TPACK

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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.

Hats of the Technology Integration Specialist

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There has been an ongoing shift in the educational system in connection with the way we as educators are expected to teach, the way our students are expected to learn and the standards to which we expect them to perform.  As Sarah Meltzer (2013) suggests, schools are being targeted and challenged to respond to a technology-based world.  This in turn means that expectations of the teacher have significantly increased if we want our students to be fully engaged in meaningful lessons.  When it comes to professional development as it relates to technology integration in schools, we must look at it through a different approach.“Providing effective and sustainable professional development in technology to a group of teachers requires a very different approach”(Meltzer, 2013).  Taking a one-day workshop on how to use a new software program will simply not cut it.  Technology integration is a process, therefore the professional development aspect is as well.  

In terms of pedagogy and technology integration, it is pivotal that the classroom teacher is included in the discussion of what will take place in the classroom.  This is not subject matter that can be solely left up to administration.  Simply put, if a teacher is not comfortable in their own ability to use the technology, how could we ever expect them to teach/use it effectively with the students? To help solve this issue “it is important that educators perceive technology in education as part of the pedagogical process” (Okajie, Olinzock, & Okokjie-Boulder, 2006).  Technology by no means is a replacement of the teacher but rather a tool to help the teacher captivate the student. As Adam Bellow (2012) mentions in the short video An Introduction to Technology Integration, it's what you do with that tool, what you can make, what you allow the students to make.

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Of course with every change will come the challenges and as a technology integration specialist there are many.  One major factor is time.  It takes time to integrate technology into a curriculum and it takes time to move a school forward with a technology-based mindset.  There must be a clear goal in place as to what direction the school is moving toward and where they expect themselves to be in a 3-months, 6-months or up to a year from the initial proposal.  Also, a technology integration specialist cannot succeed this on their own.  They must have the support of administration, faculty and the school community.   A study by Hew and Brush in 2006 found six general barriers when integrating technology into K-12 schools.  The most frequent barrier was found to be lack of resources/technology.  This includes factors such as hardware, software, internet access and specialists. The second most occurring barrier was lack of knowledge on technology.  Again, this brings up the issue and importance of professional development for teachers.  The next barrier was insufficient access to technology, meaning that technology was not easily accessible for teachers or students.  For instance, a school with one one computer lab may often find teachers competing to get in there.  Then there is the barrier of teacher attitude and beliefs.  If a teacher finds that technology serves no purpose in the classroom then they will simply not integrate it into their instructional time. Assessment is also a major barrier frequently brought up in relation to technology integration. Some argue that with so much pressure and demand to “teach to the test” there is simply no time to put forth in technology integration.  Finally, the last barrier Hew and Brush focus on is subject culture.  This barrier involved educators picking and choosing what they feel is appropriate for their content-area.  

References

Conley, L. (2010). Barriers to integrating technology. The Digital Librarian. 

Retrieved from https://sites.google.com/site/thedigitallibrarian/barriers-to-integrating-technology

Fink, Z. (December 12, 2012). An introduction to technology integration. [Video file]. Retrieved from http://www.edutopia.org/technology-integration-introduction-video

Meltzer, S. (2013). Step-by-step professional development in technology. London, ENG: Routledge.

Okojie, M., Olinzock, A., & Okajie-Boulder, T. (2006). The pedagogy of technology integration. Journal of Technology Studies, 32, 66-71.

Week 4: Vision of Technology Integration

Welcome to the 21st century classroom! Where collaboration and communication are reached through tools that enforce communications and information literacy.  Where students take control of their education and form a sense of digital citizenship. Where students are developing a sense of personal and social responsibility on the internet and efficient ways to monitor it.  Where is the teaching of the content needed to pass state and national standards you may ask? Well, it is all intertwined within each daily lesson.  Within each assignment or self-reflection. This is my vision on technology integration in the classroom.

My vision begins with four main criteria:

1. Student to Teacher Collaboration/Communication

2. Student to Student Collaboration/Communication

3. Student-World Collaboration/Communication

4. Student Reflection and Development

As a current educator, do we want the above image to ring true?

Student to teacher collaboration and communication opens the door of the classroom and allows for learning or assistance virtually anywhere.  A student may ask questions “on the go” or in a time of need.  This also provides a second chance for students who may have missed the opportunity to ask for clarification or assistance at the time of the lesson. Also, many children may find it easier to communicate their questions or problems this way.  In my classroom,  I have used Google Docs to create K-W-L charts prior to select lessons.  This not only allows me to assess where the students are, but they like to see that I take time to comment on each of their statements.  This sense of collaboration and communication builds a healthy student-teacher relationship where the student sees the teacher as more of a guide in their education rather than an enforcer. Of course, this criteria must be used responsibly and in an efficient way. That is why it is up to each individual teacher to take the time in setting up guidelines, expectations and rules that all involved are able to easily understand and abide by.

Are we preparing students for a future based on these skills?

Student to student collaboration and communication may be the most important criteria in my technology integrated classroom.  Let’s be honest, most children above the age of 10 have some sort of smartphone, tablet, laptop, etc.  They are probably masters, if not experts, at using this device and the tools it has to offer.  When not in school, they are texting and communicating with their friends using this device.  So why do we shut them off from one another when it comes to their education? It can be exciting for students to see aspects of their peers they may have never seen until they were pressed with the challenge of creating an online website with them.  They build relations with someone they may have thought they didn’t have anything in common with.   Most important, the students are building upon the 21st century skills that many colleges, universities, and future employers will require them to have.  These learners will have a broad way of thinking by having the opportunity to problem-solve and critical think with their peers.  They will have a better knowledge in efficient and proper ways to communicate and collaborate within their global network.  All in all these learners will have a better grasp on the tools needed to succeed in a digital age.  

Student to global connection allows for the individual learner to connect with others on a global scale.  This could be used by educators in the classroom or by students who wish to deepen their understanding of a new culture or way of thinking.  The time to begin this revolutionary way of thinking and educating is now.  As educators we have an array of tools that allow for this criteria to be met within our classroom.  Using blogging websites such as Blogger (www.blogger.com), Twitter (www.twitter.com), Skype (www.skype.com) or even Facebook (www.facebook.com) students have access to discuss, problem-solve, and collaborate with individuals they never thought possible.  Skype even allows for educators to connect with other educators who envision this multicultural approach in their pedagogy on their educator website: education.skype.com.   Not only are educators encouraged to connect with other educators to promote student-global awareness, but educators may seek out specialists in a given topic or concept.  For instance, the video below was created when two classrooms connected with Páll Davíðsson via Skype.  He was able to take the classrooms on a virtual tour of a disappearing glacier in Iceland.

Student reflection and development is the final of the four criteria in my vision of a technologically integrated classroom.  The best way to meet this aspect may be through student blogging.  This is where the learner takes responsibility for their personal and social actions.  Were they using the tools they had efficiently?  Are they happy with their outcome?  How would they perform better in the future?  This is an essential stage in order for growth and development to occur in learners young and old.