TPACK, or Technological Pedagogical Content Knowledge framework model, provides a way for educators to practice technology integration as a fluid, second nature, integral piece of their planning and teaching. It takes the complex practice of teaching, and breaks it down into three interrelated parts: Pedagogy Knowledge, Content Knowledge, and Technological Knowledge. "Teachers must understand how technology, pedagogy, and content interrelate, and create a form of knowledge that goes beyond the three separate knowledge bases" (Koehler, Mishra, Akcaoglu, & Rosenberg 2013). See Figure one for further explanation of these knowledge bases, and how they interplay with one another in the TPACK model.
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| figure 1 |
There have been many different methods created and tested for the implementation of TPACK. One that will be highlighted here is learning by technology by design and activity types.
TPACK works off of the concept of understanding by design, where it is always important to start with learning standards and outcomes. By keeping the end in mind, educators can select appropriate technologies that support their lesson plans. "In this approach, teacher first formulate goals for students learning (Mishra & Koehler, 2009). Then, they choose activity types appropriate for the specified goals. Finally, they select specific technologies based upon their choice of activity types"(Koehler, Mishra, Akcaoglu, & Rosenberg 2013). Staying true to the TPACK model, this type of implementation strategy sees technology as a tool that aids students in their learning goals. It does not teach technology independently of the learning processes, but rather, integrates it naturally into planning, teaching, and learning.
The difficulty in implementing this model stems from lack of teacher knowledge of what technological tools may be available to them. Teachers have more than a full plate nowadays, and spending time researching the newest and best digital tools for their content area is not always a priority. The very nature of technology, and how it evolves and changes at such a rapid pace, can be a deterrent for teachers who may be interested in doing said research, but really do not know where to start. This is where a skilled technology integration specialist comes in. A TIS can help model this practice with teachers, and give them suggestions as to which tools they should add to their toolbox. These tools should always be added to said box with content and pedagogy in mind. A TIS should not introduce a tool in a vacuum, but rather show how a particular tool can help students meet learning goals.
In an article entitled, "Instructional Planning Activity Types as Vehicles for Curriculum-Based TPACK Development", many great sample activities and their technological equivalents are listed and discussed. Although these tools are meant to be included in a Social Studies curriculum, many, if not all, can be included in almost any core subject. For example, the authors of the article suggest using digital texts and websites for reading text, Podcasts and Audacity for listening to audio, and PowePoint, Photostory, iMovie, MovieMaker, Inspiration, and videoconferencing for viewing presentations. All of these tools can be used in any common core subject, and have even been improved upon since the publication of this article. For example, the authors list creating Scantron forms as a means for taking a test. In the almost six years since this article's publication, we now have a myriad of digital means of disseminating a test, such as Google Forms and Socrative. We even have Google add-ons, such as Flubaroo, that will grade a test given with Google Forms.
As we continue to encourage teachers to integrate technology into their curricula using the TPACK model, hopefully this process will be facilitated by the emergence of amazing, interactive technologies that really cannot be ignored. Differentiation use to be viewed as printing an easy, medium, and hard version of a test. With technology, teachers can truly differentiate for those students who are at, below, and exceeding grade level expectations. By keeping the TPACK model in mind, teachers may introduce technology into their teaching in order to allow student learning and understanding to truly flourish.
References
Harris, J., & Hofer, M. (2009). Instructional Planning Activity Types as Vehicles for Curriculum-Based TPACK Development. C. D. Maddux, (Ed.). Research Highlights in Technology and Teacher Education 2009, 99-108.
TPACK in 2 Minutes. (n.d.). Retrieved December 07, 2014, from http://youtu.be/FagVSQlZELY
The video you posted is amazing at explaining TPACK! I wish I had found that before my blog post because I think it would have helped me understand it better.
ReplyDeleteYou made a very good point about how technology is always changing and how it changes so quickly that teachers have a hard time keeping up with it. This was a difficultly I didn’t even consider in my post! The ever changing nature may be off putting for some teachers, but I think that having a group of teacher leaders who meet often to keep on top of ever changing technology and bring it into the school community could help with that. I agree that the technology integration specialist is the perfect person to help teachers bring this technology into their room.
Jacquie,
ReplyDeleteGreat job! I like how you simplified TPACK in your post, as well as adding a video to help with the comprehension of this concept, which can be difficult! I also like how you added information about Understanding by Design. TPACK and UbD both concentrate on using standards and learning outcomes which helps us to remember why we are using technology in the first place. This helps to reiterate the fact that technology should be used as a tool to enhance learning.
I never thought of searching for a video: Thanks for that! You do a good job explaining the definite usage of TPACK in all content areas.
ReplyDeleteI was reading a blog post on TPACK from someone outside our class (sorry I do not remember the specific blog as I did not use it as a references) who mentioned some negatives of TPACK, one of which was the strive to teach using technology and focusing more on integration than on teaching.
It is easy, I feel, to lose train of thought when approaching it in this manner. I mentioned in my own blog post a suggestion that our teachers bring ideas from their personal life tech usage into our teaching (within reason of course).
We first need to address our lessons with goals and activities to meet them; just like UbD. From there, we can begin to decide which technologies can be used to complete these activities.
The article with the tables of activities does a great job providing a reference to ideas, and it will be one that stays in my technology folder.
Great post!