Vanessa Jordan

ETEC 424.02 W
Professor Strassberg
February 15, 2015

Tech-Pack in Action: Analyze a Scenario

For successful technology integration in your classroom context, you need an appropriate
combination of technological, pedagogical, and context knowledge (Tech-PACK) for each topic
you teach. Read again the Technology Integration Example that served to illustrate the TIP
model in this chapter.
A. Deconstruct Mias Tech-PACK in the following way; Fill in the following matrix to show
what she appears to know and what she will have to learn in terms of content,
technologies, and pedagogies in order to be in her Tech0PACK zone and in this topic.

Tech-PACK

What Is Known

What Must Be Learn

Components
Technology

It was an online project, which

was going to be develop using
media technology such as the
internet, digital cameras,
scanners, and more.
Students had to work together
doing web searches to create
and elaborate brochures or
booklets.
Constantly use of email to
exchange information with the
students of the country they
were studying.
Mia created a timeline of project
activities to organize computer
time.

Mia had to prepare herself on the use

of technology such as how to use
digital cameras in order to conduct
and help her students.
Mia knew that she could use a
directed approach to teach her
students on the use of the internet
and email skills. In order to do this, it
would be helpful to start the project
with a detail explanation with the help
of a power point or a video to show
them how to use the different tools to
use and elaborate the project.
Mia needs to cover the risk of giving
too much information online and to
advise students on be conscious
about it.

Pedagogy

Content

It was going to be a project with

partner schools located in
different countries.
Students were not learning
enough background knowledge
with their previous learning
activities such as focusing only
on the various holidays and food
from other cultures.
Students didnt show respect
from cultures of the other
countries.
Mia created a good curriculum
and a timeline for project
activities.
Students didnt have much
exposure to more details of
different cultures, and they were
only exposed to the holidays
and foods from those cultures.
Students didnt know about the
geographies and civics of other
countries.

Mia had to receive more training to

feel more confident on background
knowledge and the cultures to
conduct the project more effectively.
Students showed a better attitude
and respect for people from other
cultures.
Students enjoyed their chats and
email exchanges.
Some brochures were more
elaborate than others, but overall
they presented the complete project.

Students learned about other

cultures more effectively.
Students gained knowledge of facts,
ideas and concepts in geography and
civics of other countries.
According with the book, every group
formed met the rubric criteria on
content. Students presented a great
understanding into the similarities
and differences between cultures and
their people.
Mia needs to elaborate a review to
help students before the test.

B. Identify the context and logistical issues in this situation that she must address to
implement this new strategy effectively in her classroom.
I like the way Mia noticed the lack of knowledge of other cultures and how students felt and did
not show respect for them. Mia was the one who step at front and proposed this changed that
turned into a great outcome, but it was the first time using it at her school, so she noticed that
she and the other teacher can work together to improve it.

Texas Technology Standards

Standard I. All teachers use technology-related terms, concepts, data input strategies, and
ethical practices to make informed decisions about current technologies and their applications.
Standard II. All teachers identify task requirements, apply search strategies, and use current
technology to efficiently acquire, analyze, and evaluate a variety of electronic information.
Standard III. All teachers use task-appropriate tools to synthesize knowledge, create and
modify solutions, and evaluate results in a way that supports the work of individuals and groups
in problem-solving situations.

1.1s Demonstrate knowledge and appropriate use of operating systems, software

applications, and communication and networking components
1.3s Select and use software for a defined task according to quality,
appropriateness, effectiveness, and efficiency;
1.6s Perform basic software application functions, including, but not limited to,
opening an application program and creating, modifying, printing, and saving
documents;
1.10s Use a variety of input devices such as mouse/track pad, keyboard,
microphone, digital camera, printer, scanner, disk/disc, modem, CD-ROM, and
joystick;
1.13s Develop strategies for capturing digital files while conserving memory and
retaining image quality;

2.1s Use strategies to locate and acquire desired information from collaborative
software and on networks, including the Internet and intranets;
2.2s Apply appropriate electronic search strategies in the acquisition of information,
including keyword and Boolean search strategies;
2.3s Identify, create, and use files in various appropriate formats such as text,
bitmapped/vector graphics, image, video, and audio files;
2.4s Access, manage, and manipulate information from secondary storage and
remote devices;
3.4s Demonstrate proficiency in the use of multimedia authoring programs by
creating linear or nonlinear projects incorporating text, audio, video, and graphics;
3.5s Plan, create, and edit a document using desktop publishing techniques
including, but not limited to, the creation of multicolumn or multisection documents
with a variety of text-wrapped frame formats;