The TPACK Framework, as described by Koehler, Mishra and Cain (2013), seeks to explain how teachers understanding of Pedagogy, Content and Technology interact with one another. In 1986, Shulman introduced the idea of Pedagogical Content Knowledge (PCK) to focus on the relationship between the spheres of knowledge in hopes of balancing methods of teaching. Mishra & Koehler discuss an ideal learning environment is created when knowing what teaching approach and methods appropriately fits the content to make it comprehensible to learning (2006). Increasingly technology has become an ever present component to teaching and has been added to the original TPACK. Now it appears, teachers need to focus on what technologies can best aid in appropriate teaching methods for students to learn the content. Learning is a balance between what teachers know (Content) how teachers teach (pedagogy) and what tools (technology) is available.
Koehler, Mishra and Cain (2013) describe three approaches for the development of TPACK in the classroom.
- From PCK to TPACK
Teachers draw upon their existing pedagogical content knowledge to form insights into which technologies might work well for specific learning goals.
- From TPK to TPACK
Teachers build on their knowledge of technology in general to develop expertise and identify and develop specific content that benefits from it.
- Developing PCK and TPACK simultaneously
Teachers gain experience and knowledge through projects that require them to define, design and refine solutions for learning problems focused on providing teachers insights into the ways technology, pedagogy and content interact.
Which of these three do you think would be most effective? Do you think there might be a smoother journey towards full integration towards TPACK? As teachers begin to experiment with technology, it is often simpler to view technology as an “add-on” to their practice. Instead, it is important to remember that focus is the connection among technology, content, and pedagogy and redesigning the classroom to simultaneously integrate each component.
In my own classroom, we are working on elements of a story with my grade 2 students. In previous years I have had students write each section of a pop-up story book as we walk through the writing process. In the end, we type out their story and glue each section on a page and students draw out the corresponding scene. Last year, once the students had created their books I had them use the ipads to 1) use a drawing app to illustrate their puppets 2) create a video of their book. The idea was to demonstrate how books can be transformed into movies. The students absolutely loved the experience and it opened up a great conversation to compare and contrast books and films.
Shayla
Koehler, M., Mishra, P. & Cain, W. What is technological pedagogical content knowledge (TPACK)?. The Journal of Education, 193(3), 13-19.