TPACK
Introduction
The presence of technology in schools brings benefits to teachers and students. With teaching aids such as computers, laptops, internet connection, educational software, LCD and other technologies, teaching learning process becomes more interesting, effective and efficient. However, the presence of such kind of technologies is useless if teachers do not have knowledge on how to use the technology. Moreover, it is also necessary to choose technology that is suitable to teaching content and pedagogical approaches. This writing concerns on these points. The following part of this paper presents teachers content, pedagogical and technological knowledge.
1. TPACK
What is content knowledge?
At schools, every subject is taught by certain teachers. For example, a mathematic subject is taught by a mathematics teacher. To be able to teach this subject, the teacher should have competency of the content. It means that he has to have sufficient knowledge on the content of the mathematics. For example, there are multiplication and subtraction topics in a mathematic curriculum. To be able to teach these topics, the teacher should fulfil the criteria that he should have mastered them from conceptual, theoretical and practical view. It is something that we call content of knowledge. The animation is modified from
http://library.creativecow.net/articles/solorio_marco/film_card.php
What is pedagogical knowledge?
When a teacher has sufficient knowledge on the certain subject he has to teach, does it mean that he can deliver or transfer his knowledge to his students? Does his sufficient knowledge on the content mean that his/her students are guaranteed to grasp what he/she explains? No. I strongly believe that even a teacher has sufficient knowledge on his subject, it does not mean that he/she is good in delivery his/her knowledge to his students. How does he maximize students understanding on the content he is teaching if he always explains without organizing and directing students to do various activities related to the subject? There should be another requirement he should have. It is knowledge on how to conduct teaching and learning process. It is about the choosing of an appropriate teaching methods, classroom management, lesson plan development, implementation and how to evaluate the students. It is called pedagogical knowledge.This animation is modified from
http://career-builders-club.com/blogging/?p=76
What is technological knowledge?
Technology is always changing yearly, monthly or even weekly. So, how do we define a technological knowledge? Is it about the use of computers? What happen if someday near in the future, there are other technological tools that are more sophisticated than computers? In the time, computer can be an old technology. We have to define technology flexibly so that its definition will not be out of dated. Technological knowledge is more than computer literacy. It covers our deeper understanding on how to apply technology at our work place and in our everyday lives. It also covers the mastery of information technology for information processing and communication (NRC (1999) in Harris & Mishra (2006))
For me, technological knowledge is teachers’ knowledge and skill in using teaching aids that available in their school. For example, in a school that has computers, educational software, and internet connection. Teachers in the school have knowledge on how to turn on the computers, work with the program in the computer (e.g. word processor, power point presentation, excel), use internet connection for teaching and learning purpose, and use educational software that is in line with their subject. What is pedagogical content knowledge?
Pedagogical content knowledge (PCK) is an area where there is interaction between pedagogy and content knowledge. The example is a teacher who is teaching a language subject (speaking skills) to his students. In teaching the subject, he uses certain pedagogical approach such as grouping students to work in collaborative activities. He divides students into groups and gives a discussion topic where students have to state their agreement or disagreement on the statement of the topic discussion. This example indicates that the teacher effort to align the material content and an appropriate pedagogical approach. I call this as pedagogical content knowledge. Pedagogical content knowledge is closely related to teaching and learning, curriculum, and pedagogy used by the teacher.
What is technological pedagogical knowledge?
Technological pedagogical knowledge (TPK) refers to the influence of technology use in teaching and learning. The technology tools such as computers, educational software, LCD and etc, can support teacher in teaching and learning process. The teacher should be able to identify what potential constraints and affordances are given by the presence of technology in his/her class. The teacher has to align the pedagogy he is using and the technology tools. For example, an English teacher who wants to teach his students how to write a procedural text types, he chooses to use computer and educational software that present the student with an audio video of how to cook an instant noodles. The video display shows them clearly steps of a procedure and then in group the students note the steps orderly with their own words. This is a case where the teacher directs students to work in a collaborative approach that is supported by the technology.
What is technological content knowledge?
Technological content knowledge or TPK is related to teacher knowledge on the subject he has to teach and his knowledge to use technology to support his classroom activities in delivery the subject content. The teacher has to know what technology that is suitable for the subject, the content and sub topic of his learning material. He is expected not to separate the content of his teaching material and the technology that is related to it. For example, a biology teacher who wants to teach about tiny micro organism should realize that it is impossible to show his students very small micro organism such as bacteria. Technology such as microscope helps him and the students to observe and explore information on the micro organism.
Harris and Mishra (2006) state that teachers need consider three ways in which technology and content related each other:
- The presence of new technology has often changed fundamentally what we consider to be disciplinary content.
- The technology is not neutral with regard to its effects upon cognition
- The technological changes offer us new metaphors and languages for thinking about human cognition and our place in the world
What is Technological pedagogical and content knowledge (TPACK)
Technological pedagogical and content knowledge (TPACK) covers the integration of the elements: technological, pedagogical, and content knowledge in teaching and learning process. It is interaction between (among) learning material (content), pedagogy, and technological knowledge of teachers. These three points are applied in a teaching and learning environment (classrooms) in order to have a constructive way of teaching, adjusted with students learning needs and knowledge. These all are done by the presence and help of technology.
The image on the left side shows us the position of TPACK and the components that built it.
2. How do you combine TPACK with what you have learned so far?
So far I have learned kinds of flexibility and pedagogical approaches. I think TPACK brings support for me to create flexible learning environment and to apply the pedagogical approaches. For example, teachers asked me to make my own blog and to work in group based on certain discussion topics. This blog is a media for me to post my ideas and response on topics discussed in the classroom. Posting ideas and response on the other writing that involve teachers and students can be done from anywhere, anytime. This is kind of flexibility in learning in term of place and time. Moreover, I can also express my idea freely on my blog and choose many educational sources related to the topic discussion. For me it is also flexibility in term of learning resources. The teacher as the one who directs the students have to prepare himself / herself with knowledge of pedagogical, content, and technological. Can teachers direct and control the student in the digital learning environment if he/she does not have enough knowledge on the technology? The answer is no. This also applies for the pedagogical knowledge. Teachers cannot manage their students in learning process if they don’t have pedagogy competency. Teachers should first gain knowledge on technology and pedagogy in order to be able to create a flexible digital learning space.
So, creating blog, group discussion on certain topic in classroom, the teacher knowledge on the subject (e.g. flexible learning) and the interaction among us in our blogs represents the combination of TPACK.
3. What is the added value of TPACK?
In my opinion, the added values of TPACK are as follow:
- Open great opportunity for teachers to create flexible learning environment.
- Give teachers and students opportunity to find more educational sources / material related to their topic discussion.
- Interaction that is beyond time and space
- Interesting teaching and learning with technology use
- Various learning activities, more interactive and empower learners
- Lead to new invention in science
References:
Harris, J., Mishra, P., & Koehler, M. (2009). Teachers' technological pedagogical content knowledge and learning activity types: Curriculum-based technology integration reframed. Journal of Research on Technology in Education, 41(4), 393-416.
Koehler, M. J., & Mishra, P. (2009). What is technological pedagogical content knowledge? Contemporary Issues in Technology and Teacher Education, 9(1), 60-70.
