TPACK
The Technological Pedagogical Content Knowledge Framework (TPACK) is the combining of our technological, pedagogical, and content knowledge (Zirkel & Troxel, 2014). Each of these pieces can be combined in numerous ways, for instance our pedagogical and content knowledge (PCK) or our technological content knowledge (TCK) (Koehler, Mishra, Akcaoglu, & Rosenberg, 2013), but the sweet spot as Candace M (2013) calls it in her "TPACK in 2 minutes" video it is when all three of these "knowledge pieces" merge to in the middle forming TPACK. Below is a diagram of TPACK:
- Technological Knowledge (TK): Knowing how to use technology for educational purposes such as giving a presentation using PowerPoint or Google Presentation. It also refers to being able to adapt to technological change and learning how to use new technology.
- Content Knowledge (CK): Subject matter knowledge.
- Pedagogical Knowledge (PK): The skills teachers have in order to teach. Knowledge of teaching strategies. Classroom management skills. Ability to motivate learners and assess learners.
- "Pedagogical Content Knowledge (PCK): How to teach particular content-based material
- Technological Content Knowledge (TCK): How to select and use technologies to communicate particular content knowledge
- Technological Pedagogical Knowledge (TPK): How to use particular technologies when teaching" (para. 3)
Implementing TPACK
There are two main approaches a teacher can take when implementing the TPACK Framework into their curriculum (Koehler et al., 2013).
- Activity Types: In this approach, Mishra & Koehler (2009) state that a teacher must first come up with the goals for the lesson or unit (as cited by Koehler et al., 2013, p. 5). Next, Koehler et al. (2013) state that teachers must then choose activities that align with the goals (p. 5). Lastly, teachers then select technology that will fit with their activity choice (p. 5).
- In the Activity Types approach Harris and Hofer (2009) break down this approach in the following way as "five basic instructional decisions":
- "Choosing learning goals
- Making practical pedagogical decisions about the nature of the learning experience
- Selecting and sequencing appropriate activity types to combine to form the learning experience
- Selecting formative and summative assessments strategies that will reveal what and how well students are learning
- Selecting tools and resources that will best help students to benefit from the learning experience being planned (para. 7)
Below is an example of the table provided by Harris & Hofer (2009):
Knowledge Building Activity Types
- Activity Type: Read Text Description: Students read a text in order to extract information Possible Technologies: Websites, electronic books
- Activity Type: Answer Questions Description: Students respond to questions in a traditional format or through the use of a digital technology such as a discussion board, email, or chat Possible Technologies: Inspiration, Word, BlackBoard, eboards
- Learning Technology by Design: Koehler et al. (2013) state that this approach is an "authentic" one for teachers and graduate students. In this approach faculty or graduate students "design an educational technology artifact that develops in-step with the student's progress through coursework or professional development (p. 6).
TPACK is a great framework to use when developing lessons enhanced with technology. It has been my personal experience that this framework works well within the core content areas. I tend to start with the Iowa Common Core as my goal since I do standards-based grading and assessing in my classes. This helps me to align the framework with the Core.
If you are wanting to do more research on TPACK, I recommend the following sites:
- http://youtu.be/FagVSQlZELY
- http://cadrelearning.com/
- http://www.heitmanagement.com/blog/2013/03/the-information-technology-departments-role-in-higher-education-seen-through-the-tpack-model/
References:
Harris, J., & Hofer, M. (2009). Instructional planning activity types as vehicles for curriculum-based
TPACK development. Research highlights in technology and teacher education, 99-108.
M, C. (2013, April 26). TPACK in 2 minutes [Video file]. Retrieved from https://www.youtube.com/
watch?v=FagVSQlZELY
Meltzer, S. (2012). Step-by-step: Professional development in technology. Larchmont, NY: Eye on
Education.
Zirkel, B., & Troxel, A. (2014). Our Purpose. Retrieved December 1, 2014, from Cadre Learning
website: http://cadrelearning.com/our-purpose.html
Image References:
TPACK Image by Heitmanagement.com is licensed under CC-BY-NC-ND
Erin,
ReplyDeleteYou offer a clear description of what TPACK is and how it can be implemented into the classroom. As an educator, the use of this type of framework is essential to meeting the learning needs of students in today's classroom, and the articles that were part of this week's module clearly lay out strategies for how teachers can implement this type of framework in their teaching. It gave me pause to realize that technology should not be the driving force behind decisions made in my instruction, but instead to continue to make curriculum decisions based on learning objectives and assessment goals and then including technology as a part of the planning rather than for the "bells and whistles." Furthermore, the YouTube video provided a great overview of the TPACK structure and was a visual tool for helping educators understand the framework in a quick and concise manner. Finally, some of the activity types that you provided clearly explain how technology can be integrated in classroom tasks that teachers currently have their students take part in such as the answering of questions. Instead of having students use paper and pencil, teachers can have students access their assignments through Google Classroom which allows them to digitally answer questions and then turn it in through the same program. This simple inclusion is an integral step towards including technology in a meaningful way.
Thank you, Anna. I like this framework because it helps steer me in the right direction. We are currently doing the "learning by design" in our professional development, but I also feel as if the "activity types" approach is intertwined within it. Our high school staff is currently designing websites to use for their classes. This is the bones of the design. Next, we have been asked to come up with essential questions that align to the common core. Then teachers will be using their sites and essential questions to start filling in their website. Lastly, we will have break-out sessions to teach teachers how to use technology that they can apply to their classrooms. For my field experience, I am helping teacher navigate through designing their lessons as well as teaching a few of the break-out sessions.
DeleteErin,
ReplyDeleteYou did a great job of defining and outlining exactly what TPACK is. I found myself wondering more about what you think and exactly how you implement it in your technology rich lessons. I also grade based around the standards of my content area, unfortunately the common core doesn't fully apply to my topic, health, but aspects do. Only literacy and some of the science related standards really apply. I have never looked specifically at the Iowa Common Core Standards, so that is something I plan on looking into, so thank you! How do you feel about technology being involved in every lesson? I do a lot of research related projects in the classroom and certain lessons I require students to look at books. Some of the teachers in my building think that is not helpful or necessary, but I disagree. In my opinion, students should have the skills to navigate on the computer and in a book, that way they can always find accurate information depending on what they have access to. What do you think?
I involve technology in all of my lessons, but I do not think this is necessary for everyone. I have a mastery flipped classroom, so my students use technology every day to get their assignments and to make revisions digitally to their papers. I think it is important for students to know how to navigate the internet for research as well as a library, though. I do wonder what libraries will begin to look like 5 or 10 years from now. Our library specialist wants to make our library more technological and I think that is a move in the right direction.
DeleteAwesome job Erin. Your description and examples are excellent. It actually helped me get an even better understanding of what this framework is all about. I like this quote you use: "When teachers do not have the proper technological knowledge or technological vocabulary and begin in unfamiliar territory frustration is in the end result" (Meltzer, 2012, p. 3). I see this first hand with teachers I teach with. We have no technology integration staff in our building on a regular basis. We have one person for 12 elementary schools, so it is very difficult to get the right support. I think it will get better once there are things in place to support teachers throughout the whole process. Until then, frustration will be the main component for many integrating technology.
ReplyDeleteThanks, Adam. Frustration is a common theme when it comes to technology. I get frustrated even though I use it every day. I think it can be the unknown conundrums that develop when using technology that cause the most frustration. For instance, the internet operating more slowly than usual, students who are suddenly not able to log into their Chromebooks, etc. I have learned to always have an alt. game plan in my back pocket because I have been caught off guard before.
DeleteI feel your pain Erin. I too use technology for almost every lesson and I still get frustrated. My biggest problem is the internet, like yours, and when the netbooks need updates. I also get frustrated when everyone is excited and ready to work and then computers don't work. But I guess this is what a world with technology looks like.
DeleteThis comment has been removed by the author.
ReplyDeleteErin-
ReplyDeleteIt is refreshing to read your blog posts and discussion posts because you have so much knowledge when it comes to technology. I agree with you when you mentioned that teachers should use relatively familiar technologies to prevent them from getting so frustrated when trying to integrate technology. It is great advice for any teacher to know that it is much easier to start with your states standards and GLEs and to find technologies that would match nicely to those learning goals. This way the lesson isn't focused on solely technology. It is focused on the learning goals and grade level expectations, but ENHANCED by the technology tool.
Great post Erin!
-Erin