Microsoft TEI Faculty Development Workshop - Instructor's Guide

Faculty Development Workshop
Instructors Guide
Microsoft Higher Education Faculty Offers

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License.
Microsoft TEI Faculty Development Workshop Instructors Guide
Contact Us
For any suggestions, updates or questions on the TEI workshops, please contact
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TEIWorkshops@microsoft.com
Table of Contents
Contact Us ....................................................................................................................................... 3
Note ................................................................................................................................................. 6
Overview.......................................................................................................................................... 7
Workshop Objectives..................................................................................................................................................... 8
Workshop Topics............................................................................................................................................................. 8
Workshop Format ........................................................................................................................................................... 8
The Challenge ................................................................................................................................................................... 8
Pre-Work ......................................................................................................................................... 9
Tools................................................................................................................................................................................. 9
Articles............................................................................................................................................................................. 9
Reminders .......................................................................................................................................................................... 9
Activity .............................................................................................................................................................................. 10
Registration at the Workshop ................................................................................................................................. 10
Schedule .......................................................................................................................................................................... 11
Activity 1 - Introduction ................................................................................................................. 12

Tools .................................................................................................................................................................................. 12
Resources ........................................................................................................................................................................ 12
Activities .......................................................................................................................................................................... 12
Debrief.............................................................................................................................................................................. 14
Additional Resources .................................................................................................................................................. 14
Activity 2 - Tools for Collaboration ................................................................................................. 15

Tools .................................................................................................................................................................................. 15
Resources ........................................................................................................................................................................ 15
Activities .......................................................................................................................................................................... 15
Debrief.............................................................................................................................................................................. 16
Activity 3 - Changing Conditions of Teaching and Learning ............................................................ 17

Tools .................................................................................................................................................................................. 17
Resources ........................................................................................................................................................................ 17
Activities .......................................................................................................................................................................... 17
Debrief.............................................................................................................................................................................. 18
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Tools .................................................................................................................................................................................. 19
Resources ........................................................................................................................................................................ 19
Activities .......................................................................................................................................................................... 19
Activity 4 - New Literacies and Technologies Needed .................................................................... 19
Debrief.............................................................................................................................................................................. 20
Activity 5 - 21st Century Learning Design ........................................................................................ 21

Tools .................................................................................................................................................................................. 21
Resources ........................................................................................................................................................................ 21
Activities .......................................................................................................................................................................... 21
Debrief.............................................................................................................................................................................. 22
Activity 6 - TPACK Framework and the TEI TPACK Game ................................................................ 23

Tools .................................................................................................................................................................................. 24
Resources ........................................................................................................................................................................ 24
Activities .......................................................................................................................................................................... 24
Activity 7 -Putting It All Together ................................................................................................... 27

Tools .................................................................................................................................................................................. 27
Resources ........................................................................................................................................................................ 27
Activities .......................................................................................................................................................................... 27
Assess Changes in TPACK and Inclusion of 21st Century Literacies ........................................................ 28
Debrief.............................................................................................................................................................................. 29
Activity 8 - Going Public and Evaluating the Results ....................................................................... 30

Tools .................................................................................................................................................................................. 30
Resources ........................................................................................................................................................................ 30
Activity .............................................................................................................................................................................. 30
Activity 9 - Wrap Up and Workshop Evaluation.............................................................................. 31

Tools ........................................................................................................................ Error! Bookmark not defined.
Resources ........................................................................................................................................................................ 31
Activity .............................................................................................................................................................................. 31
Appendix A TEI and TPACK Game Card Glossary ......................................................................... 32

Technologies .................................................................................................................................................................. 32
Pedagogies ..................................................................................................................................................................... 34
Appendix B Workshop Evaluation ............................................................................................... 37

Technology Enriched Instruction Workshop Evaluation ............................................................................... 37
Technology Enriched Instruction Workshop Evaluation ..................... Error! Bookmark not defined.
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Appendix C Sample Introduction Letter ...................................................................................... 41
Note
The Technology Enriched Instruction (TEI) workshop is intended to help participants increase
their understanding of how to use technology in their classrooms. It provides participants with
tools and resources they can use to help their colleagues gain the same insights and
understandings. This Instructors Guide contains speaker and teaching notes that we hope will be
useful to instructors as you conduct this workshop.
You can use the accompanying Technology Enriched Instruction Faculty Development Participant
Workbook and this guide as a self-instructional package that you may freely distribute to your
students and colleagues. Each workshop is refined for specific audiences, so the workbook and
guide may contain more information, more technology, and more exercises than we can cover in
the workshop.
The use of the TEI workbook and guide are covered by the Attribution Non-Commercial No
Derivatives Creative Commons License, which means that you may use this material only under
the following conditions:
You attribute ownership of the materials to Microsoft, Corporation.
You use the materials as-is and do not change them in any way.
You use the materials only for non-commercial purposes.
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Overview
The TEI workshop is designed to help participants develop competencies that will enable them
to plan for and select, use, and evaluate technology tools and resources in a pedagogically
appropriate manner. This guide is designed to enable you to assist participants in reaching these
objectives.
Youll notice that this workshop differs from
many other faculty professional development
workshops on technology. Other workshops
often tend to simply provide training on the
technology tools, leaving it up to the
participants to make the connection to
pedagogy and content knowledge. This
workshop is based on the TPACK Framework,
which provides an integrated approach to combining technical, pedagogical, and content
knowledge. While the workshop does showcase Microsoft technology, the focus is not on the
technology. Rather, through participatory inquiry-based learning, participants can actively
experience a range of technology tools and resources and connect these tools to researchbased approaches to their use in teaching.
Participants who complete this
workshop will obtain status as
Microsoft Faculty Fellows and will
receive a certificate from Microsoft and
the Society for Information Technology
and Teacher Education (SITE), as shown
here.
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They will also receive a digital badge on

the Microsoft Educator Network and an
image that they can include in their
email signature.
Workshop Objectives
This workshop is designed to give participants:
A broader awareness and understanding of the technologies and digital resources that
can positively impact teaching and learning.
Familiarity and experience with TPACK and 21st Century Learning Design.
Hands-on practice with tools to integrate appropriate pedagogy and technology in their
instruction.
Insights into how their course activities and assignments might change based on what
theyve learned in the workshop.
An opportunity for inquiry into how to enhance instruction using technology in teaching
and learning.
Membership in the Microsoft Educator Network, which allows them to collaborate within
a vibrant community of like-minded educators.
Workshop Topics
The workshop will cover these key topics:
The changing nature of education, students, and the modern workplace
The TPACK Framework
21st Century Learning Design
Evaluation tools for assessing the impact of TPACK and 21st Century Learning Design
The technology used includes Office 365, OneDrive, various web applications, Skype, Yammer,
OneNote, Padlet, and technology embedded in other tools (such as translation, video-editing,
and broadcast applications).
Workshop Format
This is not a traditional workshop where participants simply view presentations and
demonstrations. Participants will be actively involved in the presentations, demonstrations,
hands-on activities, and discussions throughout the day as they experience participatory and
inquiry-based learning.
Participants will be divided into groups for the workshop, and theyll work together on the
challenge described below. In order to complete the challenge, the groups will need to
collaborate within and across teams in the workshop using technology tools.
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During the workshop, participants will be asked to consider specific things that they can do to
enhance their teaching using technology. Have participants identify, individually and in small
groups, class activities or assignments from their courses that they might change based on what
theyre learning in the workshop. Participants will apply the two theoretical frameworks featured
The Challenge
in this workshopTPACK and 21st Century Learning Designto their instructional thinking.
Throughout the workshop participants will explore theory, practice, and technology tools to
enhance teaching and learning.
Pre-Work
To enable participants to have the most effective experience at the workshop, send participants
a letter prior to the workshop, asking them to complete the following tasks. Youll find a sample
letter in Appendix C Sample Introduction Letter.
Tools
Ask participants to become familiar with following tools prior to the workshop:
OneDrive, for sharing resources. Review this Overview of OneDrive.
EdIT Library, for resources on education and technology.

Sign in using this information:
Sign-in email: tei@aace.org
Password: TEI_SITE (Note that the password is case-sensitive.)
Padlet, which enables collaboration. Review this Overview of Padlet.
Yammer, for communicating with others. Join the TEI Discussion Group using the email
invitation you received. Review the Overview of Yammer.
Articles
Ask participants to read these articles:
The Always Connected Generation
What Is Technological Pedagogical Content Knowledge?
Reminders
Remind participants to bring their computers (ideally a Windows-based PC) and mobile
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phones. Also remind them to bring power or charging cords.
Activity
Ask participants to identify at least one class activity or assignment that they want to improve
and can use to incorporate one or more tools and/or pedagogical practices covered in this
workshop.
Registration at the Workshop

Participants will be provided with:
A nametag on a lanyard with their first name in large type and last name and institution
in smaller type.
A connection to the local wireless network.
Electronic versions of the Participant Workbook and other materials on the workshops
OneDrive.
It may also be helpful to provide a one-page printed copy of key web addresses that will
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be used throughout the day (for example, the link to the workshops OneDrive).
Schedule
7:00 8:30 a.m.
Registration
8:30 9:30 a.m.
Activity 1
Introductions, building familiarity with key tools,
9:30 10:30 a.m.
Activity 2
10:30 10:45 a.m.
Break
10:45 11:10 a.m.
Activity 3
Changing conditions of teaching and learning
11:10 11:45 a.m.
Activity 4
New literacies and the technologies needed for
11:45 12:15 p.m.
Activity 5
12:15 1:15 p.m.
Lunch
1:15 2:30 p.m.
Activity 6
2:30 2:45 p.m.
Break
2:45 3:30 p.m.
Activity 7
Pulling it all together
3:30 4:00 p.m.
Activity 8
Going public and evaluating the results
4:00 4:30 p.m.
Activity 9
Wrap up and workshop evaluation
introduction to the workshop challenge

Tools for organizing and collaborating
effective teaching and learning today

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TPACK and TEI TPACK game
Activity 1 - Introduction
Introduce the workshop facilitators and provide a quick (10 minute) overview of the day (review
the purpose, agenda, and the workshop challenge). Explain to participants theyll be challenged
to investigate one aspect of their teaching that they want to improve with technology. Stress
that this challenge will be used as a vehicle to help them consider ways to assess TPACK, 21st
Century Learning Design (21CLD), and the various technologies throughout the workshop.
Tools
OneDrive, Office 365, Excel Survey Tool
Resources
OneDrive
Office 365
Creating Excel surveys with Office 365
Activities
OneDrive / Office 365 Begin the activity by having participants create and/or access their
OneDrive or Office 365 accounts. Access will depend on the institution hosting the workshop. If
participants dont have access to Office 365, have them create OneDrive accounts
(https://signup.live.com). Ideally, this will be done as part of the pre-work, but its important to
make sure everyone has an account and that they can access those accounts in the workshop.
Excel Survey Set the stage for participatory learning and active involvement by using a
classroom Excel survey tool. Design a brief Excel survey to elicit some useful information from
the participants (for example, primary teaching responsibility, comfort and experience with
selected tools, and so on). Ideally, this survey should illustrate different types of questions
(multiple choice, true and false, open response). Every time a new technology tool is introduced,
do a short demo on it or inform the participants where they can access the short learning videos
like the ones listed under Additional Resources.
With the entire workshop group, conduct a web survey that sets the stage for a participatory
workshop.
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Show participants the Workshop OneDrive folder (as shown

here). Demonstrate how to use the Excel Web survey tool in real
time.
Next, have participants access the survey (sample here and below), answering questions
customized for each workshop.
These are some sample questions:
Name
Primary teaching responsibility
How frequently do you currently use

technology in your teaching? (For
example, do you use it in each session,
several times a semester, a few times a
semester)?
How experienced are you with the

following tools (1 = a little experience to
5 = very experienced)? (Office
applications, Skype, Yammer, OneNote,
Office Web Apps)
What is one thing in your teaching that

youd like to improve through
technology?
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Give participants a few minutes to complete the survey. The results will appear in real time, and
updated as more answers are logged. Then use the Excel Quick Analysis tool to visually illustrate
the resulting data.
Inquiry Model During the workshop, youll use a

custom inquiry model (shown at right) to support
participants as they examine their instructional
practices and think about how to use technology to
enhance their teaching. Introduce this inquiry
model and have participants return to the Excel
survey question they answered about improving
their instructional practice using technology. Return
to this inquiry model throughout the workshop to
support participants as they investigate their
instructional practice and seek out new approaches
for using technology to enhance their teaching.
Pose an Instructional
Problem
Analyze Your Practice
Consider Tools &

Approaches for
Enhancing Your Practice
Debrief
To conclude Activity 1, review the basic uses of
OneDrive/Office 365 and Excel and ask participants
to respond to the following questions:
What questions do you have about

OneDrive and the Microsoft Excel survey
tool?
Create New Approaches
Share Your New Ideas &

Revise
How might you use the Excel survey tool in

your teaching?
What benefits, if any, do you see to doing

an online survey with smartphones or computers rather than just asking students to
voice their opinions?
Additional Resources
Background on Excel web survey
Overview of how to use the Excel web survey tool on OneDrive
Overview of how to use the Excel Quick Analysis tool
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Activity 2 - Tools for Collaboration

This session introduces three tools (Padlet, Yammer, and OneNote) for collaboration and
information organization. These tools will be used throughout the day. Padlet is an online
collaborative whiteboard. Yammer is an enterprise-level social networking tool. OneNote is a
tool for organizing and sharing information.
Tools
Padlet, Yammer, and OneNote
Resources
Creating Your First OneNote Notebook
Case Study: Yammer at the Pepperdine School of Business
The Value of Yammer: ROI Is Only the Beginning
Activities
Padlet Introduce participants to Padlet as a way to share ideas
online in a whiteboard format. Padlet is an easy to use, no
registration required, tool for sharing information and ideas. Youll
create your own Padlet walls for the workshop, including links for
participant access. To help participants learn how to use Padlet, have
them create a Padlet note to post on their virtual wall that includes
their name, university affiliation.
Its very easy to create Padlet pages (or as the app calls them, walls).
Have participants create a new personal Inquiry Padlet wall and pose an instructional problem
on Padlet they would like to think about during the workshop. This is an extension of the Inquiry
model introduced in Activity 1.
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OneNote The third activity focuses on OneNote. Give participants an overview of OneNote,
focusing on the basic functions of the program and how to use it in education (see Additional
Resources). Demonstrate how to create OneNote notebooks for sharing and how to save
notebooks in OneDrive. Have participants create a OneNote notebook for use during the
workshop. A sample OneNote notebook is available here.
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Yammer The second activity focuses on Yammer. Provide participants an overview Yammer as
a tool for social networking and collaboration. Demonstrate how to post updates, links, and
polls. You might ask participants to respond to a poll posted by the workshop facilitator (for
example, about tools they already use in their teaching). Participants should use Yammer to post
comments, resources, and ideas throughout the workshop.
Debrief
After participants have experienced all three tools (Padlet, OneNote, and Yammer), use the
questions below to debrief with them about the collaborative nature of these tools. You can use
one of the tools to facilitate the debriefing, or you can simply discuss with the whole group.
How might these collaborative tools be used as a backchannel to engage students in

class while other activities are occurring (for example, during a lecture or presentation)?
How might you use collaboration tools in facilitate inquiry in your classes?
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For questions or suggestions contact us at TEIWorkshops@microsoft.com
Activity 3 - Changing Conditions of Teaching and Learning

We keep hearing that students today are different. While its certainly true that the conditions of
teaching and learning have changed, are students really that different in the classroom? Do they
learn differently? Would they learn better if technology tools were used? This session is
designed to explore those questions using some journal articles, small group discussion, and
collaboration between teams.
Tools
OneNote, Padlet, and Yammer
Resources
The Always Connected Generation
What Is Technological Pedagogical Content Knowledge?
Activities
Have participants break into small groups. They will be working in these groups on collaborative
activities throughout the rest of the day. (Note: If some of the participants are instructional
designers or non-teaching faculty, it may be helpful to have them join groups with teaching
faculty for the small group activities.) Have participants spend 10 minutes in the groups
discussing the readings and adding notes to OneNote notebooks.
The following questions may help participants organize their thinking as a group:
How have the conditions of teaching and learning resulted in different expectations and
needs for students today?
How can technology be used to address todays students

effectively?
How do the characteristics of todays students contribute to the

instructional problem identified earlier?
Ask participants to post a summary of what theyve learned on

Yammer. Return to participants ideas about their instructional
problems and, as part of the ongoing inquiry, prompt them to analyze their current practice
given what theyve read. Have participants post to their Inquiry Padlet a summary of their
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analysis.
Debrief
Pair participants and have them respond to the questions below. Have participants post their
partners ideas to the partners Yammer page.
How have the conditions of teaching and learning changed in the last two decades?
How are students today different from students youve taught in the past?
How might technology tools be beneficial in your own classroom setting?
Dr. Janice Andersons PowerPoint based on the Pew Research on Millennials
Millennial: A Portrait of Generation Next. Confident, Connected, Open to Change (Pew
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Research Center)
Activity 4 - New Literacies and Technologies Needed

We hear a great deal about 21st century skills and literacies. Focusing on these skills during
instruction can be seen both as a way to prepare students for the 21st century and as a way to
engage the always connected generation in learning. What are these 21st century skills and
how do they connect with or diverge from traditional skills addressed in education (critical
thinking, quantitative and qualitative skills, written and oral communication skills, and so on)?
Tools
OneNote, Padlet, and Yammer
Resources
EdIT Library
Activities
Have participants brainstorm a list of 20th century literacies, skills, and tools essential in teaching
and learning, and ask them to write their ideas in their OneNote notebook. Then have
participants post a consensus list of these 20th century literacies and skills to a new Padlet wall.
The Association for the Advancement of Computing in Education/Society
for Information Technology and Teacher Education (AACE/SITE) has
graciously offered guest logins to workshop participants so that they can
use this outstanding resource. Participants can access the EdIT library
using this information:
Sign-in email: tei@aace.org
Password: TEI_SITE (Note that the password is case-sensitive.)
If necessary, participants can look at the resources available in the EdIT Library to explore ideas
about 21st century literacies, skills, and tools. Ask them to summarize ideas in their OneNote
notebook. Participants should then revisit their original post to the Padlet wall about 20th
century skills and add 21st century literacies and skills.
Note: If time is limited or participants have limited English proficiency, you might have
participants skim the What 21st Century Learning? A review and a synthesis article from Punya
Mishra and Kristin Kereluik, or have them draw on their own experience with 21st century skills.
The article is arranged in such a way that sections can easily be assigned to small groups.
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As a part of their ongoing inquiry into their instructional practice and thinking about tools and
skills that might enhance their instruction, have participants also consider tools for enhancing
their practice. Participants should use their Inquiry Padlet wall to expand on their new ideas.
Debrief
Scan the Padlet walls for literacies and skills that have been consistent across the 20th and 21st
century and for those that have changed. Ask participants to consider these questions:
Why do you think theres so much emphasis today on 21st century literacies and skills?
Was there similar emphasis on 20th century skills?
Which 21st century skills do you teach explicitly and which are implicitly taught through
experiences? What is the role of technology in the explicit or implicit teaching of 21st
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century skills?
Activity 5 - 21st Century Learning Design
There are several resources available to introduce workshop participants to 21st Century
Learning Design (21CLD), including these brief video clips to orient participants to this model.
These rubrics and this PowerPoint presentation are also useful.
Tools
Padlet, Yammer, and OneNote
Resources
Overview of 21CLD: Collaboration
21CLD Cards from the TEI TPACK Game Card Deck
Activities
Pass out the 21CLD cards from the TEI TPACK Deck. Each participant in the group should receive
one of the 21CLD cards. In small groups,
have participants brainstorm activities and
assignments that they currently do in their
class that may be examples of the skills listed
on the 21CLD cards. Participants can also
describe these activities their OneNote
notebook.
Have participants share their activities in their
groups. Group members should determine
whether the activities incorporate the 21CLD
on their card. They then can offer suggestions for how the 21CLD could be incorporated if it was
not. Focus on how the 21CLD skills are incorporated and how to increase the level of the 21CLD
skill development, not on evaluating the activities.
In small groups, ask participants to brainstorm activities and assignments that they currently do
or could redesign to address 21CLD, and then have them add these examples to their OneNote
notebook. If time permits, have participants share highlights from these discussions with the
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assignments as a team.
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large group. Using the rubrics for collaboration, score one or more of the brainstormed
21CLD Skills Framework Rubrics

Rubric
Key Questions
Collaboration
Are students required to share responsibility and make substantive

decisions with others?
Knowledge construction
Are students building new knowledge? Is that knowledge

interdisciplinary?
Use of technology for
Do students use technology to support knowledge construction?
learning
Is information and communications technology necessary to that

knowledge construction?
Self-regulation
Are clear learning goals and expectations shared? Do students have

opportunities to plan and revise their own work?
Skilled communication
Are students creating effective communication?
Real-world problem-solving
Dies the learning require solving authentic, real-world problems? Are
and innovation
students solutions implemented in the real world?
Debrief
Ask participants to share on Padlet any common themes that surfaced in their groups. Ask
participants to consider these questions:
To what degree do activities in your course currently address 21CLD?
What might you do differently in your course to address 21CLD?
21st Century Learning Activity Rubrics
Innovative Teaching and Learning Project
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Activity 6 - TPACK Framework and the TEI TPACK Game

Ask participants to consider the following question.
What do you need to think about when integrating a new technology tool into your
classroom?
The workshop uses activities based on the TPACK Framework. This theoretical framework
illustrates the knowledge required to integrate content, pedagogy, and technology into teaching
and learning. In this activity, participants will discover for themselves what TPACK is, why its
beneficial to teaching and learning, and how it can be applied in the classroom.
When teachers consider incorporating a new technology tool or resource in their courses and
assignments, what kinds of issues and logistics do they need to consider? Ask participants to
add these ideas to their individual OneNote notebooks, and then share these ideas in their small
groups. When all members have contributed to the conversation, post 23 individual notes
describing the changes from each group to Padlet.
Sort group contributions in Padlet into three groupsthose that primarily focus on content,
those that focus primarily on pedagogical considerations, and those that focus primarily on
technology considerations. If the posts tend to focus on one or two categories, point this out to
the group.
TPACK represents the interconnected knowledge of all three domains (content, pedagogy, and
technology) that teachers should draw on to integrate technology in their teaching. Rather than
static knowledge, however, TPACK represents a form of pedagogical reasoning in which
educators dynamically find the optimal fit between all three domains.
Play this TPACK video by Dr. Punya Mishra.
Ask the group this question:
Why is this concept of fit so important?
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Participants may start from different places. They may be introduced to a tool during the
workshop and see a good fit to something theyre doing their classes. Often, participants will
start with a pedagogical challenge or opportunity, such as collaborative writing in small groups.
Or they may pose a particularly challenging course topic or concept as the starting point.
Wherever participants begin, the key thing to keep in mind is the synergy between these three
domains of knowledge.
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Emphasize this key point: When technology is truly integrated with course content and
pedagogical strategies, students learn in greater depth and internalize the material more
effectively. In this way, the technology becomes a learning tool rather than the focus of the
learning experience.
One of the key purposes of TEI is to help teachers develop their TPACK-based pedagogical
reasoning skills. Equally important, though, is the value of collaborating with others to test
assumptions and expand TPACK thinking.
Tools
Yammer and OneNote
Resources
TPACK Cards
TPACK video by Dr. Punya Mishra
Activities
TEI TPACK Card Game1
First, provide participants with three sets index cards or paper in three different colorsyellow,
green, and white. You can also print sets of TEI TPACK Game Cards. The set of yellow cards
includes approximately 10 commonly used
pedagogical strategies or learning experiences that
the participants will be familiar with (group discussion,
write a paper, lecture/note taking, communicating
with experts, case study, and so on). The set of green
cards includes approximately 10 different technology
tools that participants are likely to be familiar with and
have access to (for example, Word, PowerPoint, Excel,
blogs, wiki, Yammer, and so on). The third set of cards
(white) is blank. Ask participants to identify 23 key
topics or concepts from the course that theyre focusing on in the workshop and add these to
the white cards.
The TPACK Game was originally developed by Judi Harris, Punya Mishra, and Matt Koehler for the National
Technology Leadership Summit in 2007. Since then, others have developed their own variations of the game. For a
brief history of the TPACK Game, please see this post from Punya Mishras blog.
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Round 1: Participants randomly draw one card of each color (one of their content topics, one
technology, and one pedagogical strategy/learning activity). One at a time, participants share
with the group why they think the three cards fit together or where they see a disconnect. If a
group finishes this round quickly, participants can go back through the combinations and find
ways to fix a combination by substituting one or more cards. Ask participants to share some of
their card sets and why they were or werent a good fit. Ask what they learned in this process.
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When this process is complete, explain to participants that theyll be practicing a TPACK-based
pedagogical reasoning process in the form of the TEI TPACK Game.
Round 2: Participants randomly select two of

each type of card. Then, one at a time, each
participant proposes something for their
missing domain. Each then shares this
combination with the group, highlighting why
its a good fit. If a group finishes this round
quickly, participants can go back through the
combination and find ways to fix or improve
the combination by substituting one or more
cards. As in Round 1, have participants share
some of their card sets and why they were or werent a good fit. Again, ask what they learned in
this process.
Round 3: From all the cards available, each participant in turn selects the optimal combination
of T (technology), P (pedagogy), and C (content) cards (may be multiples of each), and then
shares with the group. Other members of the group hold the 21CLD cards. As the participant
explains his or her optimal set of TPACK cards, others consider the level of 21CLD represented in
the activity being described. Not all 21CLD dimensions will be present in each activity. Ask
participants to share some of their card sets and why it was an ideal fit. Again, ask what they
learned throughout this process.
Discussion: Its through practicing with this reasoning process that each participant can develop
his or her TPACK. Consider the importance of discussing planning with colleagues to get a
different perspective and to gain from different types of expertise.
Remind participants to enter key resources and findings in OneNote and Yammer.
Why is the concept of fit between technology, pedagogy and content knowledge so
important?
How do technology tools support communication and collaboration between individuals,

small groups, and the larger education community?
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Now that the group has an understanding of finding the fit between course content,
pedagogy, and technology, its important to consider the workshops end goal. In the next
activity, participants will be challenged to identify an existing experience or assignment in a
course that they teach and consider options for integrating technology to enhance or extend
student learning.
TPACK Academy
EdIT Library
Dr. Punya Mishras blog
Using TPACK-in-Practice to Design Technology Professional Learning Opportunities for

Teachers
Technological Pedagogical Content Knowledge (TPACK): The Development and

Validation of an Assessment Instrument for Preservice Teachers
Handbook of Technological Pedagogical Content Knowledge (TPACK) for Educators
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Activity 7 -Putting It All Together

What is the relationship between TPACK and 21st Century Learning Design?
TPACK is a reasoning process that enables teachers to design learning experiences in way that
can draw on the various dimensions of 21st Century Learning Design. By engaging in these
experiences and activities, students will, in turn, develop their knowledge of the course content
as well their 21st century literacy skills. In the following activity, participants will go back to the
problem or challenge they identified earlier in the day and modify one or more course activities
or assignments in a way that connects the use of technology with the content and pedagogy in
a way that helps students develop 21st century skills.
Tools
Word and OneNote
Resources
Participants Activity
Activities
Participants have made notes throughout the workshop that should help
them think more systematically about how they can address the
instructional problem they identified at the beginning of the workshop.
The goal in this activity is for participants to create new approaches to
their teaching.
In this concluding activity in their personal inquiry, participants use the
table below to describe their new approaches. Participants will include
learning objectives addressed in an assignment or activity, and theyll provide information about
the three aspects of the TPACK model.
Ask participants to note:
Key content/topics (big ideas only) encompassed in the assignment or activity.
Pedagogical strategies used in the past to teach the content and new possibilities for
teaching that content.
Technology tools/resources that will enable more effectively teaching of that content.
Have participants review posts in Yammer and notes in their OneNote Notebook as they think
about how to create new approaches and increase the fit between content, pedagogy, and
Ask participants to share their ideas in small groups and discuss connections to TPACK and 21st
Century Learning Design. Refer participants to the 21st Century literacy rubrics as necessary.
Page
enhance their students skills.
27
technology. Participants should also consider how they can use 21st Century Learning Design to
In small groups, have participants discuss their new ideas as they exemplify the application of
TPACK and 21st Century Learning Design. Have participants highlight the relationship between
technology, pedagogy, and content and describe how the interaction of those domains shaped
their thinking.
Assess Changes in TPACK and Inclusion of 21st Century Literacies

Have participants complete the table below, assessing changes in how theyve used TPACK and
included 21st Century Learning Design.
Describe Your Original Activity
Describe Your Revised Activity
Before TPACK &

After TPACK &

Learning
objectives
Pedagogical
strategies
Technology
21st century
literacies & skills
(& levels)
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28
Describe the
overall changes
youll implement
in your lessons
Debrief
Ask participants to answer these questions:
Which areas in the table had the biggest changes? Why?
Which areas in the table had the smallest changes? Why?
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29
Activity 8 - Going Public and Evaluating the Results

In order to learn from participants and extend participants learning after the workshop, have
participants go public with what theyve learned by posting a summary of their new ideas about
instruction on the Yammer group. Encourage participants to use PowerPoint or creative Web 2.0
tools to present their new ideas. It may be helpful to have participants discuss their experiences
in their small groups and even have some share with the large group as a final activity.
Tools
Yammer, Word, PowerPoint, Office Mix, web-based tools
Resources
Participants Activity or Assignment
Completed table from Activity 7
Activity
Page
During the TEI workshop participants spend considerable time justifying their technology,
pedagogy, and content (TPACK) choices. These choices have focused on finding the best fit for
all three areas. Perhaps surprisingly to some (given that the workshop focuses on Technology
Enhanced Instruction), the conversations usually began around the content and not the
technology. We want each participant to leave with an increased knowledge of how to use
TPACK-based reasoning in planning their instruction and how to increase the 21st century skill
development in their students. With those content goals in mind, the appropriate pedagogy for
the workshop is inquiry. As the workshop concludes, encourage participants to share their new
ideas by posting any materials they create on Yammer. If time permits, have participants read
each others posts and provide feedback on Yammer. Encourage participants to make revisions
to their activity based on these suggestions.
30
Each small group should work together collaboratively using PowerPoint and Office Mix or other
creative Web 2.0 tools to produce a product that shares the activity or assignment the group
chose in Activity 7 that best exemplifies the application of TPACK in the instruction and impacts
the students development of 21st Century Learning Design. Explicitly highlight the changes in
the technology, pedagogy, and content that will be taught and the
changes developed in the students 21st Century Learning Design.
Post these products to Yammer. Take some time to introduce
participants to Office Mix, a tool that turns a PowerPoint
presentation into an interactive online lesson. Demonstrate an
Office Mix product to help participants understand the three
primary functions of the tool: authoring, interactivity, and sharing
in the cloud. Provide participants with access to the How To
videos on using Office Mix.
Activity 9 - Wrap Up and Workshop Evaluation

Ask Participants to complete the workshop evaluation (Appendix B) and exchange the
completed evaluation for a certificate of completion.
Resources
Participants experiences
Activity
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31
Please take time at the conclusion of the workshop to complete an evaluation. Appendix B
includes a sample evaluation.
Appendix A TEI and TPACK Game Card Glossary

Technologies
Excel: Excel is a spreadsheet program that is a part of the Microsoft Office suite of applications.
Excel enables users to create, manipulate and present quantitative information using various
mathematical operations. Excel also enables the creation of table and charts presenting
information.
Lync: Lync is an enterprise-level messaging and communication platform from Microsoft. With
far more robust features than many other messaging or videoconferencing applications, Lync
provides a single environment in which users can communicate by instant message, voice, and
video. Lync also offers recording and collaboration tools, including the ability to share OneNote
notebooks, that enable teams to work productively online.
Movie Maker: Movie Maker is a user-friendly feature-rich video editing and creation tool
available through the desktop application or a web browser interface. Users can edit digital
video clips, add images, narration, other sound files, visual effects, and transitions to create
videos that can be exported as video files or posted directly to the web.
Office 365: Office 365 is a complete version of Microsoft Office with both web browser-based
and software-based capabilities. In addition to the Office applicationsWord, Excel, PowerPoint,
and OneNoteOffice 365 also includes many collaboration features, including shared calendars
and cloud file storage and access.
OneDrive: OneDrive is a web-based cloud storage system that enables users to save files online
and access them from any Internet-connected device. A desktop client can also be installed that
automatically keeps files in sync between the local device and the cloud storage. OneDrive users
can also edit Microsoft Office files directly in the web browser through OneDrive.
OneNote: OneNote is a powerful and flexible note-taking tool available with Microsoft Office
and Office 365. In addition to creating multiple notebooks divided by sections and pages, users
can also add virtually any digital file or resource. Using the free web Clipper tool, users can
highlight portions of webpages and save them in a notebook with information about the
original source automatically added. Users can search their notebooks for key words, including
the content of handwritten notes and scanned PDF documents.
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32
Padlet: Padlet is a simple to use collaborative whiteboard (or wall) available for free online.
Walls can be made public or private, and users can post notes, files, images, and even video clips
to share with other users. Setup and participation is simple and quick; contributing to a wall
does not require a login. The creator of the wall can then export the content of a wall to a
variety of different formats or embed the wall on another website.
PowerPoint: PowerPoint is a robust multimedia presentation software application thats

included in Microsoft Office and Office 365. Users can create slide-based presentations that
incorporate text, images, videos, charts and diagrams, and interactive web-based elements.
Screen Capture: Screen capture software enables users to take a still image or video capture of
their computer screen. This can be useful in demonstrating steps in a process or for sharing a
digital image or video from a website or software application.
SharePoint: SharePoint is an enterprise-level web platform from Microsoft used for managing
various software program systems, Office tools, and online collaborative work spaces, and for
storing files and creating websites.
Skype: Skype is a free and easy to use audio and videoconferencing application. Users can
connect with other Skype users around the world for easy communication. With Skype Premium,
users can also take advantage of group-calling and screen-sharing features.
Video Recorder: A video recorder is a device that enables users to record live action for
playback at a later time. Video recorders have become ubiquitous, and theyre included in most
smartphones. Higher-end video recorders enable users to manage resolution, zooming, and
storage capacity.
Web-Based Activity: Web-based activities are instructional materials that can be completed
online using materials presented on a website or across various web sources.
Wiki: A wiki is a website that enables single or multiple users to easily create and edit webpages
using simple text directly in the web browser. A wiki may be totally open so that any visitor can
edit content, or it may be restricted and require a username and password. Users can add text
and typically also upload files, insert images, and embed other web-based content.
Word: Word is a full-featured word processing and desktop publishing software application
thats part of Microsoft Office and Office 365. Word provides text input and formatting, and
users can take advantage of powerful review and collaboration features that enable contributors
to track changes in the document and leave comments that facilitate effective collaborative
writing.
Page
33
Yammer: Yammer is an enterprise-level social networking system with a wide range of internal
and external communication tools. Users can communicate with instant messages in groups, as
well as share links, resources, and files among hundreds of users.
Pedagogies
Analyze Data: Students can organize, classify, and analyze data in order to recognize patterns,
describe relationships, and develop interpretations. In the process of analyzing data, students
may create charts, graphs, plots, or other visual ways of making sense of information.
Brainstorming: This is a group activity technique designed to generate a large number of ideas
for solving a problem. The technique assumes that one good idea can spark many others. It
draws on the groups knowledge and experience and, when all ideas are recorded equally, it
encourages full participation.
Collaboration: A key to 21st Center Learning Design, student interact and share responsibility
and make substantive decisions with each other.
Compare and Contrast: By comparing and contrasting different forms of evidence, perspectives,
or information, students can explore divergent viewpoints. A number of different types of charts
and organizers (for example, T-charts or Venn diagrams) can assist students in the process of
comparing and contrasting information.
Conduct an Interview: Students can draw on expert knowledge outside the classroom by
interviewing a subject-matter expert. Whether conducted face-to-face, over the telephone, or
via web-based videoconferencing, the interview process can help students increase their
understanding of a course topic. Using digital tools, students can record interviews for further
analysis or share them with others.
Create a Film: Using an analog or digital video recorder, students can create a film
demonstrating their understanding of a course concept or topic. Student can deepen their
knowledge of relevant content by developing film narratives and scripts, and though editing.
Debate: Students can engage in a discussion of various research-backed viewpoints related to a
course topic or concept. This discussion can take place in a face-to-face or asynchronous format
online.
Demonstration: A demonstration is an instructional activity in which a teacher presents a
specific activity or strategy in order to show students how something is done, how something
works, or presents an event to challenge students prior conceptions.
Page
Engage in Data-Based Inquiry: Inquiry is a process by which teachers and students ask
questions and systematically use data and information from authoritative sources or classroom
investigations to respond to the question.
34
Discuss: Discussion is a strategy that involves teachers and students engaging in structured
conversation organized by a topic or question. Discussions can take many formsfrom more
loosely organized or causal conversations to more formal discourse, such as Socratic dialogue.
Flip the Classroom: A model of teaching in which instructors turn a lecture or other materials
essential to understanding a topic into homework, often via video. Time in class is spent on
inquiry-based learning activities that promote understanding. Some hallmarks of the flipped
classroom are peer interaction and testing students skills in applying knowledge.
Knowledge Construction: Students build new knowledge. In 21st Center Learning Design, it is
essential that knowledge be interdisciplinary.
Minute Write: A minute write is a formative assessment technique where teachers pose a
specific or open-ended question regarding a course concept and ask students to write a
response in 12 minutes. Without revealing names, sample responses and feedback can be
provided to the whole class.
Note Taking: Note taking is the process of recording information from a source such as a
lecture, a text, or a presentation.
Participate in a Simulation: Simulations are activities that attempt to replicate life experiences
for the purpose of providing students opportunities to learn how to participate in similar
activities or to learn from those activities.
Portfolio: A portfolio is a purposeful collection of work students create over time to provide
evidence of learning associated with predetermined objectives.
Present: A presentation is a formal offering by teachers or students of some product or
understanding. Presentations often follow inquiry activities or other investigations.
Real-World Problem-Solving and Innovation: A key tenet of 21st Century Learning Design, in
which learning requires solving authentic, real-world problems. Students solutions may be
implemented in the real world.
Research: Research is a systematic investigation of academic topics using sources and methods
from relevant academic disciplines and collections, such as peer-reviewed sources.
Self-Regulation: Learning goals are clear and expectations shared. Students have opportunities
to plan and revise their own work.
Skilled Communication: Students are able to create effective communication.
Page
35
Survey: Surveys ask a series of questions to evaluate students attitudes and/or knowledge prior
to or after instruction or to evaluate the instruction itself. A survey is a good way to collect
information, baseline data, and individual opinions. Instructors may choose to share survey data
with the class.
Team-Based Learning: Team-based learning is a well-defined instructional strategy that enables

a single instructor to teach through conducting multiple small groups simultaneously in the
same classroom. Students must actively participate in and out of class through preparation and
group discussion. Class time is shifted away from learning facts and toward application and
integration of information.
Use of Technology for Learning: A 21st Century Learning Design rubric. Students use
technology to support knowledge construction, and technology may be necessary to that
knowledge construction.
Video Presentation: Video can be used for demonstrations, triggers, and learner-produced
projects, and more. Playing short video segments is often an entertaining and efficient means of
teaching content, raising issues, and stimulating discussion. Teachers can also assign students a
topic and have them produce their own videos (individually or in teams) as a way to learn
content as they create the video.
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36
Writing a Report or Paper: A report or paper is one way of representing what a student has
learned in an inquiry or through research. Reports and papers often are constructed given
specific requirements or expectations with academic disciplines.
Appendix B Workshop Evaluation
Technology Enriched Instruction Workshop Evaluation

Please take a few moments to evaluate this workshop. Your feedback is important to us, and
we use this feedback to continuously improve the workshop. Thank you.
Please rate the items from 1 to 5 using the following scale:
5 = Very effective
4 = Effective
3 = Neither effective nor ineffective
2 = Somewhat effective
1 = Not at all effective
Activity
1: Web survey, familiarity with new tools,
review of agenda, inquiry model
2: Collaborating and organizing with
OneNote and Padlet
3: The changing conditions of teaching
and learning
4: New literacies and technologies
needed for effective teaching and
learning today
5: 21st Century Learning Design
Rating
Comments
6: Introduction to TPACK Framework

and TEI TPACK game
7: Putting to all together
Page
37
8: Going public
Please rate the effectiveness of the various pedagogies used throughout this workshop.
5 = Very effective
4 = Effective
3 = Neither effective nor ineffective
2 = Somewhat effective
1 = Not at all effective
Pedagogy
Rating
Comment
Participatory activities
Hands-on activities
Inquiry-based learning
Authentic activities (for example,

evaluating your activity or assignment)
Small group discussion
Inter-group collaboration
Web-based participation
Page
38
Workshop workbook
Please rate your familiarity with the following technologies before and after being in this
workshop:
5 = Regularly use for teaching, personal and administrative tasks
4 = Regularly use it in my teaching or for personal/administrative tasks
3 = Have used it but not regularly
2 = Aware of but never used it
1 = Was unaware of it
Technology
OneNote
Pre-Workshop
Post-Workshop
Padlet
Skype
Yammer
Twitter
Excel Survey Tool
Excel Quick Charts
Excel Data Analysis
Office Mix
Page
39
Office Web Apps
Please answer the following questions and add your comments:

Question
Would you recommend this
program to your colleagues?
Yes/No
Comment
Would you be interested in offering

TEI at your institution?
Would you be interested in being
more involved in the development
or presentation of TEI?
After being involved with the TEI

Faculty Development Workshop,
what is your impression of
Microsoft?
5 = More positive
4 = Positive
3 = Neither more negative nor more
positive
2 = Somewhat negative
1 = More negative
Will this experience affect your future teaching? If so, in what ways?
Do you have any other comments about how we can improve this program or the Technology
Thank You!
Page
Name (optional)_______________________________________________________________________
40
Enriched Instruction?
Appendix C Sample Introduction Letter

Dear Attendee,
We look forward to working with you in the upcoming Technology Enriched Instruction (TEI)
workshop at <Location> on <Date. We plan to engage in active discussion about uses of
technology, and we will provide you with time to reflect on your instructional practices using
technology. There are few things you should try to do in advance:
Please bring your laptop (Windows PC or MacBook) or Windows 8 Tablet fully charged. We will
have limited outlets available during the workshop. Other devices (for example, iPads,
ChromeBooks, etc.) are acceptable, but they do not offer the full range of experience.
Activate a free Microsoft OneDrive account by going to https://onedrive.live.com/about/en-us/.

If you already have a Live.com or OneDrive account, please be sure that you are able to log in to
OneDrive using the link above. We will use OneDrive to access applications and share files during
the workshop.
Familiarize yourself with the Microsoft in Education Network so that you can access resources.
Please sign up and complete the profile page.
Sign up for Yammer (TEI Discussion Group) using the email invitation you will receive. You can
find an overview of Yammer at http://www.youtube.com/watch?v=rPoD_h7QJkg.
Take a quick look at Padlet at www.padlet.com. For an overview video, visit
https://www.youtube.com/watch?v=UuzciL8qCYM.
Review the two attached articles, The Always Connected Generation and What Is Technological
Pedagogical Content Knowledge?
Identify at least one class activity or assignment that you want to improve through the strategic
use of technology. We will ask you to reflect on these activities during the workshop.
We are looking forward to meeting you and working with you this week!
<Dr. Facilitator 1> and <Dr. Facilitator 2>

Microsoft Distinguished Faculty Fellows
Page
41
Microsoft TEI Faculty Facilitators

Microsoft TEI Faculty Development Workshop - Instructor's Guide

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Microsoft TEI Faculty Development Workshop Instructors Guide

Microsoft TEI Faculty Development Workshop Instructors Guide

Activity 1 - Introduction ................................................................................................................. 12

Activity 2 - Tools for Collaboration ................................................................................................. 15

Activity 3 - Changing Conditions of Teaching and Learning ............................................................ 17

Microsoft TEI Faculty Development Workshop Instructors Guide

Activity 4 - New Literacies and Technologies Needed .................................................................... 19

Activity 5 - 21st Century Learning Design ........................................................................................ 21

Activity 6 - TPACK Framework and the TEI TPACK Game ................................................................ 23

Activity 7 -Putting It All Together ................................................................................................... 27

Activity 8 - Going Public and Evaluating the Results ....................................................................... 30

Activity 9 - Wrap Up and Workshop Evaluation.............................................................................. 31

Appendix A TEI and TPACK Game Card Glossary ......................................................................... 32

Appendix B Workshop Evaluation ............................................................................................... 37

Appendix C Sample Introduction Letter ...................................................................................... 41

Microsoft TEI Faculty Development Workshop Instructors Guide

You use the materials only for non-commercial purposes.

Microsoft TEI Faculty Development Workshop Instructors Guide

They will also receive a digital badge on

Microsoft TEI Faculty Development Workshop Instructors Guide

The changing nature of education, students, and the modern workplace

The TPACK Framework

21st Century Learning Design

Microsoft TEI Faculty Development Workshop Instructors Guide

OneDrive, for sharing resources. Review this Overview of OneDrive.

EdIT Library, for resources on education and technology.

Padlet, which enables collaboration. Review this Overview of Padlet.

The Always Connected Generation

What Is Technological Pedagogical Content Knowledge?

phones. Also remind them to bring power or charging cords.

Microsoft TEI Faculty Development Workshop Instructors Guide

Registration at the Workshop

A connection to the local wireless network.

Microsoft TEI Faculty Development Workshop Instructors Guide

8:30 9:30 a.m.

Introductions, building familiarity with key tools,

9:30 10:30 a.m.

10:30 10:45 a.m.

10:45 11:10 a.m.

Changing conditions of teaching and learning

11:10 11:45 a.m.

New literacies and the technologies needed for

11:45 12:15 p.m.

12:15 1:15 p.m.

1:15 2:30 p.m.

2:30 2:45 p.m.

2:45 3:30 p.m.

Pulling it all together

3:30 4:00 p.m.

Going public and evaluating the results

4:00 4:30 p.m.

Wrap up and workshop evaluation

introduction to the workshop challenge

effective teaching and learning today

TPACK and TEI TPACK game

Microsoft TEI Faculty Development Workshop Instructors Guide

Creating Excel surveys with Office 365

Show participants the Workshop OneDrive folder (as shown

Microsoft TEI Faculty Development Workshop Instructors Guide

Primary teaching responsibility