Shulman’s (1986) PCK (Pedagogical Content Knowledge) theory and Mishra & Koehler’s (2006) more developed TPACK/TPCK (Technological Pedagogical Content Knowledge) framework are two acronyms that I had never heard prior to these articles. Mishra & Koehler (2006) delve into both of these terms and explored, during a five-year period, ways in which technology can be added into a teacher’s educational pedagogy. They suggest, as has been mentioned in previous articles throughout this course, the implementation of technology into a classroom is not sufficient enough to make an educational impact.
Shulman (1987) began his research by comparing the teaching practices of new and experienced educators and recorded the ways in which their pedagogy dictated what was (or was not) taught in their classes
Mishra & Koehler (2006) discuss that in order to obtain a proper understanding of “thoughtful pedagogical use of technology” (p.1017), one must develop Technological Pedagogical Content Knowledge (TPCK). They realized that technology was being added into lessons but not pedagogically thought out as to its usefulness for the students. In a quote from the Mishra & Koehler (2006) article, they state, “In other words, merely knowing how to use technology is not the same as knowing how to teach with it” (p. 1033). Educators have to have a purpose for adding/using technology in their class. As the diagram I added in the previous post demonstrated, technology has to be added for a number of reasons.
One example of PCK in my classroom is by using the Jigsaw Method. The Jigsaw Method is a cooperative learning strategy that allows students to become well versed in one topic and then break off into mini groups to teach the concepts to their peers. This concept allows students to understand a larger concept but taught by their peers. I find that when my students are engaged in the content with their peers, as opposed to me ‘being the sage on the stage’, the learning curve that occurs is significant. I act as a facilitator and can then roam around to the different groups checking for understanding. While I have not yet added technology to the Jigsaw Method, I could get students to prepare mini summaries of their topic on a Google Doc where they could then share with their peers. The students could add their own thoughts to the shared document and it would expand on this collaborative learning method.
Shulman, L.S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4 -14. Text available on Connect.
Shulman, L.S. (1987). Knowledge and teaching. The foundations of a new reform. Harvard Educational Review, 57(1)1-23. Text accessible from Google Scholar.
Mishra, P., & Koehler, M. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. The Teachers College Record, 108(6), 1017-1054. Text accessible from Google Scholar.