The TPCK
Framework is a cohesive approach to teaching with technology. It builds a technology piece onto Shulman’s idea of Pedagogical
Content Knowledge. There are three parts of the TPCK Framework. They
are Technology Knowledge, Pedagogy Knowledge, and Content Knowledge. At the
heart of TPCK is the idea that these concepts need to be studied together, not
just independently, for successful teaching. Schools might have professional
development on iPads, a technology, and another professional development on
enrichment, an element of pedagogy, but then teachers
would be left to make connections between these areas on their own. That is
where TPCK comes in.
Each element of
TPCK is an important part of education. Technology Knowledge is the ability to
operate different technologies such as computers, projectors, iPads, and
different software. Pedagogy Knowledge is how to teach. It asks what are
different ways you can convey knowledge to your students. Content Knowledge is knowledge
about the subjects you teach. This might be the skeletal system, multiplication
tables, Ancient Romans, or proper nouns.
There are
distinct relationships between each of the components in the TPCK Framework. This
is the essential part that many teachers and schools leave out. When you have
both technology and pedagogy you know how to use technology to support your teaching.
You have the teaching skills to use technology effectively in the classroom.
With technology and content together you know how to operate the technology and
you know how it relates to your content area. When content and pedagogy come
together you have the skills to be able to teach that content area. Finally, the
three pieces meet in the middle. When this happens, you understand how technology,
content, and pedagogy work together to support good teaching. You are an expert
in your content area, you know how to successfully convey that knowledge of
content to your students, and you can integrate technology into your
instruction in a meaningful way.
When you are
lacking these relationships between the different components you get not fully
rounded teachers. Teachers with years of experience might have strong pedagogy,
but may not have knowledge about some technology tool. Teachers with little
teaching experience, but knowledge of technology tools may not know how to
successfully use those tools in the classroom. And masters in their content
knowledge may not know how to teach that content knowledge to other
people.
I think that
implementing the TPCK Framework in my classroom and at my school will not be
difficult. TPCK is a way of thinking about teaching with technology. Using the
three aspects of TPCK is just best practices in everyday teaching. All teachers
aspire to be masters in their content areas, to know how to teach well, and
know about the latest instructional technology tools available. The only
difference is the TPCK mindset that the three pieces are not mutually
exclusive.
I can take
several steps towards using TPCK in my classroom. I think simply being aware of
the TPCK Framework will help me to be cognicent of how I am integrating
technology, pedagogy, and content knowledge in my instruction. I will
definitely be bringing up the TPCK Framework at my next school technology team
meeting, and also with my grade level team. Just teaching my teams about it and
being able to discuss it with my coworkers will help us all to become better
teachers.
Bibliography
Fijor,
M. (2011, October 21). TPACK in action. Retrieved November 10, 2012, from NewSchool Technology website:
http://www.newschooltechnology.org/2011/10/tpack-in-action/
Kimmons, R. (2011, March 22). TPACK in 3 minutes [Video file]. Retrieved from http://www.youtube.com/watch?feature=player_embedded&v=0wGpSaTzW58
Koehler, M. (2011, May 13). What is TPACK? Retrieved November 10, 2012, from http://www.tpack.org/
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