Transcript TPACK
TPACK Diane Hannay and Mary Orr April 2013 (Enokson, 2013-Flickr) • T = technological • P = pedagogical • A = and • C = content • K = knowledge (Brad Flickinger, 2012-Flickr) Definition: A conceptual framework for the knowledge teachers need to effectively instruct with technology. What is TPACK? It is the intersection of three educational components. 1. Technology 2. Pedagogy 3. Content TPACK explained • Shulman’s 1986 theory included CK, PK, and PCK. (Kereliuk et al., 2011) (Willcarr.edublogs.org, 2012) • Mishra and Koehler added TK component in 2006. (Chai et al., 2011) History (Willcarr.edublogs.org, 2012) Mishra and Koehler’s 2008 TPACK model added: • 3 circles of knowledge • Dotted line of context encircling the 3 circles (Cox & Graham, 2009) Mkoehler.educ.msu.edu (Mkoehler.educ.msu.edu, 2011) • • • • • Curriculum and Student Learning Student-Driven Technology Assessment Content Understanding Collaborative Learning Supporters (Woodleywonderworks, 2010-Flickr) • • • • Definition is complex Lack of reliable testing Difficult to assess Unclear boundaries Skeptics (Brad Flickinger, 2012-Flickr) • • • • • Training Modeling Adaptation Experience Instruction (Ronda Birtha, 2012-Flickr) Impact Scripture Ethics Whatever culture deems valuable, God’s Word guides us to live in integrity. • • • • • • (David Campbell, 2007-Flickr) Copyright? Moderation? Safety? Pornography? Predators? UNKNOWN…fears? Biblical Integration • Teaching and training in Christians righteousness (2 Timothy 3:16) are to be • Growing in wisdom and faithfully discernment (James 1:5, Proverbs studying 2:1-15) Scripture • Parable of the faithful servant (Matthew 25:14-30) We are entrusted to use technology wisely. Bibliography Baran, E., Chuang, H., & Thompson, A. (2011). TPACK: An emerging research and development tool for teacher educators. Turkish Online Journal of Educational Technology - TOJET, 10(4), 370-377. Chai, C. S., Koh, J. H. L., & Tsai, C. (2011). Exploring the factor structure of the constructs of technological, pedagogical, content knowledge (TPACK). Asia-Pacific Education Researcher, 20(3), 595-603. Cox, S., & Graham, C. R., (2009). Diagramming TPACK in practice: using an elaborated model of the TPACK framework to analyze and depict teacher knowledge. TechTrends: Linking Research & Practice to Improve Learning, 53(5), 60-69. doi: 10.1007/s11528-009-0327-1. Graham, C. R. (2011). Theoretical considerations for understanding technological pedagogical content knowledge (TPACK). Computers & Education, 57(3), 1953-1960. doi: 10.1016/j.compedu.2011.04.010 Harris, J. B., & Hofer, M. J. (2011). Technological pedagogical content knowledge (TPACK) in action: A descriptive study of secondary teachers' curriculum-based, technology-related instructional planning. Journal of Research on Technology in Education, 43(3), 211-229. Kereluik, K., Mishra, P., & Koehler, M. J. (2011). On learning to subvert signs: Literacy, technology and the TPACK framework. California Reader, 44(2), 12-18. Linton, J. N. (2012). TPACK as a framework for collaborative inquiry in the learning commons. Teacher Librarian, 39(6), 25-29. McGrath, J., Karabas, G., & Willis, J. (2011). From TPACK concept to TPACK practice: An analysis of the suitability and usefulness of the concept as a guide in the real world of teacher development. International Journal of Technology in Teaching & Learning, 7(1), 1-23. Niess, M. L. (2011). Investigating TPACK: Knowledge growth in teaching with technology. Journal of Educational Computing Research, 44(3), 299-317. doi: 10.2190/EC.44.3.c Wetzel, K., & Marshall, S. (2012). TPACK goes to sixth grade: Lessons from a middle school teacher in a hightechnology-access classroom. Journal of Digital Learning in Teacher Education, 28(2), 73-81.