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Lesson3b TTL-1

TTL lesson 1 - 3

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34 views4 pages

Lesson3b TTL-1

TTL lesson 1 - 3

Uploaded by

yd5sz2j6nz
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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B.

TPACK (TECHNOLOGICAL, PEDAGOGICAL AND CONTENT KNOWLEDGE)

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As YOU prepare to be a teacher, how do you assess you content knowledge of your
specialization? In terms of your teaching skills, what strategies or techniques do you know will work if you
use it when teaching? If you will consider using a technological tool when teaching, what would it be?
Shulman’s (2008) Pedagogical Content Knowledge (PCK) is a framework which involves the
teacher’s competence in delivering the concepts being taught by simplifying complex ones if needed or
leading the students to study a concept more deeply and extensively. This is made possible due to the
teacher’s understanding of the amount and the content structure of knowledge.
Mishra and Koehler (2006) continued to build upon Shulman’s PCK and incorporated technology
hence, TPACK.

Lee Shulman Punya Mishra Matthew J. Koehler What


Leeshulman.net lidtfoundations.pressbook.com aan.msu.edu is

TPACK?

TPACK stands for Technological Pedagogical Content Knowledge. It is a theory that was developed
to explain the set of knowledge that teachers need to teach their students a subject, teach effectively, and use
technology.
How the Concept Came About

The seminal piece on the TPACK model was written in 2006 by Punya Mishra and Matthew J.
Koehler in “Technological Pedagogical Content Knowledge: A Framework for Teacher
Knowledge.” They explain that their theory comes after five years of studying teachers at all different
grade levels with design experiments to see how their classrooms operated. They based their initial idea
on Lee S. Shulman’s 1986 work “Those Who Understand: Knowledge Growth in Teaching.” First,
Shulman discusses the usual idea of knowledge in teaching which is that teachers have a set of content
knowledge – specific knowledge about the subject they are teaching – and a set of pedagogical
knowledge – knowledge about how to teach including specific teaching methods. Shulman counters this
and says that effective teachers overlap these two knowledge sets, making a set of knowledge about
how to effectively teach their subject matter. He calls this pedagogical content knowledge or PCK. Twenty
years later, Mishra and Koehler saw that the biggest change happening in education is the use of
technology in the classroom. They noticed that technological knowledge was treated as a set of
knowledge outside of and unconnected to PCK. After five years of research, Mishra and Koehler created
a new framework, TPACK, which adds
technology to pedagogical content knowledge
and emphasizes the connections, interactions,
and constraints that teachers work with in all three
of these knowledge areas.

According to the TPACK framework,


specific technological tools (hardware, software,
applications, associated information literacy
practices, etc.) are best used to instruct and guide
students toward a better, more robust
understanding of the subject matter.
The three types of knowledge – TK, PK,
and CK – are thus combined and recombined in
various ways within the TPACK framework.
Technological pedagogical knowledge (TPK)
describes relationships and interactions between TPACK Framework
technological tools and specific pedagogical practices, while tpack.org
pedagogical content knowledge (PCK) describes the same between
pedagogical practices and specific learning objectives; finally, technological content knowledge (TCK)
describes relationships and intersections among technologies and learning objectives. These
triangulated areas then constitute TPACK, which considers the relationships among all three areas and
acknowledges that educators are acting within this complex space.
TPACK has remained such a powerful principle for almost 12 years because the complex
constituents described above allow room for a range of specific educational circumstances. Any effective
implementation of technology in the classroom requires acknowledgment of the dynamic, transactional
relationship among content, pedagogy, and the incoming technology – all within the unique contexts of
different schools, classrooms, and cultures.
No one monolithic combination of content, pedagogy, and edtech will be applicable for every
setting, and TPACK leaves room for researchers and practitioners to adapt its framework to different
circumstances.
This adaptability can be seen in the various intersections and relationships already embodied in
the TPACK acronym.
1. Content Knowledge (CK) – This describes
teachers’ own knowledge of the subject matter. CK may
include knowledge of concepts, theories, evidence, and
organizational frameworks within a particular subject matter;
it may also include the field’s best practices and established
approaches to communicating this information to students. CK
will also differ according to discipline and grade level – for
example, middle-school science and history classes require
less detail and scope than undergraduate or graduate
courses, so their various instructors’ CK may differ, or the CK
that each class imparts to its students will differ
Content Knowledge
2. Pedagogical Knowledge (PK) – This describes theeducatorsroom.com
teachers’ knowledge of the practices, processes, and methods
regarding teaching and learning. As a generic form of knowledge, PK encompasses the purposes, values,
and aims of education, and may apply to more specific areas including the understanding of student
learning styles, classroom management skills, lesson planning, and assessments.

3. Technological Knowledge (TK) – This


describes teachers’ knowledge of, and ability to use,
various technologies, technological tools, and associated
resources. TK concerns understanding edtech,
considering its possibilities for a specific subject area or
classroom, learning to recognize when it will assist or
impede learning, and continually learning and adapting to
new technology offerings.

Technological Knowledge 4. Pedagogical Content Knowledge (PCK) –


upendyourself.com This describes teachers’ knowledge regarding
foundational areas of teaching and learning, including curricula
development, student assessment, and reporting results. PCK focuses on promoting learning and on
tracing the links among pedagogy and its supportive practices (curriculum, assessment, etc.), and much
like CK, will also differ according to grade level and subject matter. In all cases, though, PCK seeks to
improve teaching practices by creating stronger connections between the content and the pedagogy used
to communicate it.
5. Technological Content Knowledge (TCK) – This describes teachers’ understanding of how
technology and content can both influence and push against each other. TCK involves understanding
how the subject matter can be communicated via different edtech offerings, and considering which
specific edtech tools might be best suited for specific subject matters or classrooms.
6. Technological Pedagogical Knowledge (TPK) – This describes teachers’ understanding of
how particular technologies can change both the teaching and learning experiences by introducing new
pedagogical affordances and constraints. Another aspect of TPK concerns understanding how such tools
can be deployed alongside pedagogy in ways that are appropriate to the discipline and the development
of the lesson at hand

TPACK is the end result of these various combinations and interests, drawing
from them – and from the three larger underlying areas of content, pedagogy, and
technology – in order to create an effective basis for teaching using educational
technology.
Key Ideas for Effective Use of the TPACK Framework
1. concepts from the content being taught can be represented using technology.
2. pedagogical techniques can communicate content in different ways using technology,
3. different content concepts require different skill levels from students, and edtech can help
address some of these requirements,
4. students come into the classroom with different backgrounds – including prior educational
experience and exposure to technology – and lessons utilizing edtech should account for this possibility,
5. educational technology can be used in tandem with students’ existing knowledge, helping
them either strengthen prior epistemologies or develop new ones.

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