THEORETICAL

KNOWLEDGE - 1
POPULAR TERMS
ADVANTAGES & DISADVANTAGES OF USING PPT/TELL
TPACK FEATURES & COMMON TERMS
PROCEDURE OF DESIGNING PPT LESSONS
 POPULAR TERMINOLOGY

1. CALL 2. TELL 3. ELT 4. ELL

8. Synchronous
7. Blended vs.
5. TEFL&TESL 6. E-learning
learning Asynchronous
Learning

10.
11. Flipped 12. Artificial
9. Gamification Individualized
Classroom intelligence
learning
 ATTITUDES TO TECHNOLOGY

• Many people are afraid of new technology and, with the increasing presence of the Internet and computers, the
term technophobe has appeared to refer to those of us who might be wary of these new developments.
• Although there is a tendency to call computer users either technophobes or technogeeks, the truth is that
most of us probably fall somewhere between the two extremes.
• More recently, the term digital native has been coined to refer to someone who grows up using technology,
and who thus feels comfortable and confident with it - typically today’s children.
• Their parents, on the other hand, tend to be digital immigrants, who have come late to the world of
technology, if at all. In many cases, teachers are the digital immigrants and our younger students are the digital
natives.
BENEFITS OF PPT/TELL LESSONS

• Visually attractive to students.

• Help engage students’ interests through colors, pictures, games. Help
enhance students’ creativity through activities. Improve students’
understanding.
• Convenient for saving, editing and later reviewing knowledge for
students, no need for reprinting materials.
• Limit the use of chalks which affect health.
RISKS ASSOCIATED WITH THE USE OF PPT/TELL

• Some teachers may not be very skillful in using ppt and computers.
• Some teachers focus too much on ppt activities, contents and ignore
in-class activities.
• Some teachers overuse ppt features (pictures, videos, effects) and
confuse students or make them bored.
• Equipment failure, file corruption
ASPECTS TO CONSIDER TO DEVELOP
EFFECTIVE POWERPOINT/TELL LESSONS
• Teacher should not rely on technology too much.

• Teacher should use picked knowledge.

• Teacher have to know how to combine traditional
teaching method and the help of technology.
• Teacher should create simple and effective slides.
Avoid using too many effects on slides.
• The contents on slides should have a clear outline and
correct use of language (grammar, vocab, tone).
When applying technology in teaching, teachers should:
- Promote the strengths of technology effectively.
- Avoid over-relying on technology.
TPACK FRAMEWORK
 TPACK FRAMEWORK
• Content Knowledge (CK) – Teachers’ own knowledge of the subject matter. Knowledge of
concepts, theories, evidence, and organizational frameworks within a particular subject
matter.
• Pedagogical Knowledge (PK) – Teachers’ knowledge of the practices, processes, and
methods regarding teaching and learning. PK involves the purposes, values, and aims of
education, and may apply to more specific areas including the understanding of student
learning styles, classroom management skills, lesson planning, and assessments.
• Technological Knowledge (TK) – This describes teachers’ knowledge of, and ability to use,
various technologies, technological tools, and associated resources. TK concerns
understanding edtech, considering its possibilities for a specific subject area or classroom,
learning to recognize when it will assist or impede learning, and continually learning and
adapting to new technology offerings.
 TPACK FRAMEWORK
• Pedagogical Content Knowledge (PCK) – teachers’ knowledge regarding foundational areas of teaching and learning,
including curricula development, student assessment, and reporting results. PCK focuses on promoting learning and on
tracing the links among pedagogy and its supportive practices (curriculum, assessment, etc.). PCK seeks to improve
teaching practices by creating stronger connections between the content and the pedagogy used to communicate it.
• Technological Content Knowledge (TCK) – teachers’ understanding of how technology and content can both influence
and push against each other. TCK involves understanding how the subject matter can be communicated via different
edtech offerings, and considering which specific edtech tools might be best suited for specific subject matters or
classrooms.
• Technological Pedagogical Knowledge (TPK) –teachers’ understanding of how particular technologies can change both
the teaching and learning experiences by introducing new pedagogical affordances and constraints. Another aspect of
TPK concerns understanding how such tools can be deployed alongside pedagogy in ways that are appropriate to the
discipline and the development of the lesson at hand.
→ These triangulated areas constitute TPACK, which considers the relationships among all three areas and acknowledges
that educators are acting within this complex space. TPACK is the end result of these various combinations and interests,
drawing from them – and from the three larger underlying areas of content, pedagogy, and technology – in order to create
an effective basis for teaching using educational technology.
 TPACK FRAMEWORK

• The TPACK framework focuses on technological knowledge (TK), pedagogical knowledge

(PK), and content knowledge (CK).
• The TPACK framework outlines how content (what is being taught) and pedagogy (how
the teacher imparts that content) must form the foundation for any effective edtech
integration. This order is important because the technology being implemented must
communicate the content and support the pedagogy in order to enhance students’
learning experience.
• According to the TPACK framework, specific technological tools (hardware, software,
applications, associated information literacy practices, etc.) are best used to instruct and
guide students toward a better, more robust understanding of the subject matter.
 TPACK FRAMEWORK
• In order for teachers to make effective use of the TPACK framework, they should be open to
certain key ideas, including:
1. concepts from the content being taught can be represented using technology
2.pedagogical techniques can communicate content in different ways using technology
3. different content concepts require different skill levels from students, and edtech can help
address some of these requirements
4.students come into the classroom with different backgrounds – including prior educational
experience and exposure to technology – and lessons utilizing edtech should be ware of this
possibility
5.educational technology can be used at the same time with students’ existing knowledge,
helping them either strengthen prior knowledge or develop new ones
ATTENDANCE CHECKING
 Pedagogical

Key
features of
Exciting a Efficient

PowerPoint
gameshow

Competitive
 PROCEDURE OF DESIGNING PPT LESSONS

• Stage 1: Deciding lesson’s objectives.

- Teacher should learn main contents from the main coursebook and read extra reference
materials to select what information the students need to remember, what to elaborate
more on, and from then outline the main lesson goals that students need to achieve
after the lesson (in 3 main aspects being knowledge, skills and attitude).
- Teachers need to prioritize students’ knowledge acquisition, the ultimate goal is students
understanding the knowledge, not teacher finishing all the to-be-delivered contents.
 PROCEDURE OF DESIGNING PPT LESSONS

• Stage 2: Deciding lesson’s main contents.

- Teacher needs to prepare lessons that deliver knowledge in close relation with
coursebook’s contents to ensure quality of the course.
- Nevertheless, they could reorganize the order of contents to be taught so as to
highlight clearly the relationship between various parts of knowledge plus make them
more comprehensible, especially the main contents.
 PROCEDURE OF DESIGNING PPT LESSONS
• Stage 3: Digitalize contents.
This is the most critical in designing ppt lessons, teachers need to know how to digitalize knowledge,
transforming idle words from coursebooks into lively charts, pictures, videos, etc. on slides to attract
students’ attention and gauge their interest. The detailed steps are as follows:
- Transfer knowledge from textbook onto computers.
- Classify knowledge (to help decide the means to illustrate each kind, such as charts, videos or pictures,
etc.).
- Edit, select quality contents from a wide range of sources (coursebooks, reference books, online sources,
etc.)
- Select a few other tools to use alongside with the ppt slides during the lesson.
 PROCEDURE OF DESIGNING PPT LESSONS

• Stage 4: Developing information sources/database.

After selecting suitable sources, materials, teachers should reorganize them into folders for
storage.
 PROCEDURE OF DESIGNING PPT LESSONS

• Stage 5: Developing teaching procedures.

- Decide the contents to be shown on each slide and the total number of slides
- The steps of inputting the knowledge and adding effects should be done separately to avoid
confusion
- After having knowledge and effects on slides, add hyperlinks (for connection between slides
and external sources)
- Teachers should select software programs that are simple, user-friendly, the selection should
be based on ICT level of each individual teacher.
 PROCEDURE OF DESIGNING PPT LESSONS

• Stage 6: Checking and Editing

- Teachers should check ppt slides to make timely adjustments before class.
- The checking and editing step should be done after finishing all slides, not after designing
each slide.
THANK YOU!!!