Technology, Pedagogy and Content Knowledge (TPACK)
Describe how the TPACK framework might be useful for you in your development of classroom technology skills.
The TPACK framework helps identify the knowledge teachers “need to know in order to appropriately incorporate technology into their teaching” (Koehler & Mishra, 2006, p. 1018). Roblyer and Doering (2014, p. 375) suggest that to increase pedagogical knowledge, a pre-service teacher must be given a “licence to fail” with the opportunity to apply different pedagogical approaches. Without this licence to fail, progress and advancement may never occur. Pre-service teachers need the opportunity to try different things and approaches to discover not only what works for them, but also the students. When you consider integrating technology into the classroom, not everything works perfectly the first time, there is a need for trial and error to be able to reflect on practices and make adjustments for the next time – Even experienced teachers would learn from their experiences.
Where do you think you sit on that diagram? Imagine you had to mark a spot of the diagram – where would it be?
On the TPACK model, I would say that I find myself in the Technological content knowledge (TCK) area.
Which group of knowledge areas are you the strongest in?
I believe I have a fair knowledge of Technical knowledge (TK) and Content Knowledge (CK). I would be working towards increasing my Pedagogical knowledge (PK).
Reproduced by permission of the publisher, (c) 2012 by tpack.org
For those of you who have little, if any, experience planning lessons, what worries you the most about the process?
What worries me most about the process is classroom time management and ensuring I’m catering to diverse learners. I worry about time management because I have minimal experience in classrooms and I’m not sure how long learning content or exploring content should go (I realise this will come with experience), I also am hesitant about ensuring I cater to diverse learners by giving them what they need, while I might be guided by supporting teachers, I don’t want to be stuck with what I’ve just been told. As mentioned above in TPACK, pre-service teachers need to be allowed to fail – this is another area that worries me. When your teaching in front of others, you don’t want to ‘fail’, you want everything to go well (doesn’t always happen). So why and/or how do I plan lessons to fail?
In reading through Haynes (2010) lesson planning guide, starting out I can make sense of his 3 step approach (figure 1.1) and appreciate the tip to think of it as a staircase or a cycle (figure 1.2) that continues.
Classroom Behaviour Management and Technology
What is your informed opinion about banning mobile phones and other digital devices in schools?
In my opinion, the banning of mobile phones and digital devices would only be detrimental to the student – teacher/school relationship, banning devices only encourages students to sneak and hide the use. The important issue becomes classroom behaviour management and creating engaging lessons. The learning environment is imperative to creating successful classroom engagement without distractions (Chai, Lim & Pek 2005). Issues arise when a whole school approach is not pre-determined, if students go from one class with certain rules to another with different rules, it becomes frustrating and that is when students start ignoring directions as there is no consistency. Schools should have a device policy in place for all classrooms to follow (an example is the traffic light system below).
Chai, C.S., Lim, C.P. & Pek, M.S. (2005). Classroom management issues in information and communication technology (ICT)-mediated learning environments: back to the basics. http://go.galegroup.com.ezproxy.csu.edu.au/ps/i.do?id=GALE%7CA142339826&v=2.1&u=csu_au&it=r&p=EAIM&sw=w&authCount=1.Association for the Advancement of Computing in Education (AACE). 14.4. p. 391. Retrieved from
Haynes, A. (2010). The complete guide to lesson planning and preparation. Bloomsbury Publishing. Retrieved from http://ebookcentral.proquest.com.ezproxy.csu.edu.au/lib/csuau/reader.action?docID=592444.
Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017-1054. Retrieved from http://punya.educ.msu.edu/publications/journal_articles/mishra-koehler-tcr2006.pdf
Roblyer, M., & A. Doering. (2014). Integrating educational technology into teaching: international edition. 6th Edition. Pearson. Great Britain. United Kingdom.
TPACK (2012). TPACK image [image]. Using the TPACK image. Retrieved 2017, from http://tpack.org