The TPACK model is a collection of different types of knowledge that teachers need to be successful in the classroom (Koehler, Mishra, Akcaoglu, & Rosenburg, 2013). According to Koehler et. al (2013) it is separated into the following types of knowledge:
- Technological Knowledge - understanding how to use computers, presentation tools, and other new technology
- Content Knowledge - knowing the subject matter
- Pedagogical Knowledge - knowing how to manage a classroom, determine learning goals, helping to foster student motivation, and how to utilize assessment
- Pedagogical Content Knowledge - knowing that different subjects lend themselves to different ways of instructing
- Technological Content Knowledge - knowing that technology impacts the topics we are teaching and how we show that information
- Technological Pedagogical Knowledge - knowing that technology can make a huge impact on how a classroom operates and picking the best tool for the impact you are trying to make
- Technological Pedagogical Content Knowledge - using all of the above knowledge to craft instruction that fits students need and make effective teaching decisions (p. 3-4).
Teachers need to utilize the different types of knowledge to make decisions on what is best for the students learning based on the needs in their classroom. This model helps teachers to analyze their strengths and weaknesses and gives us a way to focus on making our teaching better.
How would teachers implement it in their classroom?
Harris & Hofer (2009) suggest that teachers start by implementing this thinking into their lesson planning. They suggest that teachers start by making clear learning targets and then think about appropriate activities that would foster those goals (p. 2). After setting goals and activities, Harris & Hofer (2009) then believe it is time to look at technology tools that are available and improve the goals and activities that were chosen earlier in the lesson planning (p. 3). Harris & Hofer (2009) advocate for technology last because that way the lesson is not focused on the technology and how it is being used, but instead on the student progress and need (p. 3).
What obstacles might a teacher have to deal with?
I think the first major obstacle is the teacher's mindset. Upon first looking at TPACK, it is quite overwhelming! I think if teachers are willing to look into it they will see that it is not difficult or extreme by any measure. Another obstacle would be changing our current thinking about technology. Like Harris & Hofer pointed out, many teachers think about the technology first and then the learning goals, which turns their lesson focus onto the technology. Getting teachers out of that mindset may be a very big challenge, since we tend to focus so much on the tools available to us right now.
Sample Activities:
I love the list of activities provided by Harris & Hofer (2009). I love how they started with some of the simplest activities that we have students do like answer questions or create a map and provided some potential technology options to benefit students. Many of the ideas utilize Google content, which has the added benefit that they are free to use, so all students would have access to them. The best part about this chart is that since 2009 more technology tools have become available and could be added to it to keep a current list of resources for all teachers in my district when they are creating and updating our units to align with the Common Core standards!
Resources:
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.
Koehler, M. J., & Mishra, P., Akcaoglu, M., Rosenberg, J. M. (2013). The Technological Pedagogical Content Knowledge Framework for Teachers Teacher Educators. Commonwealth Educational. Retrieved fromhttp://cemca.org.in/ckfinder/userfiles/files/ICT%20teacher%20education%20Module%201%20Final_May%2020.pdf
Great post! I enjoyed reading it. It is very well organized and you did a great job explaining all the aspects of TPACK. For someone that had no idea what TPACK is, you did an awesome job breaking it down. In the challenges section, you mentioned that teachers tend to focus on technology and then matching the learning goals to it which in turn makes the lesson more technology based. I agree with you on this. I have run into many teachers that get very easily overwhelmed when a new technology tool is introduced. Instead of thinking of it as a new tool to add to their technology toolkit, they think everything needs to be focused on that piece of technology in that lesson and we need to forget about the actual learning goals students need to get by the end of that grade level. Honestly, a lot of teachers feel that technology is fogging up what students are supposed to know/learn. All those teachers have the wrong idea about technology integration. The technology should ENHANCE the lesson and help them understand the learning goal more.
ReplyDeleteGreat blog post!
-Erin
Hi Ashley,
ReplyDeleteGreat blog post! You blog is appealing to look at and I love how you very simply listed the different types of knowledge from TPACK. It makes it easier to understand when you do this. I agree that one of the major obstacles with implementing TPACK is changing teacher mindset. I think it'll be important for them to be able to see the purpose and the connection. I also think that thinking about technology last when planning a new lesson is important. If you put too much emphasis on the technology, then the actual content is set aside. Technology should be looked at as a "partner" when it comes to the lessons. They should only be use to support or enhance student learning.