and present examples of what needs to be taught and how, and positions Computational thinking in Papert’s work with LOGO.
Abstract: Computational Thinking is considered a universal competence, which should be added to every child's analytical ability as a vital ingredient of their school learning. In this article we further elaborate on what Computational Thinking is and present examples of what needs to be taught and how. First we position Computational Thinking in Papert's work with LOGO. We then discuss challenges in defining Computational Thinking and discuss the core and peripheral aspects of a definition. After that we offer examples of how Computational Thinking can be addressed in both formal and informal educational settings. In the conclusion and discussion section an agenda for research and practice is presented.
380 citations
TL;DR: In this paper, there is a strong sense in education that creativity should be nurtured in classroom settings, yet there is little understanding of how effective and creative teachers function in the classroom.
Abstract: Background/ContextThere is a strong sense in education that creativity should be nurtured in classroom settings, yet there is little understanding of how effective and creative teachers function. E...
60 citations
Journal Article•
29 citations
20 Jun 2015
TL;DR: In this article, a teacher knoledge framework for technology integration called technological pedagogical content knowledge (TPACK) is described, based on Lee Shilman's (1986, 1987) construct of content knowledge to include technology knowledge.
Abstract: This paper describes a teacher knoledge framework for technology integration called technological pedagogical content knowledge (originall TPCK, now knows as TPACK, or technology, pedagogy, and content knowledge) This framework builds on Lee Shilman’s (1986, 1987) construct of pedagogical content knowledge (PCK) to include technology knowledge The development of TPACK by teachers is critical to effective teaching with technology The paper begins with a brief instroducction to the complex ill structure nature of teaching The nature of technologies (both analog and digital) is considered, as well as how the inclusion of technology in pedagogy further complicates teaching The TPACK framework for teacher knowledge is drescribed in detail as a complex interacction among three bodies of knowledge: content, pedagogy, and technology The interaction of these bodies of knowledge, both theoretically and in practice, produces the types of flexible knowledge needed to successfully intregrate technology use into teaching
21 citations
02 Mar 2015
17 citations
16 citations
TL;DR: In this article, the authors identify trends in the emerging models of knowledge production available in our society and suggest it is crucial not only to be aware of these emerging models but also to be open to opportunities and possibilities that may still develop.
Abstract: This paper identifies trends in the emerging models of knowledge production available in our society. We suggest it is crucial not only to be aware of these emerging models but also to be open to opportunities and possibilities that may still develop. We consider how people may express different levels of solidarity and commitment to these trends and models in their information consumption and distribution processes. We discuss how educators are now engaging in profound pedagogical renewal by expressing deeper levels of solidarity and commitment to knowledge production and educational projects through professional and personal interactions. These interactions are producing pedagogical models that allow both teachers and learners to become knowledgeable while simultaneously breaking away from domain conventions. These bottom-up pedagogies foster creativity, collaboration and the use of new digital tools. They are driven by learner interests and, as such, have the potential to bring the joy back into the learning process. Finally, we argue that emerging models of knowledge construction mediated by ICT provide new cultural landscapes and ecologies of learning that disrupt traditional inscriptions of individual identities and racial-cultural affinities.
14 citations
8 citations
03 Aug 2015
TL;DR: In this article, the authors describe the development of a trans-disciplinary framework for creative teaching using technology and apply these ideas in teacher education courses devoted to creativity and technology, and develop rubrics for evaluating creative products.
Abstract: This article describes the development of a trans-disciplinary framework for creative teaching using technology. In recent years, the authors of this paper (and collaborators) have sought to better understand the role of creativity in educational technology. Our approach seeks to inform theory, research, and practice. In this piece we step back to provide a big-picture view of the process of developing a theoretical framework for creative, transformational teaching with digital technology. We describe the development of our ideas over time, through research projects focused on highly creative teachers and their practices. We describe how we have applied these ideas in teacher education courses devoted to creativity and technology, and developed rubrics for evaluating creative products. At a meta-level we aim to provide a rich example of the reciprocal nature of theory, research, and practice in educational technology. Through this we hope to provide one example of how such a theory/research/practice development process works, with the goal of informing future work of this type. Creativity, Digitality, and Teacher Professional Development: Unifying Theory, Research, and Practice
8 citations
01 Jan 2015
TL;DR: Mcintock as discussed by the authors describes the life story of Barbara McClintock, American cytogeneticist and Nobel Laureate, who worked for decades to unravel the mysteries of genetics, but the discovery of DNA and the ensuing focus on molecular biology meant that her methods of inquiry and research, which were often naturalistic and based on observation of the effects of gene expression, lost their sheen.
Abstract: In her book A Feeling for the Organism (1983), Evelyn Fox Keller describes the life story of Barbara McClintock, American cytogeneticist and Nobel Laureate, who worked for decades to unravel the mysteries of genetics. McClintock’s career began at the same time as the rise of genetics as a science, and her extensive research on breeding corn in the 1920’s and 30’s established her as a top-notch scholar in cytogenetics. But the discovery of DNA and the ensuing focus on molecular biology meant that her methods of inquiry and research, which were often naturalistic and based on observation of the effects of gene expression, lost their sheen. Undaunted she persevered and continued her focus on the genetics of corn, observing not only microscopic aspects of her subject, but also becoming acutely aware of how her plants developed and reacted to their environment. This difference in methods and approaches left her colleagues unsure of how to interpret her work, often questioning or dismissing its legitimacy, thus leaving her to work in near isolation for two decades. There is no doubt that sexism played a role in her treatments by other geneticists, yet there was also something else at play here. McClintock’s method of in
5 citations
TL;DR: In this paper, the authors identify trends in the emerging models of knowledge production available in our society and suggest it is crucial not only to be aware of these emerging models but also to be open to opportunities and possibilities that may still develop.
Abstract: This paper identifies trends in the emerging models of knowledge production available in our society. We suggest it is crucial not only to be aware of these emerging models but also to be open to opportunities and possibilities that may still develop. We consider how people may express different levels of solidarity and commitment to these trends and models in their information consumption and distribution processes. We discuss how educators are now engaging in profound pedagogical renewal by expressing deeper levels of solidarity and commitment to knowledge production and educational projects through professional and personal interactions. These interactions are producing pedagogical models that allow both teachers and learners to become knowledgeable while simultaneously breaking away from domain conventions. These bottom-up pedagogies foster creativity, collaboration and the use of new digital tools. They are driven by learner interests and, as such, have the potential to bring the joy back into the learning process. Finally, we argue that emerging models of knowledge construction mediated by ICT provide new cultural landscapes and ecologies of learning that disrupt traditional inscriptions of individual identities and racial-cultural affinities.
Journal Article•
TL;DR: Mishra et al. as mentioned in this paper argued that the most effective uses of technology for teaching and learning must be grounded in a creative mindset that embraces openness for the new as well as intellectual risk-taking.
Abstract: puts the spotlight on the topic of creativity – within the scope of technology and teacher education. The importance of creativity in teaching can be traced back to foundational thinkers such as Dewey (1916; 1934) and Vy-gotsky (1960). in more recent years creativity in education has begun to receive a significant level of attention as it becomes clear that we must develop creatively thinking students that can problem solve and work across fields, creativity in teaching becomes essential (Cropley, 2003; sternberg, 2006). Teacher educators, first and foremost, will be faced with helping future teachers develop the skills and knowledge required of them in 21 st century classrooms. That said, the role of creativity in education has not received the level of scholarly or research attention it deserves. This is partly because creativity has often been viewed as being \" fuzzy \" or subjective in nature, and thus less amenable to quantifiable measurement (Fox & Fox, 2000; sternberg, 2006). in addition, we believe that part of this gap is because much of the existing research (focusing on psychometric measurement of individual variables, or historical analysis of creative people) has little to offer to practicing educators and the specific contexts they work within. Thus it is not surprising that research in the field of teacher education has lagged behind in this area—despite clear indications of its importance. Matters get even more complicated when we bring technology into the mix. Digital technologies have powered a tremendous burst of innovation. From Google to Twitter, from mobile devices to streaming video – new tools, devices, and applications alter our lives, changing how we work, communicate , and how we learn and teach (Mishra & The Deep-Play research Group, 2012). The intelligent use of technology for teaching is a complex domain, in and of itself—even before bringing creativity into the mix. We have argued that the most effective uses of technology for teaching and learning must be grounded in a creative mindset that embraces openness for the new as well as intellectual risk-taking The Deep-Play research Group, 2012). it is clear however, that teachers and teacher educators in this emerging world must focus more on these connected issues of technology and creativ-ity—more importantly, on ideas at the intersection of these domains. This is a major challenge for most new teachers, and something that has not been addressed in depth by most teacher education programs or professional …
02 Mar 2015
TL;DR: In this article, Mishra and Koehler discuss an example of a partnership to enhance the STEM teaching and leadership capacities of teachers in a large urban school district in the United States.
Abstract: This paper discusses an example of a partnership to enhance the STEM (Science, Technology, Engineering & Mathematics) teaching and leadership capacities of teachers in a large urban school district in the United States. Incorporating educational innovation and instituting systemic change in public school systems is a complex endeavor (Blumenfeld, Fishman, Krajcik, Marx & Soloway, 2000). We describe our instructional approach, using the power of experience (Dewey, 1938) involving real world, hands-on engagement with tools and pedagogies. Our fellowship program is driven by our research on the Technology Pedagogical Content Knowledge (TPACK) framework (Mishra & Koehler, 2006), which guides us in discussion of our instructional practices, and our findings on teacher efficacy and leadership of our fellows.
02 Mar 2015
TL;DR: In this paper, the authors identify trends in the emerging models of knowledge production available in our society and suggest it is crucial not only to be aware of these emerging models but also to be open to opportunities and possibilities that may still develop.
Abstract: This paper identifies trends in the emerging models of knowledge production available in our society. We suggest it is crucial not only to be aware of these emerging models but also to be open to opportunities and possibilities that may still develop. We consider how people may express different levels of solidarity and commitment to these trends and models in their information consumption and distribution processes. We discuss how educators are now engaging in profound pedagogical renewal by expressing deeper levels of solidarity and commitment to knowledge production and educational projects through professional and personal interactions. These interactions are producing pedagogical models that allow both teachers and learners to become knowledgeable while simultaneously breaking away from domain conventions. These bottom-up pedagogies foster creativity, collaboration and the use of new digital tools. They are driven by learner interests and, as such, have the potential to bring the joy back into the learning process. Finally, we argue that emerging models of knowledge construction mediated by ICT provide new cultural landscapes and ecologies of learning that disrupt traditional inscriptions of individual identities and racial-cultural affinities.