Throughout my time at university I have learnt about pedagogy and content knowledge. Both of these concepts are familiar to me and I understand the need to incorporate them in my classroom. TPCK takes this one step further and adds technology to the equation, not as an optional extra but as a crucial part of teaching in today's society. Below is an image of how the three areas work together to make "pairs". Each pair is just as important as the whole and it is important for teachers to know about each section separately, the pairs that are formed and the fusion that is TPCK.
Pedagogical Content Knowledge (PCK):
Teachers must know what teaching strategies (pedagogy) best fit the particular knowledge that they are teaching. This results in students receiving information in a way that makes sense to them.
Technological Content Knowledge (TCK):
The content that is taught can be changed and enhanced by using appropriate technology. Mishra & Koehler (2006) give the example of Geometer's sketchpad as a way to teach geometry. Students are able to play with geometry in a hands on way that doesn't change the content but changes the way students interact with it.
Technological Pedagogical Knowledge (TPK):
Teaching students to use technology appropriately and pick which types of technology are appropriate is a skill in itself. Teachers must understand the components of the technology they are using and be prepared to teach students how to use the technology as well as teaching the content through technology.
The combination of these things is TPCK, this is a blend of the above pairs. In order for TPCK to be effective teachers must realise that there is a dynamic relationship between the three areas, one that actually can not be separated into three areas, as they all work together.
Image from http://tpck.org
This all sounds very exciting, but how do I do it?? Apparently this is a question that many people are asking. It all becomes very overwhelming when you realise that there is so much to learn and so little PD that helps to make sense of it. Mishra & Koehler (2006) say that professional development doesn't work for these reasons
- The rapid rate of technology
- Inappropriate design of software (made for businesses not education)
- The situated nature of learning (tools are used for specific ages and contexts and PD is very generic)
- Emphasis on what not how.
They believe that the best way to learn is by designing. Teachers should be involved as practioners in the construction of units of work. This way teachers are not passive onlookers, but contribute to the process by identifying a learning need and working with others to find solutions. This involves the teacher identifying their specific content, audience and outcomes and experimenting with how technology and pedagogy can be used to best teach the content in that particular situation. This teaches teachers to use higher order thinking skills to analyse and make judgments, which will benefit them much more in the long run than simply listening to a lecture on technology.
Thanks for reading
Nikita
Mishra, P., & Koehler, M.J. (2006). Technological pedagogical content knowledge: a framework for teacher
knowledge. Retrieved from CQUniversity e-courses, FAHE11001 Managing E-learning,
http://e-courses.cqu.edu.au
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