TPACK? What does it mean?

The last few weeks I learned a lot about different kinds of pedagogies, different ways of flexible learning and how this can be supported with technology nowadays. Last lecture a framework in which all these aspects are combined was presented: TPACK

Figure 1 (source: http://www.tpck.org/) shows the TPACK framework. This framework is based on the PCK model of Lee Shulman (1986; in Koehler & Mishra, 2009), which stands for Pedagogical Content Knowledge. Nowadays technology gets more and more integrated in eduacation, therefore theachers also need knowledge of technologies (Technological knowledge). Figure 1 shows four cirkels, three in the middle (which are connected) and one big one which stands for the context. Accept from knowledge about Pedagogies and Technologies a teacher also needs ofcourse knowledge about the content. All those aspects - and their connection/integration with each other - are visible in the model/framework (figure 1). Each of them is presented with a cirkel, it is clear that those cirkels cross each other. As said, the bigger cirkel around the three cirkels stand for the context.

Explaining this framework:

This model is presented from a teachers-view (not a student-view). A teacher has to have knowledge about the content he or she is teaching: Content knowledge. For example, when a teacher teaches Geography and he/she wants to teach the students about Vulcano's, he/she has to have knowledge about Vulcano's.

A teacher also need to have knowledge about Pedagogies. A teacher chooses a certain pedagogical approach to teach the student: Pedagogical knowledge. A few examples of pedagogical approaches are discussed in earlier posts on this blog (like: Inquiry learing, Competence-based learning, Problem-based learning, etc.) But also knowing how to refer to the students prior knowledge, how to use resources, planning the lessons, classroom management, etc.

To support the teacher in teaching, there are different kinds of technologies available, which can be very usefull. The third inner cirkel stand for the knowledge that a teacher has to have about technologies, to be able to use those (as an addition and/or support) during his/her lectures (classes). A teacher needs skills to operate certain technologies, the ability to learn and adapt to new technolgies and a functional understanding of technologies. So a teacher need Technological knowledge. For example: different kinds of technology can be used to support a teacher (support the pedagogical approach or provides flexibility), like: using computers in the classroom, using internet, e-mail (students can mail their questions or their assignments), using the digital Whiteboard, using computer management systems (such as Blackboard) using GPS, using laptops, etc.

In practice those three cirkels are all contected to each other. The following ways:

PCK: Pedagogical content knowledge --> how particular aspects of the subject (course) are organized, adapted and represented for instruction

TPK: Technological Pedagogical Knowledge --> How pedagogies change because of the use of technologies

TCK: Technological Pedagogical Knowledge --> How subject matters (the content) changes because of the use of technologies

Finally, in the center you reach TPACK: Technological Pedagogical Content Knowledge. All the aspects of teachers knowledge are integrated. So TPACK is an understanding in which interaction among content, pedagogy and technolgoy is reached. In practice it is not so easy to reach this point. Every aspect has to be well considered and integrated with each other. This is a difficult job to do. There is not one single answer about which combinations works best, for example; some technologies can be really helpfull with a certain content or a particular pedagogical approach, but can be really not-usefull with another approach or content. Sometimes teachers need to use a particular technological support, which they have to fit in with the existing content, this can be difficult. But sometimes the content is declared and then a fitting pedagogical approach is chosen as well as a technological support that is really helpfull in teaching the specific content.

By integrating technological pedagogical and content knowledge, a flexible learning environment can be created. The context does also declare the flexibility of the learning envirnoment. Although it is not simple to reach TPACK, teachers should try (and should be supported) in reaching this point. Professionalisation of teachers can help providing in reaching TPACK.

Koehler, M., J. & Mishra, P. (2009) What is Technological Pedagogical Content Knowledge? Contemporary Issues in Technology and Teacher Eduaction, 9(1), pp. 60-70.