Technological Pedagogical Content Knowledge TPACK for Teachers Esther

Technological Pedagogical Content Knowledge (TPACK) for Teachers Esther Mwiyeria Education/Technologist Global e-Schools and Communities Initiative (Ge. SCI) Technological pedagogical content knowledge 1

Outline • • • Introduction Lesson demonstration - observations What is TPACK? Evaluate a lesson plan using TPACK Lesson demonstration - comment on the lesson with your TPACK knowledge Output: TPACK evaluated lesson plans Technological pedagogical content knowledge 2

Prioritization of competency rating 1 2 3 4 5 6 Policy: Policy awareness 4 3 1 3 5 9 Org &Man. : Teacher Understanding 12 4 5 2 2 0 Prof. Dev. : Informal learning 2 2 4 10 8 0 Curr. & Ass. : Communication and Collaboration 4 7 7 4 0 0 Pedagogy: student experience 5 12 2 2 1 0 ICT: Productivity tools 6 1 3 1 1 7

Conclusions Contextualized competencies are: Lions: Org & Manag: Leadership: Applying No. 1 Integrate the use of ICT resources into ongoing teaching and learning activities

Conclusions Contextualized competencies are: Buffalos: Pedagogy: Student Experience: Applying No. 2 Use of presentation software and digital resources to support instruction

Conclusions Contextualized competencies are: Cheetahs: Curr & Ass: C & C- Applying No. 3 Use of digital teaching and learning resources to enhance teacher to teacher communication, teacher to student communication and student to student communication

Lesson demonstration 12/13/2021 Technological pedagogical content knowledge 7

Technology Integration in Teaching • Teaching is a complicated practice • It requires integration of many kinds of specialized knowledge • Teachers often have inadequate (or inappropriate) knowledge of using technology for teaching and learning Technological pedagogical content knowledge 8

ICT Often Seen As A ‘Solution’ • Provides access to a great variety of educational resources • Enables participatory pedagogies • Supports distance learning models for teacher development • Addresses existing constraints and gaps in teacher supply and demand • Supports student self-learning • Enhances teachers' skills and knowledge Ng et al. , 2008

The Impact of ICT could gives rise to the following problems: v Psychological fears which could inhibit teachers from using technology in the classroom. v Teachers may be affected by serious motor-skill difficulties like pointing, clicking, and dragging with a mouse, use of a keyboard etc. v Training for teachers to understand basic principles about the computer software and hardware v Teachers may need a long time in training sessions if E-Learning is applied v Insecurities in the teacher’s psyche, which could lead them to believe that their role as main instructor has been replaced by computers UNESCO 2010 2006 Al-Lahaam & Nambiar,

Technology Integration in Teaching • Many teachers earned degrees/diplomas at a time when educational technology was at a very low stage of development than it is today • They do not consider themselves sufficiently prepared to use technology in the classroom • They do not appreciate the value of technology or its relevance to teaching and learning Technological pedagogical content knowledge 11

Why ICT Competences for Teachers? ICT skills, knowledge and attitudes are required at various levels: 1. When taught as a separate ICT subject 2. When integrating ICTs into the daily work of all teachers 3. Transformative at the classroom level: it changes content as well as pedagogy (what students learn as well as how they learn) 4. Transformative at the systemic level: leading to changes in the organizational and structural features of course provision and educational delivery Stage 3: Consensus Building on Competencies

Technology Integration in Teaching § Effective teaching depends on the flexible access to a rich, well-organized and integrated knowledge from different domains, including • knowledge of student thinking and learning (pedagogy), • knowledge of subject matter (content), and increasingly, • knowledge of technology Technological pedagogical content knowledge 13

Where to Begin? • How can teachers integrate technology, pedagogy and content? • Researches report that effective use of ICT in teaching depends on how teachers learned with ICT (Le. Baron et al, 2009; Doering et al, 2003) • Teachers training colleges have a critical role to play in ICT integration (Doering et al, 2003) • The challenge can also be addressed through the INSET courses Technological pedagogical content knowledge 14

Where to Begin? • What teachers learn from the college is not what is required in schools Teachers College School Knowledge gained Knowledge required • Thus, we need a paradigm shift from teaching technology, pedagogy and content, to the integration of technology, pedagogy and content to make up TPACK. Technological pedagogical content knowledge 15

Teaching with Technology • The basis of effective teaching with technology requires an understanding of : – the representation of concepts using technologies – pedagogical techniques that use technologies in constructive ways to teach content – knowledge of what makes concepts difficult or easy to learn and how technology can help redress some of the problems that students face – knowledge of students’ prior knowledge and knowledge of how technologies can be used to build on existing knowledge to develop new knowledge Technological pedagogical content knowledge 16

Towards TPACK – A break from the Past Pedagogy Content Technology Technological pedagogical content knowledge 17

What is TPACK? • Technological (ICT) Knowledge o Skills necessary to operate particular technologies o The ability to learn and adapt to new technologies o A functional understanding of technologies • Pedagogical knowledge o Students’ prior knowledge o How to use learning resources Technological pedagogical content knowledge 18

What is TPACK? – Classroom management – Lesson plan development & implementation – Student evaluation • Content or Subject matter knowledge – Knowledge of central facts, concepts, theories & procedures – Explanatory frameworks – Evidence for proof Technological pedagogical content knowledge 19

The TPACK Framework Technological pedagogical content knowledge 20

What is TPACK? Technological pedagogical Knowledge: How pedagogies change because of ICT Technological Content Knowledge: How subject matter changes because of ICT Pedagogical Content Knowledge: How particular aspects of subject matter are organized, adapted and represented for instruction Technological pedagogical content knowledge 21

Example of a TPACK lesson plan Technological pedagogical content knowledge 22

Activity • In groups, examine the lesson plans developed by some of your colleagues and identify the TPACK components available in it. (i. e. Technological knowledge (TK), Pedagogical Knowledge (PK), Content Knowledge (CK), Technological Pedagogical Knowledge (TPK), Technological Content Knowledge (TCK), Pedagogical Content Knowledge (PCK) and Technological Pedagogical Content Knowledge (TPACK) • Use the lesson plan evaluation tool provided Technological pedagogical content knowledge 23

Activity • Highlight/underline those components you have identified • Make a comment on the lesson plan you have evaluated: explaining whether or not the lesson plan has correctly addressed TPACK. • What competencies are required to prepare and deliver these lessons? • Give reason for your comments. Technological pedagogical content knowledge 24

Lesson Demonstration • Use the TPACK evaluation tool provided to you for classroom observation • Discuss this in groups on how the different components have been addressed • Share and justify your vies in Plenary Technological pedagogical content knowledge 25

Thank You Questions? Technological pedagogical content knowledge 26