Reflection (EDU 641)

Coming into this course, I was aware of applications and programs that may be used in the classroom to enhance instruction.  I was aware that technology proves to be an engaging tool to captivate and challenge students (Kenney, 2011).  However, I have gained a significant amount of knowledge on what it means to be a technology coordinator “behind the scenes”.  What I mean by this, is that I have learned that it begins by setting goals and then working with your colleagues to achieve these goals.  It is more than just using technology in one lesson and then saying you have successfully integrated technology into the classroom.  Technological Pedagogical Content Knowledge (TPACK) framework was another aspect of this course that I had never heard of before and really, this is where it all begins.  Teachers must be up-to-date, comfortable and knowledgeable on technologies that are used in their content area or on technologies that could enhance instruction in their content area.  I also found researching current arguments in the educational world (BYOD, virtual schools, brick and mortar libraries, etc.) to be extremely relevant to the work I plan on doing. This has all strengthened me as an educator and also has motivated me to continue to develop myself as a technology integration specialist.  

It is vital to perfect the technology integration craft and develop professional development to support this because it benefits all stakeholders involved.  School systems can collaborate on what it means to be a school that prepares their students for the future workforce and beyond. “We are living in a new economy—powered by technology, fueled by information, and driven by knowledge” (Heman, 1999). We want to challenge our students to become part of the global competitive workforce and we must start at the core: What expectations do we have? How will we get there? How will we know when our students have achieved them?   Collaboration and communication are key aspects to support this framework.  Though we all must play our part in developing ourselves through professional development and research, it simply cannot be done by one person alone.  

References:

Herman, A. (2009). Futurework-trends and challenges for work in the 21st century.  United States Department of Labor.  Retrieved from http://www.dol.gov/dol/aboutdol/history/herman/reports/futurework/execsum.htm

Kenney, L. (2011).  Elementary education, there’s an app for that. The Elon Journal of Undergraduate Research in Communications. Retrieved from http://www.elon.edu/docs/e-web/academics/communications/research/vol2no1/07kenney.pdf

TPACK

Source

Technological Pedagogical Content Knowledge, or TPACK, is a framework designed to help teachers incorporate technology into their curricula.  The framework is centered around three areas of knowledge: technological knowledge (TK), content knowledge (CK) and pedagogical knowledge (PK).  The content is the what or the subject is being taught.  The pedagogy is the how this is being taught.  Finally, the technology is the tool that is aiding both the pedagogy and the content.  For example, what tool will make the content more accessible while supporting the pedagogical approach of the lesson.  The TPACK framework looks at how teachers connect all three areas to increase student motivation and make technology more accessible.  The framework also provides guidance to teachers for appropriate technology integration (Koehler, Mishra, Akcaoglu, & Rosenberg, 2013).  One fundamental idea behind the TPACK model is that all teachers teach differently and what may work for one teacher or school may not work for another.  This means there is no universal model to implement TPACK but rather teachers should be active designers in the development of their lessons to include TPACK.  

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With all the new, innovative ways to use technology in the classroom, it is important that we as teachers do not get too excited to the point we just want to use the technology to use it. When implementing TPACK, it is important begin with the content knowledge and the pedagogical knowledge first.  Then, layer in the technological aspect.  This way we do not lose sight of the fundamental goals and the technological piece is supporting pedagogy and content.  This can be challenging but it is essential in using the TPACK framework correctly.  Staying focused on how students will reach understanding of the content in the most effective way should be at the forefront of the teacher’s design process.

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Though the TPACK framework has been around for quite sometime, many teachers do not know what it is.  Therefore, there may be some problems in implementing it.  Also, it takes time.  This is not something that can be incorporated overnight.  Teachers must become familiar first with the goals of TPACK and second with instructional tools associated with the TPACK model.  Just like our students, teachers learn differently as well.  What works for some may not work for others and this is where collaboration among educators is key to supporting the TPACK model.  While some may take the concept of TPACK and run with it, others may become overwhelmed and shut down.  This is not the goal of TPACK but rather the opposite.  Creating a supportive, collaborative atmosphere among colleagues is important when implementing the framework.  

In the article,  Instructional Planning Activities Types as Vehicles for Curriculum-Based TPACK Development (2009), there are several activity types and ways in which technology may be used to support the TPACK model.  For instance, when building knowledge of content there are several options to include possible technologies.  One such example could be to have students create a timeline using the Timeliner.  This is software that allows students to organize data and to visualize connections.  Another great example is to have students take part in a debate through discussions in Wikispaces.  Using a tool like this will allow for the students who are not often heard to have a voice, making the content more accessible to them.  

One of the best aspects of the TPACK model is that it is designed to work in all content areas.  No matter the subject matter, there is always a way to ensure the framework is being met.  It may take time to plan, search and implement but in the end the intended goal is that our students will be more engaged and motivated in their learning experiences.

References

Harris, J. &. (2009). Instructional planning activity types as vehicles for curriculum-based TPACK    development. Research highlights in technology and teacher education 2009 , 99-108.

Koehler, M. J., Mishra, P., Akcaoglu, M., & Rosenberg, J. M. (2013). The Technological Pedagogical Content Knowledge Framework for Teachers and Teacher Education.