TPACK overview

TPACK overview

•     Technology Pedagogy and Content Knowledge 

CPK - The starting point
PK: Shulman, 1987

• Content Pedagogy Knowledge
• Shulman  (pre ’87) claimed that teachers' subject knowledge and pedagogy were being treated as mutually exclusive domains.
• Consequence: a focus on either subject matter or pedagogy dominated education.
• Shulman proposed that effective teaching existed in the overlap of the 2 dichotomies.

PCK: explanation
PCK is the intersection and interaction of pedagogy and content knowledge.
Essential Knowledge & effective teaching

PCK includes

• Essential knowledge content-based curricula
• Subject-specific concepts, theories & practices
• Assessment and reporting processes
• Instructional planning
• Student's prior knowledge
• Theories of learning - cognitive, social & developmental
• Alternative teaching strategies

PCK: Teacher education programs
“Most teacher education programs in Australia have been designed by taking into account PCK.”
Teacher education programs are now considering the role of technology in learning - TPACK


DER: Teacher ICT Capabilities & Pedagogy
Digital Educational Revolution Australia
Teachers make innovative & effective use of ICT in pedagogy

DER - Implementation
Leadership

• Plan and lead change
• Deliver digital learning to students in all areas

Infrastructure

• Learning management systems (Moodle)
• ePortfolios (Mahara)

Learning Resources

• Digital education resources (Scootle)

Teacher Capability

• Harness the resources of the digital revolution
• Integration of ICT to support changed pedagogies (ELITE AMPeL)

Warning: Technology without Pedagogy
Technology cannot be the driving force

• Avoid the Mirror Image Syndrome

Avoid ICT replacements without due consideration of the purpose.

• Think before a lesson becomes a PowerPoint with notes
• Think before a class discussion becomes a forum
• Think before a resource becomes a webpage with hyperlinks

Technology without pedagogical and content application will result in a reductive learning environment.

TPACK: Integrating Technology
TPACK

• Integrates Technology with Pedagogy & Content Knowledge

Advice:

• Increased technology for technology sake does not lead to increased student learning.
• The effectiveness of technology is dependant on teaching practices.
• How you integrate content and pedagogy with technology matters as much as integrating technology with pedagogy and technology.
• If teachers see content, technology, and pedagogy as separate domains - technology will always be just an ineffective add on.

TPACK: Overview
TPACK is an understanding of interactions within the following domains

• Technology
• Pedagogy
• Content

To effectively understand TPACK teachers need to understand  how
Technology Pedagogy and Content works in;

• Isolation
• Together
• and in Context

TPACK example: Story retelling

• Activity: Retelling a story
• Setup: Class is divided into groups of 2 - Story is broken up into sections to accommodate the groups
• Learning Objectives: Reading Comprehension Skills & Oral Speaking Skills
• Learning Process: Students will read a text, retelling the story using Media Editor and share  the retold story

TPACK: Questions

Questions to ask yourself

• Which of the domains do you find easiest to work within?
• Which overlapping domains do you find most difficult to work with?
• How will you plan your learning environment to include all domains and overlaps?