Here it is, but what does it mean? Well it's not as complicated as it looks. Pedagogy is the method and practice of teaching. So pedagogical knowledge is the knowledge of how to best teach. Will we use direct instruction, group discussion, or demonstration? The latter is probably what I use the most in my visual art classes. Content knowledge is the teachers knowledge of the content in which they teach. In my case my greatest knowledge is in the teaching of art to students kindergarten to 8th grade. Finally, technological knowledge is the knowledge of using technology. Which tools will we use? Projector, IWB, mobile devices, or videos. When all three of these come together (technological pedagogical content knowledge)we are able to engage students and make the content meaningful and obtainable to all of our students.
What obstacles will teachers face when they implement this model?The only obstacle that is out of the control of the teacher is technology access. Accessibility to technology in a classroom and school is a varied and imbalanced as one can imagine. There are all kinds of factors that go into this problem and really only one solution in my opinion. The solution is for students to bring their own mobile devices to school. I don't see the possibility of the Catholic school that I teach at ever being able to ever afford to give each classroom the technology resources needed to accommodate 35 students per class. It is simply too costly. In order to implement this model the teacher must be able to choose the most effective tools for student learning of the content. In order for this to happen there must be opportunities to use technology in a very natural way. This means that students would come to know which technology is most suitable for the task at hand.
The other obstacle is the teachers knowledge of the available technology. This is one that is in the control of the teacher, but if the teacher isn't given a sufficient number of devices to accommodate their students they are not going to spend the time finding out what is available. As technology is made available it is then seen how it can be used. Teachers do not have the time to spend investigating available technologies, but if the technology is there and as needs arise in context teachers can find different, more effective ways of meeting student needs and find the best tools available.
Regarding the "Instructional Planning Activities Table", I think it makes some great suggestions, but I also feel that we shouldn't be using technology for the sake of using it. We should be using it to make our students learning experience deeper and more meaningful. This is a starting place though and a great resource for teachers that are interested in adding more to already effective lessons. I think it can be applied to any core curricular subject and I really like the idea of using technology because I think learning is deeper when students participate in projects where they are being asked to be creative and are working with new technologies. They are learning content and learning about a new technology that they can use in the future. It encourages students to think in different ways. In my art classes, I see students learning things that I never even thought they would. Projects can create problems and other learning opportunities including receiving feedback along the way which increases student learning and life skills.
References
Harris, J. & Hofer, M. (2009). Instructional planning activity types as vehicles for curriculum-based TPACK development. http://activitytypes.wmwikis.net/file/view/HarrisHofer. Retrieved on 12/2/14
Koehler, M. (2014). What is TPACK? http://www.tpack.org/. Retrieved on 12/2/14
Unknown. (2014) The TPACK model. Instructional Design team, Educator Effectiveness Division, North Carolina Department of Public Instruction. http://www.rt3nc.org/edtech/the-tpack-model/ Retrieved on 12/6/14
I love this post! It is so easy to read and understand and it is visually appealing. Your statement about using TPACK to "engage students and make the content meaningful and obtainable to all of our students" resonated with me the most. TPACK seems complicated, but I agree that it is really just a matter of bringing our content knowledge, technological knowledge, and pedagogical knowledge of both, all together in order to provide our students with the best learning experience possible.
ReplyDeleteI also agree that we should not be using technology just to use it. I believe that TPACK prevents teachers from doing that. However, teachers still need help developing their technological pedagogical content knowledge. This is where the technology integrator and improved PD practices come in!
Lastly, I am glad that you brought up lack of access to technology as one of the major obstacles to implementing the TPACK framework. That is such a good point. I have run into this issue a lot lately. I have wanted to use certain technology tools to enhance my lessons, but not all of my students have a device with internet access. Some tools, like PollEverywhere, still work with older cell phones. However, not all of my students have unlimited texting, so that is another issue! A set of iPads or some other tablet for our department to share would certainly help with this obstacle.
Great post! I like how you broke down TPACK in terms that are not complicated. I agree that TPACK is just the three types of knowledge coming together in a comprehensive way to engage students and make content meaningful. I think collaboration is really important in the TPACK model. Technology integration specialists and content teachers need to work together to determine how TPACK can be most beneficial in the classroom. Together, the teachers can plan instruction and build TPACK concurrently (Harris & Hoefer, 2009). I think it is best to begin using TPACK by selecting learning goals and making pedagogical decisions before selecting technology tools. Tools should be selected last in order to ensure that the lesson remains focused on the content and not on the technology (Harris & Hoefer, 2009). I like your idea about not just using technology for the sake of using it. Technology integration should be thoughtful and meaningful with the goal of enhancing instruction.
ReplyDeleteReference
Harris, J., & Hofer, M. (2009). Instructional planning activity types as vehicles for curriculum-based TPACK development. In C. D. Maddux, (Ed.). Research highlights in technology and teacher education 2009 (pp. 99-108). Chesapeake, VA: Society for Information Technology in Teacher Education (SITE).