Thursday, 18 February 2016

TPACK Framework

TPACK framework is a well-known framework in the education technology realm that connects technological, pedagogical and content knowledge.

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In my role of an educational technology coach, I believe that I sit mostly on technological/ pedagogical knowledge. I believe this is where I fall because I understand how to teach and good teaching practice and have to regularly stay up to date in education technology. However, I do not always know all of the curriculum in depth across the primary school. My role is to help teachers connect the content knowledge or their pedagogical content knowledge to the technological knowledge.

I believe that expanding to tech with tech-PACK helps to emphasize the technology knowledge needed to integrate technology as mentioned by Roblyer & Doering (2014, p. 53). However, it is important to remember that as a teacher leaving out the digital technology is okay when it doesn't make sense to use it. Thus, an important role of a teacher is to make conscious decision of when to include technology and when to just stick to content and pedagogy knowledge.

To do this, I plan with teachers on a given unit they are working on and provide suggestions for technology integration. From there, I may upskill the teachers in small groups or co-teach the lesson with my focus of technology and pedagogical knowledge . This is what Koehler & Mishra (2009) would describe as “An understanding of how teaching and learning can change when particular technologies are used in particular ways. This includes knowing the pedagogical affordances and constraints of a range of technological tools as they relate to disciplinarily and developmentally appropriate pedagogical designs and strategies."

Whereas most homeroom teachers would be developing the technology from me, I develop my understanding of the content from them. From there, our knowledge is completed as TPACK. My role is really to help teachers to become confident in integrating technology and providing them the knowledge and support to add this third component of knowledge to their teaching. I believe that supporting teachers in having all three types of knowledge is important before implementing technology into the classroom as they plan a unit/lesson. Adding the technological knowledge where appropriate in their units/ lessons allows them to provide a 21st-century learning community for their students.

Koehler, M. J., & Mishra, P. (2009). What is technological pedagogical content knowledge? Contemporary Issues in Technology and Teacher Education, 9(1), 60-70.

Mishra, P., & Koehler, M.J. (2008, March). Thinking creatively: Teachers as designers of technology, pedagogy and content (tpack). Keynote address at the 2008 Annual Meeting of the Society for Information Technology and Teacher Education (SITE), Las Vegas, NV, March 3-7.

Roblyer, M., & Doering, A. (2014). Integrating Educational Technology into Teaching: International Edition, 6th Edition, Pearson.

1 comment:

  1. Keeping the TPACK conversation alive in K-12. I think this is really important. Keep up the good work...

    This might feel like splitting hairs, so I apologize in advance if so.

    Regrading this bit: "However, it is important to remember that as a teaching leaving out the technology is okay when it doesn't make sense to use it. Thus, an important role of a teacher is to make conscious decision of when to include technology and when to just stick to content and pedagogy knowledge."

    In my (growing) interpretation of the framework since back when it first dawned in '06, I am understanding that TPACK doesn't consider the omission of modern digital tools as "leaving out the technology." You are always using a technology of one sort of another to weave together your content and vision of pedagogy. I like to always remind teachers that, at times, a fistful of markers and chart paper is sometimes the best "app" given the present content, and the pedagogical goals of the day.

    So, yes... remembering that pencils and textbooks are in fact "technology" is a rather fine point. However, I think it is a key element of bringing this framework to teachers in K-12 in a palatable and almost "less threatening" way. Simple because, as you know, the mere inclusion of the word "technology" today makes those hesitant feel like we want children staring at screens all day. ;)

    All the best...