Image used under Creative Commons Attribution 2.0 licence and retrieved from http://www.msuedtechsandbox.com/maety1_summer2011/wp-content/uploads/2011/06/TPACK.jpg
This week I have been looking at TPACK and how it relates to well designed and integrated ICTs in education. Engaging learners in new ways and ways that suit their individual needs is the heart of what using ITCs to transform teaching and learning is all about. Teaching Teachers for the Future’s article on TPACK (2013) tells us that “Expert teachers now are those who can bring together knowledge of subject matter, what is good for learning, and technology (ICT)”. When looking at the TPACK diagram below we can see there are three areas to consider: Content Knowledge (CK), Pedagogical Knowledge (PK), and Technical Knowledge (TK). Where these types of knowledge intersect describe how they inter-relate to each other.
Image used under Creative Commons Attribution 2.0 licence and retrieved from http://tpack.org
PCK – the knowledge of how to integrate teaching and content understandings to provide the appropriate application of content within a learning experience.
TCK – the knowledge about ICTs that educators need to know to be able to apply them to learning experiences (TK & this is where I need to improve my skills).
TPK – the ability of teachers to use ICTs as a tool for instruction and to support student learning.
What is most interesting to note about this diagram is the element represented by the circle surrounding it – context. It is the context in which learning is to take place that will set the parameters for all TPAK decision made within it. Teaching early childhood is different to secondary and teaching native English speakers is different to teaching those for whom English is their second language etc.
The better the teacher intertwines these elements into TPACK, the heart of the diagram, during planning and instruction the more powerful the learning experience will be. See the video below to get a better understanding of TPACK.
The question then becomes how do educators figure out what technologies support and extend their pedagogical and content knowledges to transform learning experiences. There are a number of ways this can be done. You can use tools such as Scootle (as mentioned previously in my Blog), you could group learning activity types and link these to best fit with the required content and pedagogy or you could apply Blooms Revised Taxonomy to group ICTs to make it easier to locate the one that is the right fit for your pedagogy and content knowledge requirements. See the example below.
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Another important idea behind TPACK is that it can demonstrate to educators, through critical reflection, which areas of knowledge they need to develop in order to become a better and more engaging teacher. I see myself as needing to develop both my technical knowledge along with my TCK & TPK. I am confident though that this will come with time and practice. How do you feel about TPACK and which areas do you need to develop further?
Image used under Creative Commons Attribution 2.0 licence and retrieved from http://netwijs.blogspot.com/2012/12/tpack-werkt-alleen-bij-leraren-die-de-t.html