TPACK

Teaching is multifaceted and complex. Technological pedagogical content knowledge or TPACK, describes the type of teacher knowledge required to teach with technology. The TPACK model builds on Lee Shulman’s theory of teacher knowledge, pedagogical content knowledge (PCK). Shulman defined PCK as “teachers’ interpretations and transformations of subject-matter knowledge in the context of facilitating student learning.” (Koehler & Mishru, 2008). Shulman further proposed 6 key elements, knowledge of representations of subject matter (content knowledge), understanding of students’ conceptions of the subject and the learning and teaching implications that were associated with the specific subject matter; general pedagogical knowledge (or teaching strategies); curriculum knowledge; knowledge of educational contexts; and knowledge of the purposes of education.

        TPACK “is the intersection of teachers’ knowledge of curriculum content, general pedagogies, and technologies” (Haris & Hofer, 2009). TPACK is further broken down into the relationship of three intersections of knowledge, pedagogical Content Knowledge (PCK) technological content knowledge (TCK) and technological pedagogical knowledge (TPK)convergent interaction. These intersections can be further defined as how to teach particular content-based material (PCK), how to select and use technologies to communicate particular content (TCK) and how to use particular technologies when teaching (TPK). The TPACK model focuses on how pedagogy, content and technology work together rather than focusing on each part in isolation.  (Koehler & Mishru, 2008).

 

         So, how does the TPACK model fit into today’s classrooms? Teachers inherently have a mastery of pedagogy and content through their years of school, teaching preparatory classes and discipline. However, the majority of teachers do not have a mastery of technology. Technology is not their area of expertise like pedagogy or content knowledge is. The introduction of technology into education is not a new concept. Technology helps us better understand the world around us. However, the constant shifting of digital technologies, lack of teacher training or experience with technologies and the preconceived notion that technology integration is someone else’s problem are primary factors in technology integration.  Without professional development to support teachers with their knowledge of how, and the suitability of which, technology to use in the classroom, technology integration will not be as successful. In an activity based approach, “technology selections are not made until curriculum-based learning goals and activity designs are finalized.” (Haris & Hofer, 2009). The TPACK model shifts the focus to the content and standards as opposed to making the content and standard fit the technology being used. Haris and Hofer provide a comprehensive list of activities and associated possible technologies that can be implemented. Many of these digital activities, wikis, blogs, video making, online polls, and collaborative sheets can be used across a multitude of disciplines. In the science classroom, blogs can be used to photo document laboratory assignments, projects, provide an online reflective journal and more. In the English classroom, blogs can be used to compile creative writing, or reflections on works read or written.  In the math classroom, blogs can then be used for reflections or developing math proofs or to investigate math principles.

How do we ensure TPACK is being used as opposed to PCK? Mark Anderson suggests the following:

• Create a learning and sharing culture where there are opportunities for staff to develop their technological skill
•  Run workshops organized as school but run by colleagues or students who are already at Mastery or better level, to further support their development.
• Give students the opportunity to show their skills through digital opportunities.
• Don’t let the technology dictate learning, combine pedagogy with content knowledge
• Provide opportunities for staff to meet to discuss developments they have encountered using technology.
• Build a set of core apps which all staff can use at a mastery level so that consistency, confidence and competency can flourish

(Anderson, 2013)

Personally, I spend the majority of my “free time” updating lesson plans, test questions, class activities to incorporate technology and increase the connection of material to students “real lives”. This updating requires a large investment of time. Time we often do not have as educators. However, it is time that is required if we are to provide our students with the skills needed for the future.

 

References

Anderson, M. (2013, May 28). Technological Pedagogical Content Knowledge. Retrieved from ICT Evangelist: http://ictevangelist.com/technological-pedagogical-and-content-knowledge/

Haris, J., & Hofer, M. (2009). Instructional Planning Activity Types as Vehicles for Curriculum-Based TPACK Development. Research highlights in technology and teacher, 99-108. Retrieved from http://activitytypes.wmwikis.net/file/view/HarrisHofer-TPACKActivityTypes.pdf

Koehler, M., & Mishru, P. (2008). Introducing TPCK. In M. Koehler, & P. Mishru, Handbook of Technological Pedalogical Content Knowledge (TPCK) for Educators (pp. 3-29). Routledge . Retrieved from http://punya.educ.msu.edu/publications/koehler_mishra_08.pdf