I recently came across TPACK.
“Technological Pedagogical Content Knowledge (TPACK) attempts to capture some of the essential qualities of knowledge required by teachers for technology integration in their teaching, while addressing the complex, multifaceted and situated nature of teacher knowledge. At the heart of the TPACK framework, is the complex interplay of three primary forms of knowledge: Content (CK), Pedagogy (PK), and Technology (TK).” – SOURCE: http://tpack.org
What I like about TPACK is that it zeros in on the intersection and interplay of the domains of: Content, Pedagogy, and Technology This model can be used to be reflective and yet intentional when viewed from the aspect of teaching practice and instructional technology deployment. This can be useful for faculty, instructional designers, those involved in designing professional development activities, and instructional technologists.
Using the TPACK model, faculty and instructional designers can focus on relaying content that adhere to course outcomes in a way that is pedagogically effective through the application of appropriate technologies. Taken together this truly has potential to transform teaching and learning. This in turn, has direct implications for faculty professional development as well as instructional technologists that are charged with providing support for technology integration in teaching.
While the focus is on the TPACK “center”, the following intersections may be helpful to review to begin putting TPACK into practice and it is also where the “rubber-meets-the-road” so to speak.
Consider the following equation (TCK + PCK + TPK = TPACK):
TCK (Technological Content Knowledge)
- This intersection is all about how technology can be applied to subject matter to represent it and formulate it in ways never before possible – with the goal to make it comprehensible for diverse populate learners and learning styles.
- Blackboard can power unique applications and representations of content. Powerful analogies through Wimba Voice Tools, illustrations through Slideshare and Flickr Mashups, examples and simulations or explanations through YouTube Mashups, and demonstrations or real world application of content with engaging video tools such as NBC Learn can be easily added to courses in Blackboard.
PCK (Pedagogical Content Knowledge)
- This intersection relates to how subject matter can be organized, adapted, facilitated, and presented.
- Blackboard enables faculty and instructional designers to create an effective sequence and structure in displaying course materials, assignments, and learning activities. Learning Units, Lesson Plans, Course Links, and Tool Links can be used by faculty to bring about custom course designs in Blackboard. In addition, Adaptive Release can be leveraged to create custom learner paths.
TPK (Technological Pedagogical Knowledge)
- This intersection is about the knowledge of the existence of technologies and ability to apply them to change teaching and learning.
- Blackboard has a wide array of tools for teaching. These tools can be broken down into Content Delivery, Communication, and Assessment categories. There are also features that provide the ability to manage and maintain class records. A few of the features in Blackboard include: Grade Center, Discussion Boards, Wikis, Blogs, Journals, Assignments, SafeAssignments, content Mashups (Slideshare, Flickr, YouTube, Camtasia Relay, NBC video content, Voice Authoring), Email, Wimba Pronto Instant Messaging, Wimba Voice Boards, Wimba Voice Email, Wimba Voice Announcements, Self and Peer Assessment, Surveys, Tests, group tools, announcements, etc.
- and the potential of transforming teaching and learning with technology…
Some closing questions. As you assess this model:
- Which domain do you naturally fall into?
- What domain do you need to spend some more time on and learn about?
- What steps can you take to approach “the center”?
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