TPACK FRAMEWORK IMPLICATION FOR TEACHERS Discussant SHIERNA R

TPACK FRAMEWORK (IMPLICATION FOR TEACHERS) Discussant: SHIERNA R. GULARIZA

TPACK Model

What knowledge is of most worth (when designing instruction)? Herbert Spencer, Social Theorist, 1859 • 2006: In the midst of fast-paced technological changes, the knowledge of most worth is TPACK… an ability to flexibly draw from and integrate Knowledge of Technology, Pedagogy, And Content (and their relationship to each other) into your curriculum and instructional practices Mishra & Koehler (2006)

New times + new literacies = new mindsets • New times (de Argaez, 2006; Pew Internet & American Life Project, 2000 -2009) • New literacies (Leu, Kinzer, Coiro, & Cammack, 2004; Spires, 2008) • New mindsets (Lankshear & Knobel, 2007) 1. Same as always - now things are just “technologized” 2. The world is fundamentally different - with new ways of doing things and new ways of being that are enabled by new technologies

Why TPACK? • Learning how to use technology is much different than knowing what to do with it for instructional purposes (e. g. , Smartboard; Ning) • Designing (or redesigning) instruction requires an understanding of how knowledge about content, pedagogy, and technology overlap to inform your choices for curriculum and instruction

What is TPACK? http: //tpack. org/ Mishra & Koehler (2006)

TPACK Model Pedagogical Knowledge Content Knowledge about the subject matter being taught; including facts, concepts, theories and procedures, plus the nature of inquiry in a given field. Technology Content Knowledge about how technology and content are reciprocally related. Deep knowledge about the processes, practices and methods of teaching. Plus understanding that teaching may change with the use of new technologies. Technology Pedagogical Content Knowledge The thoughtful interweaving of all three key sources of knowledge: Technology, Pedagogy, and Content. Pedagogical Content Knowledge Technology Knowledge of basic and advanced technology skills, plus the ability to adapt new technologies. Technological Pedagogical Knowledge of the components and capabilities of various technology used in teaching, Knowledge of pedagogy that is applicable to the teaching of specific content. Interactions of TPACK , as described by Mishra & Koehler (2006), in Robin (2008).

The Question of the week… How can you best use new technologies associated with your content objectives to promote student learning?

Throughout the week (and back in your classroom) Consider how your pedagogical approaches might be framed to effectively integrate technology into contentarea instruction? What new knowledge/skills might you need?

TPACK Guidelines • Content focus: What content does this lesson focus on? • Pedagogical focus: What pedagogical practices are employed in this lesson? • Technology used: What technologies are used? • PCK: Do these pedagogical practices make concepts clearer and/or foster deeper learning? • TCK: Does the use of technology help represent the content in diverse ways or maximize opportunities to transform the content in ways that make sense to the learner? • TPK: Do the pedagogical practices maximize the use of existing technologies for teaching and evaluating learning? • TPCK: How might things need to change if one aspect of the lesson were to be different or not available?

References • Mishra, P. , & Koehler, M. J. (2006). Technological pedagogical content knowledge: A new framework for teacher knowledge. Teachers College Record, 108(6), 1017 -1054. • Koehler, M. J. Technological Pedagogical Content Knowledge. www. TPACK. org