Technological Pedagogical Content Knowledge (TPACK) is a framework that describes the knowledge that a teacher needs for effective pedagogical practice of having technology in the classroom. TPACK’s main idea is the inclusion of technology in the classroom of any core curricular subject by having knowledge of what kinds of technology can be implemented in certain subjects. In order to do this, teachers need to have strong content knowledge, knowledge of who their students are as learners and knowledge of how technology and subjects can be tied together.
Teachers would go about implementing TPACK first through assessing their own content knowledge and technological knowledge and abilities. They need to be motivated to strengthen their content knowledge and their technological knowledge. Ideally a teacher would research different types of technology and how it can be used in different lessons in their classrooms to improve their lesson. Assessing oneself is never an easy task, and asking someone else to assess them may be a good way to have an outside point of view. Teachers should communicate with colleagues for new ideas of what types of technology to look into for their classroom and also find resources online.
Obstacles teachers may face to implement TPACK into their classroom would most likely be not having enough knowledge about technology that can be implemented into their lessons. Teachers need to be motivated and open to learning new things and changing the way they teach. Sometimes research on your own is not enough, and teachers may want to take professional development.
After looking over the sample activities from: http://activitytypes.wmwikis.net/file/view/HarrisHofer-TPACKActivityTypes.pdf, I think that most of these options could be integrated into any core subject. For example:
View Presentation: Students gain information from teachers, guest speakers, and peers; synchronous/asynchronous, oral or multimedia. Presentations are something that could be used in any subject to explain subject matter and to engage students.
Group Discussion In small to large groups, students engage in dialogue with their peers; synchronous/asynchronous. Group discussion on blogs can give students opportunities to discuss topics in any subject over time. Students can give ideas, comment, and make revisions to theories and ideas.
Draw a Cartoon Students create a drawing or caricature using a paper and pencil or digital format on something like Comic Creator, DFILM video, or digital cameras. They could do this on any topic to show understanding and create original artifacts that can give opportunities for different types of learners.
Research Students gather, analyze, and synthesize information using print-based and digital sources. Students can research any topic in any core subject to gather information and to come up with and answer ideas on their own.
Resources:
Harris, J., & Hofer, M. (2009). Instructional planning activity types as vehicles for curriculum-based
TPACK development. In C. D. Maddux, (Ed.). Research highlights in technology and teacher
education 2009 (pp. 99-108). Chesapeake, VA: Society for Information Technology in
Teacher Education (SITE) Retrieved 12/3/14
I agree that professional development is the key. I think that even those teachers that are not very open to using technology won't be able to help get excited when they see the tools that are out there for them and their students. The other issue I think stopping this progress is the lack of available technology. It is very difficult to do much of what is suggested in this article without having enough technology to go around. I found this guide on Edutopia that I think using mobile devices int he classroom is where we have to go if we want to truly be able to implement technology for all students. http://www.edutopia.org/mobile-devices-learning-resource-guide
ReplyDeleteOtherwise it will just be too expensive.
Tyler,
ReplyDeleteGreat post. I like how you mention that teachers should start by assessing their own content knowledge and technological knowledge and abilities. Taking stock in where a teacher is when it comes to their abilities is the first step in mapping a course in where they want to be. This will also put a focus on the teacher’s motivation. Teachers are always challenged with the task of keeping their students motivated during the learning process. They are constantly developing techniques and lesson plans that not only hold the student’s attention, but keeps them excited about mastering the information that is presented to them. Since the focus is constantly on student engagement, many times the teacher’s own engagement is overlooked. When it comes to technology, integrators are challenged with the task of keeping teachers motivated while helping them enhance their plans. “Technology integration specialists know many ways to infuse technology into existing lesson plans but often face a challenge when working with classroom teachers. The teachers themselves must first be trained on any technological and online programs prior to beginning an integration process (SNHU, 2014, p. 1).”
I also agree that collaboration and communication are key factors in keeping teachers motivated. “A key to engaging people to move beyond their comfort zone is to first build a relationship -- a reciprocal one (Ferlazzo, 2011, p.1 ).” Building a relationship with the teacher, listening to their needs and fears, providing confidence-boosters when needed and following up with them after collaboration is a blueprint that will yield positive results. Remaining in constant contact with the teacher will go a long way in keeping them motivated and will encourage them to embrace trying new things.
Resources:
Ferlazzo, L. (2011). A few ways to motivate teachers to use tech. Tech and Learning. Retrieved from http://www.techlearning.com/default.aspx?tabid=67&entryid=48
Southern New Hampshire University. (2014). Module Two: Teacher Collaboration, Part. 1. EDU 641: Integrating Digital Technology II. P.1