I am getting ready to leave for the annual AERA conference, held in Denver. I’m limiting myself to one presentation and one discussion session this year, focusing on Adventure Learning and technology integration (whatever that means!). My slidedeck is posted below, and you’ll see that I’ve gone totally minimal this year (i.e. 2 slides)! Those of you who got used to seeing my photographs in my presentations, you’ll unfortunately be disappointed. I’m taking on the challenge to simply talk for 12 minutes. Part of the reason is because the paper I am presenting just got published in one of the well known open-access journals and you are welcome to go read it:

Veletsianos, G., & Doering, A. (2010). Long-term student experiences in a hybrid, open-ended and problem based Adventure Learning program. Australasian Journal of Educational Technology, 26(2), 280-296. Retrieved April 14, 2010 from http://www.ascilite.org.au/ajet/ajet26/veletsianos.html

Understanding complex ecologies: A long-term investigation Of student experiences in an Adventure Learning program

View more presentations from George Veletsianos.

Second, I have volunteered to be a last-minute discussant for the following session:
Sat, May 1 – 4:05pm – 6:05pm Building/Room: Sheraton / Plaza Court 1
Innovative Pathways to the Development of Teacher Technological Pedagogical Content Knowledge: Empirical Accounts From Preservice and In-Service Teachers

Session Participants:

Evidence of TPACK in Preservice Graduates’ Rationales for Future Technology Use: *Joan E. Hughes (University of Texas – Austin)

Preservice Teachers’ Technologically Integrated Planning: Contrasting Quality and Instructional Variety by Development Approach: *Mark J. Hofer (College of William and Mary), Neal Grandgenett (University of Nebraska – Omaha), Judith B. Harris (College of William and Mary), Karen Work Richardson (College of William and Mary)

Using Classroom Artifacts to Judge Teacher Knowledge of Reform-Based Instructional Practices That Integrate Technology in Mathematics and Science Classrooms: *Margaret L. Niess (Oregon State University)

Effects of Practice-Based Professional Development on Teacher Learning in Technology Integration: *Chrystalla Mouza (University of Delaware)

GeoThentic: Designing and Assessing With Technological Pedagogical Content Knowledge: Aaron Doering (University of Minnesota), *Cassandra Scharber (University of Minnesota)

Chair: Chrystalla Mouza (University of Delaware)

Abstract:
The purpose of this symposium is to examine multiple approaches to the development of Technological Pedagogical Content Knowledge (TPACK) among preservice and in-service teachers. These approaches include participation in laptop infused teacher education programs, instructional planning, and development of portfolios, teaching cases, and online learning environments. All approaches have in common a clear focus on helping teachers: (a) understand the interplay among technology, content and pedagogy; (b) situate learning into authentic activities and contexts; and (c) reflect on their experiences with technology. Key elements of each approach are identified and their impact on teacher learning is described. Implications are drawn for the design of learning opportunities and technologies that could better prepare teachers to teach with technology.