{"id":4933,"date":"2018-02-03T16:29:12","date_gmt":"2018-02-03T23:29:12","guid":{"rendered":"https:\/\/blogs.ubc.ca\/stem2018\/?p=4933"},"modified":"2018-02-03T16:33:09","modified_gmt":"2018-02-03T23:33:09","slug":"pck-to-tpack","status":"publish","type":"post","link":"https:\/\/blogs.ubc.ca\/stem2018\/2018\/02\/03\/pck-to-tpack\/","title":{"rendered":"PCK to TPACK"},"content":{"rendered":"

The TPACK Framework, as described by Koehler, Mishra and Cain (2013), seeks to explain how teachers understanding of Pedagogy<\/strong>, Content<\/strong> and Technology<\/strong> interact with one another.\u00a0 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. \u00a0Learning is a balance between what teachers know (Content) how teachers teach (pedagogy) and what tools (technology) is available.<\/p>\n

Koehler, Mishra and Cain (2013) describe three approaches for the development of TPACK in the classroom.<\/p>\n

    \n
  1. From PCK to TPACK<\/li>\n<\/ol>\n

    Teachers draw upon their existing pedagogical content knowledge to form insights into which technologies might work well for specific learning goals.<\/p>\n

      \n
    1. From TPK to TPACK<\/li>\n<\/ol>\n

      Teachers build on their knowledge of technology in general to develop expertise and identify and develop specific content that benefits from it.<\/p>\n

        \n
      1. Developing PCK and TPACK simultaneously<\/li>\n<\/ol>\n

        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.<\/p>\n

         <\/p>\n

        Which of these three do you think would be most effective?\u00a0 Do you think there might be a smoother journey towards full integration towards TPACK?\u00a0 As teachers begin to experiment with technology, it is often simpler to view technology as an \u201cadd-on\u201d to their practice.\u00a0 Instead, it is important to remember that focus is the connection <\/em>among technology, content, and pedagogy and redesigning the classroom to simultaneously integrate each component.<\/p>\n

         <\/p>\n

        In my own classroom, we are working on elements of a story with my grade 2 students.\u00a0 In previous years I have had students write each section of a pop-up story book as we walk through the writing process.\u00a0 In the end, we type out their story and glue each section on a page and students draw out the corresponding scene.\u00a0 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.\u00a0 The idea was to demonstrate how books can be transformed into movies.\u00a0 The students absolutely loved the experience and it opened up a great conversation to compare and contrast books and films.<\/p>\n

         <\/p>\n

        Shayla<\/p>\n

         <\/p>\n

        Koehler, M., Mishra, P. & Cain, W. What is technological pedagogical content knowledge (TPACK)?.\u00a0The Journal of Education,\u00a0<\/em>193(3), 13-19.<\/p>\n","protected":false},"excerpt":{"rendered":"

        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.\u00a0 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 […]<\/p>\n","protected":false},"author":52106,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[1669398],"tags":[],"class_list":["post-4933","post","type-post","status-publish","format-standard","hentry","category-b-pck"],"_links":{"self":[{"href":"https:\/\/blogs.ubc.ca\/stem2018\/wp-json\/wp\/v2\/posts\/4933","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blogs.ubc.ca\/stem2018\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/blogs.ubc.ca\/stem2018\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/blogs.ubc.ca\/stem2018\/wp-json\/wp\/v2\/users\/52106"}],"replies":[{"embeddable":true,"href":"https:\/\/blogs.ubc.ca\/stem2018\/wp-json\/wp\/v2\/comments?post=4933"}],"version-history":[{"count":3,"href":"https:\/\/blogs.ubc.ca\/stem2018\/wp-json\/wp\/v2\/posts\/4933\/revisions"}],"predecessor-version":[{"id":4937,"href":"https:\/\/blogs.ubc.ca\/stem2018\/wp-json\/wp\/v2\/posts\/4933\/revisions\/4937"}],"wp:attachment":[{"href":"https:\/\/blogs.ubc.ca\/stem2018\/wp-json\/wp\/v2\/media?parent=4933"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/blogs.ubc.ca\/stem2018\/wp-json\/wp\/v2\/categories?post=4933"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/blogs.ubc.ca\/stem2018\/wp-json\/wp\/v2\/tags?post=4933"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}