Saubern, R., Henderson, M., Heinrich, E., & Redmond, P. (2020). TPACK–time to reboot? Australasian Journal of Educational Technology, 36(3), 1-9. After concentrating on the reasons students can be motivated and learning about theories supporting the push or interest behind their motivation, this week is focused on research observing, analyzing and improving teachers' integration with educational technology. Research on the theory, method and philosophy of teaching is called pedagogy. Although the science usually revolves around children it can be applicable to any age group. Education is described as a relationship between educator and student. The Technology Era presently has teachers integrating teaching within technology (SMART Boards, PowerSchool, Google Classroom). This article focuses on explaining TPACK which is built on the behavior, interaction, expertise, and knowledge with integrating technology in the classroom. The authors inform the reader on the history and breakdown of TPACK: technological, pedagogical, and content knowledge. Also describing 7 components within the TPACK diagram. It’s not about technology being the teacher, the core of TPACK is about finding what supports the understanding of knowledge teachers have already and adding value through effectively utilizing technology (like a tool). TPACK is a way of learning more about how the teacher can be better, improving how teachers think and can use technology efficiently and effectively. This article being one of the few that utilize other resources with references to TPACK it comes off more like a summary. TPACK plays apart in educational technology research by constantly being assessed, evaluated, and built on. It is three key components visually constructed as a Venn diagram intersecting technology, pedagogy (teaching strategies) and content (subject matter). They interact and influence one another. TPACK was first referred to as TPCK. Improvements and modifications to the model is a team effort taking the science behind learning from teachers, researchers, theorists, and other educators. Research focuses on making the teacher better with technology as an asset to learning not a substitution. Many researchers use TPACK as a starting point to build on. Examples being TPACK-COIR, TPACK-COPR and TPACK-IDDIRR (Lee and Kim, 2014). Figure 1. Technological pedagogical content knowledge. The source of the image is attributed as http://tpack.org/. +Intersecting parts of TPACK
Being a teacher, tutor and student, I never heard of TPACK. I can see the importance of collaborating with professionals in the field to observe the teachers’ comfortability with technology and that evolution reminds me of new media vs. old media. Old ways of teaching need to be fluid, relatable to the times and relationship between teacher and educational technologies have to be solid before the introduction to their learners for maximum support, like a trick down approach. My opinion is it closely relates to instructional design (ADDIE model) in that we often meet with subject matter experts to create materials but also on the opposing end they review, modify and collaborate with us to make the medium easily understandable. teacher framework education TPACK technology edu800 annotation teaching pedagogy behaviorism
0 Comments
Leave a Reply. |
AuthorWrite something about yourself. No need to be fancy, just an overview. Archives
April 2023
Categories |