Exploring the role of content knowledge in responsive teaching

This paper summarizes the current state-of-the-art in geomorphometry and describes the innovations that are close at hand and will be required to push digital terrain modeling forward in the future. These innovations will draw on concepts and methods from computer science and the spatial sciences and require greater collaboration to produce “actionable” knowledge and outcomes. The key innovations include rediscovering and using what we already know, developing new digital terrain modeling methods, clarifying and strengthening the role of theory, developing high-fidelity DEMs, developing and embracing new visualization methods, adopting new computational approaches, and making better use of provenance, credibility, and application-content knowledge.

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The Role of Digital Application Literacy in Online Assessment

Journal of Educational Technology Systems ◽

10.1177/00472395211052644 ◽

2021 ◽

pp. 004723952110526

Author(s):

LeAnne J. Schmidt ◽

Michael DeSchryver

Keyword(s):

Content Knowledge ◽

Mobile Apps ◽

Learning Goals ◽

Return To School ◽

Learning Tools ◽

Web Based ◽

Web Based Learning ◽

Computer Based ◽

Academic Consequences

As educators and administrators look to countless mobile apps, software programs, and web-based learning tools to meet the demands of students in remote, virtual, and hybrid settings, risks and assumptions of online platforms and assessments must be considered. With the urgency of the COVID-response closure of many schools and the unusual methods employed during the return to school in Fall 2020, there is no better time to examine the digital application literacy which is necessary for students to effectively transition to online learning and assessment. “Digital application literacy” (DAppLit), a specific form of media literacy, involves the nimble use of an app (web-based) or application (computer-based) for education, including assessment. Learners with impaired DAppLit face academic consequences, when insufficient literacy in the platform is the culprit. This paper first explores various skills and strategies from both traditional and digital assessments that digital application literacy requires. Then, it presents the value of low-stakes assessment experiences with applications to introduce navigation techniques and troubleshoot barriers users may face before undertaking weighted assessments. The importance of skills instruction and practice of DAppLit methods is presented. A four-step process is introduced to: 1) set learning goals; 2) guide learners through the application with explicit instructions before use; 3) provide low-stakes explorations; and 4) debrief to address any issues which could represent a failing of application literacy and not content knowledge in an assessment.

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The Role of Culturally Responsive Teacher to Ensure Social Justice in Education

Research Anthology on Instilling Social Justice in the Classroom ◽

10.4018/978-1-7998-7706-6.ch048 ◽

2021 ◽

pp. 830-851

Author(s):

Kasım Karataş ◽

Tuncay Ardıç

Keyword(s):

Social Justice ◽

Culturally Responsive Teaching ◽

Culturally Responsive ◽

Social Institution ◽

Teacher Education Programs ◽

Responsive Teaching ◽

Teaching Competencies ◽

Roles And Responsibilities ◽

The Social

In this chapter, the importance of having culturally responsive teacher competencies to carry out the education process in accordance with the social justice is discussed within the context of teacher roles and responsibilities. Indeed, education as a social institution is an important institution that provides individuals with an understanding of justice, equality, freedom, and solidarity in a way that enables individuals to live harmoniously within society. In this respect, education system components should be designed with culturally responsive pedagogy on the basis of social justice principles. Besides implementing a culturally responsive teaching in classrooms can be achieved with teachers who have culturally responsive teaching competencies. With these roles and responsibilities, teachers should develop their individual and professional competencies for culturally responsive teaching at teacher education programs.

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The Role of Content Knowledge in Ill-Structured Problem Solving for High School Physics Students

Research in Science Education ◽

10.1007/s11165-016-9564-4 ◽

2017 ◽

Vol 48 (1) ◽

pp. 165-179 ◽

Cited By ~ 3

Author(s):

Jeff Milbourne ◽

Eric Wiebe

Keyword(s):

High School ◽

Problem Solving ◽

Content Knowledge ◽

Physics Students ◽

High School Physics ◽

Structured Problem Solving

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Designing Meaningful Instruction

10.1093/acprof:oso/9780199928200.003.0009 ◽

2017 ◽

Author(s):

Birch P. Browning

Keyword(s):

Instructional Design ◽

Pedagogical Content Knowledge ◽

Content Knowledge ◽

Subject Matter ◽

Self Assessment ◽

Relevant Feedback ◽

Pedagogical Content ◽

Learning Plan ◽

Instructional Context

The chapter outlines and discusses many steps in instructional design as well as assessing its effectiveness. The role of knowledge of subject matter, pedagogy, how students learn, and instructional context is stressed. The six challenging questions relating to pedagogical content knowledge are presented and discussed. Designing instruction is a temporally backward process, in that the first step is to determine the desired outcomes. The reader is taken through the three major stages of planning instruction: defining outcomes, planning assessment, and designing the learning plan. The importance of timely and relevant feedback is stressed. Teacher self-assessment is key as well. The author states that the height of professionalism is the consistent willingness to evolve for the students’ benefit.The chapter concludes with a detailed sample lesson project.

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