TPACK is a framework that supports the integration of technology for effective classroom teaching. It combines technological, pedagogical and content knowledge as a way of thinking to support teachers in ensuring the use of technology is appropriate, thoughtful and effective during the planning stages. As a technology coach, my expertise lies in technological/pedagogical knowledge, where I support teachers in integrating technology for their specific content in a specific context. It is also important that I balance when digital technologies are appropriate and maybe not so appropriate to ensure that teachers move beyond just using a tool.
It is not enough for teachers to use technology for the sake of using technology; rather, technology should allow new learning opportunities that would not have been possible before (Mishra & Koeler, 2008).This makes me think of the SAMR model.
Image from: http://www.hippasus.com/rrpweblog/
Dr. Ruben Puentedura created this idea of SAMR model for technology integration to help teachers understand that technology can reach many levels of higher-order thinking and create opportunities for our students to use technology to do things that traditional methods failed to allow for. As technology use moves up the chart, it moves from enhancing the learning experience to truly transforming the experience for students. This is where we allow students to really push their thinking and abilities through the use of technology.
Some examples of each of the components of this model are listed below:
typing a story in a word document
complete an online task, print it and submit to the teacher
Using Padlet as a wonder wall with students including images to enhance
text-to-speech function for students writing a paper
Screencasting on the iPad to explain a mathematical concept
Students use Edmodo to communicate online at home and at school
Students bring their stories to life by animating and recording voices
Students create an e-Portfolio full of videos, web 2.0 tools and documentation of experiences with reflections by self, peers, teachers and parents
For the SAMR model, it is understood that the use of technology may vary across all four but it is important for teachers to think about what the real purpose is of the technology. If teachers are only ever using technology for substitution, is this really a good use of technology? Would the students simply be able to not use technology and achieve the same desired learning outcomes? When we move towards modification and redefinition, we are allowing students to develop their critical thinking and creativity skills as they show their learning and understanding in new and complex ways. The more we think about technology integration through TPACK and SAMR the more our students will be able to have meaningful learning experiences.
When technology, pedagogy and content knowledge all exist, it is about understanding the balance with the ever changing technology to ensure that best practice of teaching is always being exemplified in the classroom (Koehler & Mishra, 2009).