Module Three

Module #3: TPACK 
50 points

SKIM the entire RWLD first!

This module will be focused upon a very useful way of thinking about the integration of technologies into teaching. It is important to work to absorb the concepts, ideas, and structures of these concepts and then to begin to look at your own "context" - who you are, who your students are, what tools, skills and resources you have access to and so on. So, as you read, watch, listen and do, be certain to reflect on what this means to YOU!

From our required book, please read Part  II - Web 2.0 tools, sections 7 and 8 and Part III section 10. 

TPACK

Teaching is about more than content or pedagogy or technology.  It involves the uniting of these forces to create a learning experience where content knowledge is presented through technology using a pedagogy that best fits the subject matter in the given context.

Think about it... you have probably had a professor or watched an interview where the expert or the professor is clearly knowledgeable about the content matter, but they just can't seem to make it understandable to you. Additionally, if you are listening to this knowledgeable person and you are in a coffeeshop or in a classroom the way you are prepared to learn may be different as well... the context of the learning is important, in fact,  it is this context that determines the content's relevancy to to you.

This is called TPaCK. TPaCK stands for

• Technology
• Pedagogy  And
  
• Content Knowledge

Here is a 3 minute overview of TPACK:

(if you have trouble with the video embedded above, here is the link to the same video on YouTube: http://www.youtube.com/watch?v=0wGpSaTzW58 )

A little bit longer (7:33) overview of TPACK:

 (if you have trouble with the embedded video above, here is a link to it on YouTube: http://yt.cl.nr/qZysRechYY4 


Understanding the Premise: This approach derives from Lee Shulman's work in the 1980s when he introduced the notion of Pedagogical Content Knowledge (PCK).  Shulman (1986) says "pedagogical content knowledge is of special interest because it identifies the distinctive bodies of knowledge for teaching. It represents the blending of content and pedagogy into an understanding of how particular topics, problems, or issues are organized, represented, and adapted to the diverse interests and abilities of learners, and presented for instruction" (p. 8).

Adding Technology to the PaCK: Acknowledging the connection between pedagogy and content knowledge, it is time to consider the medium through which this adapted content is presented/experienced. This medium is technology in the broadest sense of the word.  It doesn't have to "plug in." The best way to experience a Van Gogh painting is in the Musee de Orsay museum in Paris. If you happen to be visiting Paris sometime soon, that might be possible. If your future plans involve staying around the house a little more, then there are other avenues available to you. This is where you can use various forms of technology to fill the bill. You could enjoy Van Gogh's The Church in Auvers-sur-Oise through a Post-Impressionism book,  a Jigsaw Puzzle,  a 360-degree Panorama inside the church,
a tour of the church and town , Wikipedia, through Google Art Project, or through someone else's visit (and a priest playing the organ in the church).

Whatever technology or technologies you select, it is the intersection of Pedagogy, Content Knowledge and Technology within a Context that will carry the message for the learner. It will determine the topic's relevance to the learner and ultimately learners' interest in remembering and using the new information.   

The key to the TPaCK method is examining the intersections between the domains. This would include Pedagogy-Content (PC), Technology-Content Knowledge (TC) and Technology-Pedagogy (TP). The most important point is the intersection of all of the domains TPC which we find at the middle of a 3-circle Venn diagram.
 

Used w/permission from tpack.org - rights free

Here are a couple of other videos to help reinforce the concept.

• Who Could Be a Good Teacher?
• TPACK Framework 
• Defines this as a Wicked Problem. (Read Jeff Conklin's ideas) 

The best place to find out about TPaCK is at tpack.org   This is an ever-growing website that contains a plethora of possible resources.

Is Technology Really All Important?

There are three parts to the TPACK model. Mishra, Koehler and Kereluik point out that while technologies change, the song remains the same.  What is it that prevents technology from changing education? Is it the technology or the educators' preference for doing things to sustain the status quo instead of making a difference?

Read this article to get a taste of what they are trying to achieve with TPACK.

The Song Remains the Same: Looking Back to the Future of Educational Technology

Are You Looking for The Source?

Thinking Creatively: Teachers as designers of Content, Technology and Pedagogy by Mishra and Koehler at SITE 08.  This is part 1 of a 5-part sequence of YouTube videos that describe the TPaCK from its creators.

Applying TPaCK to Digital Content
This theory is just great, but what about practical application?  I can't get my head around how to make this happen in my classroom.  I understand that I must teach local history events using a pedagogy that is relevant to my population of students and that it should be conveyed using technology that is meaningful and engaging with my students.  But is there a formula?

Probably not!

Activity Types

There are, however, Activity Types that have been developed by a group of researchers including Judi Harris, Mark Hofer, Denise Schmidt and Ann Thompson. Activity Types are conceptual planning tools that assist educators in organizing and creating curriculum-based learning activities. Each activity type captures what is most essential about the structure of a particular kind of learning action as it relates to what students do when engaged in that particular learning-related activity (e.g., group discussion; role play; fieldtrip). They have been organized by placing them in taxonomies.

You can find a succinct table of the Activity Types arranged by Format of Expression in an article entitled:

Instructional Planning Activity Types as Vehicles for Curriculum-Based TPACK Development (.pdf)
 
More Specifically: The hierarchies used for 7 different subject areas are found on the William and Mary School of Education Activity Types wiki.   




SO, Here's the deal.... Many of the TPACK Activity Types are outdated... so as you work with TPACK you will need to think FORWARD... what software, tools, apps and other devices, strategies and techniques will you include, and where do they fit?

Your Assignment: This module is all about thinking about your own TPACK... and sharing this on our own wiki.

New to Wikis?

Here is a GREAT introduction: http://yt.cl.nr/-dnL00TdmLY

Here's what you'll do:
 
Part One:
Think about a lesson this week that you will do using technologies. (If you are not in a classroom either borrow a classroom, reflect on a recent lesson, or let me know and then you will probably have to pretend... but working with current REAL experience is best by far!)

1. Plan your lesson or activity, use technologies you have at hand and integrate them as you normally might.
2. As you plan, reflect upon the TPACK... think about your own TK, CK and PK... be honest with yourself.
3. Think about the context of your lesson or activity and how it may change what and how you do something.
4. Review the Learning Activity Type Tables on the William and Mary Site
5. Review the Learning Activity Type table(s) in the topic(s) for your lesson or activity.
6. Review the included technologies. What additional technologies can you imagine that would fit these activity types. 
7. Teach the lesson or facilitate the activity, take notes, reflect on it.
8. Write up the experience. Include:
1. Goal(s) for the activity or lesson
2. Context of the activity or lesson
3. A description of your TK, PK, CK which influenced this lesson or activity
4. If the activity table(s) were available for your lesson, what did they suggest to you? What would you add?
5. A description of the lesson or activity as planned and as it unfolded
6. Ways you could/would change the lesson or activity next time with explanations from TPACK

Part Two:
Publication of your work. You will publish this work-in-progress on our class wiki. 
Our Wiki is here: http://uniselectintegrate.wikispaces.com/
NOTE: You must ask to join the wiki and be approved before you can put your work there... so plan accordingly.

1. Create a page on the Class wiki - titled with your Name and context (grade level perhaps?)
2. On your wiki page share the lesson write-up you created in Part One (include links, images, video as appropriate/available.)

Goal: Think differently or with more intention about TPACK as you plan and carry out a lesson or activity and share the lesson and your PROCESS and REFLECTION with others through our wiki. You may want to reflect on your TPACK and link to it from your new blog!

Assessment: Your work will be evaluated based on your attention to TPACK and its potential influences on your thinking, your wikipage organization and content, and your reflection. This assignment is worth 50 points.