TPACK - a framework for technology integration
Hello, I am very much interested in a a framework called "TPACK."
Technology
Pedagogy
Content Knowledge
The intersection of these three domains for any given educator intrigues me and obviously the academic community as well due to the growing body of academic research on it.
In summary it is the"essential qualities of knowledge required by teachers for technology integration in their teaching." Personally, I believe it is the key to effective technology integration in any given school district. I would like to begin a discussion here on this very topic. The purpose is two-fold:
1) Increase the general awareness of the TPACK framework so that others in this network may benefit (Reach out)
2) Bring together like-minded individuals who are already familiar with the framework to expand upon our current working knowledge and understanding of its implications on teaching and the diffusion of educational technology (Reach in)
With that in mind, please post below if you are interested in joining this conversation. I will post several other TPACK (formerly known as 'TPCK') resources below to help those unfamiliar with it get started.
TPACK home at Punya Mishra's Michigan State University webpage.
The original article as published in TCR.
An entertaining video by Mishra and Koehler from a keynote on TPACK.
(More to come, if others are interested)
Technology
Pedagogy
Content Knowledge
The intersection of these three domains for any given educator intrigues me and obviously the academic community as well due to the growing body of academic research on it.
In summary it is the"essential qualities of knowledge required by teachers for technology integration in their teaching." Personally, I believe it is the key to effective technology integration in any given school district. I would like to begin a discussion here on this very topic. The purpose is two-fold:
1) Increase the general awareness of the TPACK framework so that others in this network may benefit (Reach out)
2) Bring together like-minded individuals who are already familiar with the framework to expand upon our current working knowledge and understanding of its implications on teaching and the diffusion of educational technology (Reach in)
With that in mind, please post below if you are interested in joining this conversation. I will post several other TPACK (formerly known as 'TPCK') resources below to help those unfamiliar with it get started.
TPACK home at Punya Mishra's Michigan State University webpage.
The original article as published in TCR.
An entertaining video by Mishra and Koehler from a keynote on TPACK.
(More to come, if others are interested)
Tags: change, in-service, knowledge, pedagogy, pre-service, technology, tpack, tpck
Replies to This Discussion
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Permalink Reply by Michelina Thornton on -
I am in the process of researching this topic for an Action Research class and came across this framework. I am interested in helping teachers integrate technology across all content areas.
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Permalink Reply by Matt T. on -
What other frameworks are you researching, Michelina? What is the intended scope of your AR project?
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Permalink Reply by Mandy Lindgren at CASLS on -
What's your action research topic, Michelina?
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Permalink Reply by Matt T. on
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For those new to the framework, here's a great discussion about why it has so much potential to impact the way we view instructional technology.
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Permalink Reply by Mandy Lindgren at CASLS on
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Although I am relatively new to understanding this framework, I like that it encourages teachers to reflect on the use of technology in the classroom since it isn't enough to incorporate technology for its own sake. Students notice if there isn't a pedagogically sound reason for the technology being there, which frustrates students and results in questions like, "Why are we going to the computer lab again? Why can't we just stay here?" Incorporating all three elements - content, pedagogy, and technology - is easier said than done for sure!
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Permalink Reply by Matt T. on
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Right on, Mandy. From a teacher's point of view, it's easy to get wrapped up in today's latest technology tools. "Wikis...that sounds cool! How do I use them?" or "Blogs....I think my students could do that!" While these both have great potential, they may not be the "right" tool for the particular concept or classroom. I liked your emphasis on being "pedagogically sound." What "works" in one discipline may not be best practice in another.
Just out of curiosity, where did you first hear about TPACK, Mandy?
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Permalink Reply by Mandy Lindgren at CASLS on
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A colleague mentioned it briefly. I was a little embarrassed to admit my lack of knowledge, so I was then determined to find out what she was talking about.
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Permalink Reply by cprofitt on -
Well said. I have watched far too many teachers just go for the 'tech buzz word of the week' instead of really analyzing what they need or working with the IT staff to explore the possibilities. Too often teachers dismiss technicians and end up headed down the wrong patch because they could not work as a team.
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Permalink Reply by punya mishra on -
Mandy, I could not agree more. It seems to me that this integration of T, P & C can be difficult to achieve. This is part of the reason why my interest has begun to shift in the past year or so into trying to better understand teacher creativity. (A part of the keynote presentation liked to above deals with that as well). It seems to me that it is only through an emphasis on teacher agency and creativity that we can hope to find solutions that balance all three.
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Permalink Reply by Mandy Lindgren at CASLS on
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I like the idea of the teacher being able to pull all of these elements together. I wonder, though, how much institutional structures foster, nurture, and encourage teacher agency and creativity. If both are essential to making the TPACK framework effective, we could be in for some trouble.
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Permalink Reply by punya mishra on
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Mandy, you are right about institutional barriers as being an important issue and that is one of the things that I am intrigued by. One thing that I believe that even in the most rigid of conditions there is always some wiggle room for teacher creativity (creativity with a little "c" rather than Creativity with a capital 'C"). The most important part of it needs to come from the teacher ... what these propensities are, and how they can be best nurtured, is what I would like to better understand.
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Permalink Reply by Mandy Lindgren at CASLS on
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Well said about the difference between creativity and Creativity.
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