Post your ideas about the TPACK framework.
The TPACK framework suggests that for successful integration of technology in classroom practice to occur, there must be an overlap of technological, pedagogical and content knowledge (Mishra, 2014). Further to this, the context in which technology integration will be applied must also be considered. Frameworks such as TPACK provide an applicable way to bridge the gap between theory and practice when it comes to technology integration in classrooms and identifies what teachers need to know to integrate technology successfully (Koehler, Shin, & Mishra, 2012, p. 24).
Sifting through the literature I came across the concept of “TPACKing” which is a constructivist view of the framework I find relevant to my perspective of teaching. When teachers engage in TPACKing, not only are they combining technological, pedagogical and content knowledge with contextual factors as defined by Mishra and Koehler, they also draw on past experience, social interaction and knowledge of student needs (Olofson, Swallow, & Neumann, 2016). The process of sharing TPACK strategies in collaboration with peers, allow for gained experiences in designing, implementing and reflecting on technology integration; crucial for pre-service, graduate and accomplished teachers alike. When teachers are TPACKing, and not solely relying on a static framework, their knowledge and understandings are constantly being constructed and continue to develop.
Describe how the TPACK framework might be useful for you in your development of classroom technology skills.
Koh and Divaharan (2011, p. 52) point out that pre-service teachers consider pedagogical and content knowledge separately when developing lessons due to lack of experience. This suggests a framework such as the TPACK would be beneficial in developing skills by connecting technology to pedagogy to content within a certain context. Without practical experience, this cognitive line of thought is beyond my capability. Thus, the TPACK framework provides a conceptual model to make connections between the three knowledge areas (TK, PCK, CK) required for effective integration of technology. Roblyer and Doering (2014, p. 375) suggest that to increase pedagogical knowledge, a pre-service teacher must be given a “licence to fail” with the opportunity to apply different pedagogical approaches. I look forward to this opportunity in 2018 when I complete the practical components of my teaching degree where I will consider the TPACK framework with a constructivist lens when using technology in my teaching.
Where do you think, you sit on the TPACK diagram? Which group of knowledge areas are you the strongest in?
As a pre-service teacher, my pedagogical knowledge (PK) is weak without having completed the practical component or curriculum method subjects as yet. Hence my entirely theoretical and enthusiastic view of technology integration in education.
Having already completed an undergraduate degree in my content areas of HSIE and English, I feel my strengths lie in content knowledge (CK) however I am currently studying additional discipline subjects so that I can teach right through to grade 12.
As one of Prensky’s ‘digital natives’ I think my technological skills are above average but can always improve with emerging technologies and feel knowledge in this area will always be developing. My place on the TPACK diagram is thus firmly in the Technological Content Knowledge (TCK) section as indicated by the yellow star on the below image.
Imagine you had to mark a spot of the diagram – where would it be?
Reproduced with permission from the publisher ©2012 TPACK.org
Koehler, M., Shin, T., & Mishra, P. (2012). How do we measure TPACK? Let me count the ways. In R. Ronau, C. Rakes, & M. Niess (Eds.), Educational Technology, Teacher Knowledge, and Classroom Impact: A Research Handbook on Frameworks and Approaches (pp. 16-31). Hershey, PA: IGI Global.
Koh, J., & Divaharan, S. (2011). Developing pre-service teachers’ technology expertise through the TPACK- developing instructional model. Journal of Educational Computing Research, 44(1), 35-58.
Lee, J., & Manfra, M. (2012). TPACK vernaculars in social studies research. In R. Ronau, C. Rakes, & M. Niess (Eds.), Educational Technology, Teacher Knowledge, and Classroom Impact (pp. 158-175). Hershey PA: IGI Global.
Mishra, P. (2014, February 17). Intro to TPACK. Retrieved from YouTube: https://www.youtube.com/watch?v=eXLdqO0fY3w
Olofson, M., Swallow, M., & Neumann, M. (2016). Tpacking: A constructivist framing of TPACK to analyse teachers’ construct of knowledge. Computers & Education, 95, 188-201.
Roblyer, M. D., & Doering, A. H. (2014). Intergrating Educational Technology into Teaching (6th ed.). Essex, UK: Pearson Education Limited.