When reading through my posts of the last weeks, I noticed that previous topics prepared the understanding of TPACK (which stands for Technological Pedagagogical Content Knowledge --> I explained this framework in the previous post). In the course (Pedagogies for Flexible Learning supported by Technology) the topic Flexibility was one of the first topics. I posted a post on this webblog about different kinds of flexibile learning. After describing and understanding the different kinds of flexible learning, there was a lecture about different kinds of pedagogical approaches, I also described a few pedagogical approaches on this webblog. Describing those approaches (and before that, forms of flexibility) gave me a good overview of the possibilities of flexibile learning and the variation of different pedagogical approaches. During the lectures those two topics were linked with Technology. We got educated about different kinds of technology which can support (flexible) learning. Reflecting on this process the next step was to find out how those three aspects could be combined. I wrote a post on this webblog in which I reflected on the combination of flexible learning, pedagogies and technology. After writing this, the TPACK model was presented; during last lecture. The post in which I reflected on combining flexible learning, pedagogies and technology was therefore a nice preparation for understanding TPACK. This way all the previous posts prepared me to understand TPACK better, because I already got the chance to think about the topics myself and how to combine it.
As said in the previous post about TPACK, the framework is meant for the teacher. It has a teachers-view instead of a student-view. Whether TPACK can be reached depends on the knowledge the teacher has on the three concepts; technology, pedagogies and the content. According to Harris, Mishra and Koehler (2009) approaches that teach only skills (technological skills for teachers, or other skills for teachers) are insufficient. Learning about technology is different than learning what to do with it instructionally. Teaching technology skills (to teachers) does little to help teachers develop knowledge about how to use technology to teach more effectively; Technological Pedagogical knowledge (TPK) (Harris, Mishra & Koehler, 2009). Only learning how the technology works does not automatically mean that teachers are able to use the technology in a effective way combined with pedagogies, but also in relationship with the content (TCK) and the context. Every teacher can have their own way of using TPACK. One teacher will integrate technology by letting students use the internet to find sources, while another teacher will let students develop their own websites about topics concerning the content. Some teachers will decide that they want to use the Witheboard (once they know how to work with it), and then decide which content and pedagogical approach fits best with this technology. Other teachers want to teach content which can be supported by technology, for example with the digital Whiteboard (Example: When the content is about Vulcanos, for example within the subject Geography, a possible way to support this with technology is to show a simulation on the Whiteboard of a working Vulcano, or letting students use the Whiteboard to make a working vulcano (putting the right aspects on the right places). Another teacher can choose to start with a certain pedagogical approach, for example; inquiry learning. Technology can in that case be used for example, to let students look up information on the internet about the working of Vulcano's.
It should be clear that there is a clear relation between the concepts that are presented within the course Pedagogies for Flexible learning supported by Technology (flexible learning, pedagogical approaches and kinds of technology for support). The possibility of using different pedagogical approaches and the different ways those pedagogies (and the content) can be supported by technologies can lead to flexible learning. It can lead to flexible learning because technologies can provide in flexibility (communicating through internet, or using new kinds of learning by using technologies such as GPS, Ipods, Course Management Systems, camera's, etc.) The pedagogical approach does also relate to the amount of flexibility. In certain approaches students have to explore the content themselves, or with each other, this can provide the flexibility of a course. It is the same with TPACK; the relation between technological pedagogical and content knowledge within the context can lead to more flexibility in learning. Therefore I think flexibility by trying to reach TPACK is one of the added values of TPACK.
TPACK is most helpful when not described in isolation from techniques for developing it (Harris, Mishra & Koehler, 2009). It is about the interaction between technological, pedagogical and content knowledge. Those aspects have to interact and not used isolated. When teachers learn how to work with certain technologies it should be combined with pedagogical knowledge and the use of technology for transferring the content knowledge, otherwise TPACK can not be reached. In that case the aspects are isolated and don't support each other. For example; when a technology is chosen which does not support the content and the pedagogical approach, then the use of the technology has no additional value. To get a possitive effect of TPACK it is highly important that all aspects interact and addition each other.
Althoug TPACK does refer to the teachers knowledge, it is not a professional development model; TPACK is framework for teacher knowledge (on technology, pedagogies and the content) (Harris, Mishra & Koehler, 2009). The TPACK framework does not specify how this should be accomplished. There are many possible ways to develop knowledge of those three aspects for teachers. Koehler & Mishra (2005) have explored learning-by-desing approaches to the development of TPACK, teacher learn how to use the factors of TPACK by desiging their courses from this perspective. Before teachers can develop and use TPACK they have to be aware of the all the possible learning activities. Harris, Mishra & Koehler (2009) write in their article about different support activities, they divide learning activitiy types into:
- Knowledge-building Activity Types
- Convergent Knowledge Expression Activity Types
- Divergent Knowledge Expression Activity Types
Harris, Mishra & Koehler have linked those Knowledge Activity Types to technologies that are able to support these activity types. This provides teachers in knowledge about the possible ways of using technology integrated with the content and the pedagogical approach which lead to a flexible learning environment. By using the activity types teachers can find out new technological approaches to support their content and get new ideas about their pedagogical approach because of this. Personally I think such a kind of support can lead to new insights and new ideas about teaching. A lot of teachers want to use new technologies and want to know what the value of it is. By providing them with those information they get support to use it. When a teacher does not know that it is possible to use GPS for their Geography content, they will never use it. When they learn that it can be used in the Geography lessons and when they learn how to use it in their lessons --> not only how the technology works, but also how it can be usefull in the course and which pedagogies can be used to get the best benefit out of it -- then they can also adjust their pedagogies on it. Using GPS does not have so much effort when the students have to sit in their chairs and are not aloud to go outside to explore how it works; inquiry learning seems to be a better approach then. Collabaritve learning can also be practical when such technology is used to learn the content to the learners.
Conclusion
The given examples show that the relation between technology, pedagogies and the content (and context: the cirkel around the three aspects of TPACK) not only provide the flexibility of a course, but also show the importance for teachers to see the link between the use of technology, the choice of pedagogical appraoches (also the way the course is organiste) to teach the content of the course to the learners. When they don't see the link/connection, then using technology in teaching has no furhter value. When teachers are aware of this, they have to learn how to work with it. Not only with the technologies but specially with combining technology with a propriate pedagogical approach and with content for which using technology is important (or the other way around of course; the starting point can be different). Teachers need to have Pedagogical knowledge (this helps them in their teaching), teachers need to have knowledge about the content (otherwise they can not teach about the content), and teachers need to have knowledge about technologies (as well as what technologies there are, how they work, and most important how to integrate them with the content and the pedagogies) Therefore I believe TPACK does have a additional value. The trick is to integrate the three different cirkels well. As pointed out in the previous post about TPACK, this is not easy to accomplish. This is why I think the Knowledge Activity Types of Harris, Mishra & Koehler, 2009 really can support teachers in this process. When teachers become aware of the relations within TPACK, and learn how to combine the aspects, for example by using those Activity Types, I believe it has additional value for the educational goals. I think Technology can no longer be excluded from education, it is their, and it will probably stay their (it will only develop further). So lets use it well!
As said in the previous post about TPACK, the framework is meant for the teacher. It has a teachers-view instead of a student-view. Whether TPACK can be reached depends on the knowledge the teacher has on the three concepts; technology, pedagogies and the content. According to Harris, Mishra and Koehler (2009) approaches that teach only skills (technological skills for teachers, or other skills for teachers) are insufficient. Learning about technology is different than learning what to do with it instructionally. Teaching technology skills (to teachers) does little to help teachers develop knowledge about how to use technology to teach more effectively; Technological Pedagogical knowledge (TPK) (Harris, Mishra & Koehler, 2009). Only learning how the technology works does not automatically mean that teachers are able to use the technology in a effective way combined with pedagogies, but also in relationship with the content (TCK) and the context. Every teacher can have their own way of using TPACK. One teacher will integrate technology by letting students use the internet to find sources, while another teacher will let students develop their own websites about topics concerning the content. Some teachers will decide that they want to use the Witheboard (once they know how to work with it), and then decide which content and pedagogical approach fits best with this technology. Other teachers want to teach content which can be supported by technology, for example with the digital Whiteboard (Example: When the content is about Vulcanos, for example within the subject Geography, a possible way to support this with technology is to show a simulation on the Whiteboard of a working Vulcano, or letting students use the Whiteboard to make a working vulcano (putting the right aspects on the right places). Another teacher can choose to start with a certain pedagogical approach, for example; inquiry learning. Technology can in that case be used for example, to let students look up information on the internet about the working of Vulcano's.
It should be clear that there is a clear relation between the concepts that are presented within the course Pedagogies for Flexible learning supported by Technology (flexible learning, pedagogical approaches and kinds of technology for support). The possibility of using different pedagogical approaches and the different ways those pedagogies (and the content) can be supported by technologies can lead to flexible learning. It can lead to flexible learning because technologies can provide in flexibility (communicating through internet, or using new kinds of learning by using technologies such as GPS, Ipods, Course Management Systems, camera's, etc.) The pedagogical approach does also relate to the amount of flexibility. In certain approaches students have to explore the content themselves, or with each other, this can provide the flexibility of a course. It is the same with TPACK; the relation between technological pedagogical and content knowledge within the context can lead to more flexibility in learning. Therefore I think flexibility by trying to reach TPACK is one of the added values of TPACK.
TPACK is most helpful when not described in isolation from techniques for developing it (Harris, Mishra & Koehler, 2009). It is about the interaction between technological, pedagogical and content knowledge. Those aspects have to interact and not used isolated. When teachers learn how to work with certain technologies it should be combined with pedagogical knowledge and the use of technology for transferring the content knowledge, otherwise TPACK can not be reached. In that case the aspects are isolated and don't support each other. For example; when a technology is chosen which does not support the content and the pedagogical approach, then the use of the technology has no additional value. To get a possitive effect of TPACK it is highly important that all aspects interact and addition each other.
Althoug TPACK does refer to the teachers knowledge, it is not a professional development model; TPACK is framework for teacher knowledge (on technology, pedagogies and the content) (Harris, Mishra & Koehler, 2009). The TPACK framework does not specify how this should be accomplished. There are many possible ways to develop knowledge of those three aspects for teachers. Koehler & Mishra (2005) have explored learning-by-desing approaches to the development of TPACK, teacher learn how to use the factors of TPACK by desiging their courses from this perspective. Before teachers can develop and use TPACK they have to be aware of the all the possible learning activities. Harris, Mishra & Koehler (2009) write in their article about different support activities, they divide learning activitiy types into:
- Knowledge-building Activity Types
- Convergent Knowledge Expression Activity Types
- Divergent Knowledge Expression Activity Types
Harris, Mishra & Koehler have linked those Knowledge Activity Types to technologies that are able to support these activity types. This provides teachers in knowledge about the possible ways of using technology integrated with the content and the pedagogical approach which lead to a flexible learning environment. By using the activity types teachers can find out new technological approaches to support their content and get new ideas about their pedagogical approach because of this. Personally I think such a kind of support can lead to new insights and new ideas about teaching. A lot of teachers want to use new technologies and want to know what the value of it is. By providing them with those information they get support to use it. When a teacher does not know that it is possible to use GPS for their Geography content, they will never use it. When they learn that it can be used in the Geography lessons and when they learn how to use it in their lessons --> not only how the technology works, but also how it can be usefull in the course and which pedagogies can be used to get the best benefit out of it -- then they can also adjust their pedagogies on it. Using GPS does not have so much effort when the students have to sit in their chairs and are not aloud to go outside to explore how it works; inquiry learning seems to be a better approach then. Collabaritve learning can also be practical when such technology is used to learn the content to the learners.
Conclusion
The given examples show that the relation between technology, pedagogies and the content (and context: the cirkel around the three aspects of TPACK) not only provide the flexibility of a course, but also show the importance for teachers to see the link between the use of technology, the choice of pedagogical appraoches (also the way the course is organiste) to teach the content of the course to the learners. When they don't see the link/connection, then using technology in teaching has no furhter value. When teachers are aware of this, they have to learn how to work with it. Not only with the technologies but specially with combining technology with a propriate pedagogical approach and with content for which using technology is important (or the other way around of course; the starting point can be different). Teachers need to have Pedagogical knowledge (this helps them in their teaching), teachers need to have knowledge about the content (otherwise they can not teach about the content), and teachers need to have knowledge about technologies (as well as what technologies there are, how they work, and most important how to integrate them with the content and the pedagogies) Therefore I believe TPACK does have a additional value. The trick is to integrate the three different cirkels well. As pointed out in the previous post about TPACK, this is not easy to accomplish. This is why I think the Knowledge Activity Types of Harris, Mishra & Koehler, 2009 really can support teachers in this process. When teachers become aware of the relations within TPACK, and learn how to combine the aspects, for example by using those Activity Types, I believe it has additional value for the educational goals. I think Technology can no longer be excluded from education, it is their, and it will probably stay their (it will only develop further). So lets use it well!
Harris, J., Mishra, P., & Koehler, M. (2009). Teachers' technological pedagogical content knowledge and learning activity types: Curriculum-based technology integration reframed. Journal of Research on Technology in Education, 41(4), 393-416.
Hi Mirjam,
BeantwoordenVerwijderenThank you for your reflections on TPACK! I like how you link theory to "practical" examples about how technologies can be integrated considering CK, PK and TK and its relationships...
At the end of your post you say that activity types can support teachers in deciding which technologies are most appropiate for each content/pedagogy. Do you believe that, beyond providing activity-types, other ways to support teachers are needed?
Greetings,
Natalie
Hi Mirjam!
BeantwoordenVerwijderenInteresting post! You nicely make clear how TPACK relates to the other subjects that are discussed so far. I like that you mention the acivity types. Do you think the use of these activity types leads to a more flexible learning environment?