Using TPACK, what a challenge! (6)

The implications for instructors

In the previous post I suggested that teachers should take their advantage of using the TPACK framework to integrate ICT to adopt new approaches for instruction. But in order to do so it is important to have knowledge of all the aspects/components of TPACK. Therefore teachers will have to get provided with this knowledge, and become aware of how to use it and what the advantages can be for them. I think Professional development is one of the main factors involved. As well as for pedagogy based knowledge, but especially how to integrate pedagogical knowledge with technological knowledge. Learning how to use a technology is one thing (also part of professional development) but learning how to combine a pedagogical approach with a technology is more difficult. And eventually knowing how to combine content with a pedagogical approach and a suitable technology is a real challenge.

The lesson, which me and my teammates designed, is an example for the teachers of grade 5/6 of primary education on how to integrate ICT as an instructional tool. After using this lesson, teachers can start making their own lessons based on the TPACK framework. This can be seen as a pilot-phase. If it goes well enough, the school can start implementing it on a greater scale (for instance in all classes and letting work all teachers with designing material based on TPACK to integrate ICT as an instructional tool).


During this process the teachers (instructors) have to be provided with pedagogical based support, as well as with technological based support (see previous post). This kind of professional development has to be supported. It can for instance be supported by an educational specialist and when the implementation process contineus, teachers can learn from each other (peer collaboration). The presented idea, in the figure above, suggests when the implemenation process from pilot-to-implementation continues, teachers will develop more pedagogy based knowledge. Not only from a educational specialist, but also from sharing knowledge and experiences. Furthermore they need to get technnological based knowledge, therefore they need to be provided with technological based support. This can for instance be provided by an ICT coordinator. Once a teacher has developed a basis of technological knowledge, and has also developed more pedagogy-based knowledge the teacher will propably be able to decide for him/her self what kind of technology is suitable with the specific content and pedagogical appraoch. I think this way technologies will get more integrated in the educational program of a school, without losing important pedagogies or content. When used well, technology will strengthen the content and pedagogical approach of a lesson.

To make this work in practice I believe good leadership is needed. Teachers will first have to become aware of the advantages which the use of technology in educational settings can have. Good leadership can motivate them to work on it. Leadership does not intrinsically have to come from a top-down approach. Collegues or students can also take the initiative to motivate teachers in designing their own lessons (based on the TPACK framework).