TPACK

http://esc407classroomtechnologies.wikispaces.com/TPACK+stuff

TPACK stands for Technological Pedagogical and  Content Knowledge framework. The framework provides guidance for appropriate technology integration. “Teaching is a context-bound activity, and teachers with developed TPACK use technology to design learning experiences tailored for specific pedagogies, crafted for specific content, as instantiated in specific learning contexts.” (Koehler, Mishra, Akcaoglu, & Rosenberg, 2013). TPACK is three broad knowledge basis working together seamlessly and interchangeably. These three knowledge basis are technological knowledge (TK), content knowledge (CK) and pedagogical knowledge (PK). (Koehler, Mishra, Akcaoglu, & Rosenberg, 2013, p. 2-3). 

https://www.youtube.com/watch?v=0wGpSaTzW58

Technological knowledge covers the ability to adapt to and learn new technologies. Technology knowledge is always adjusting due to the rapidly changing nature of technology. Content knowledge refers to a specific discipline or subject matter in which teachers are expected to master. Pedagogical knowledge (PK) describes the set of skills all teachers need to develop in order to properly deliver this content knowledge in a well-managed, well organized, engaged and motivated classroom.  I like to think of PK as the “teacher toolkit”.

         If a school is equipped with the technology they can absolutely take on the TPACK model. There are a few different approaches that have been proposed in order for teachers to develop the TPACK model. One approach is the learning technology by design and activity types. In the activity type approach teachers develop goals for student learning and then they choose activity types to match the goals. Then they take those goals and activities and select certain technologies to go with those specific activities. Learning technology by design students are in the driving seat. They are not receiving instruction from the teacher. The students are utilizing the technology as they are learning. Teachers must be willing to be flexible when taking on one of these approaches to properly integrate the TPACK model. 

http://esc407classroomtechnologies.wikispaces.com/TPACK+stuff

          Another thing that teachers should consider is they should begin with technology that they are relatively familiar with. Teachers will progress towards the more advanced technologies as they begin to feel more comfortable with the TPACK model. When a teacher is planning a particular learning event they should consider the five basic instructional decisions. They must choose the learning goals, make pedagogical decisions about the learning experience, select and sequence appropriate activity types, select formative and summative assessment strategies, and select tools and resources that will support students in the learning process. (Harris, J., & Hofer, M. 2009).

Works Cited: 

Harris, J., & Hofer, M. (2009). Instructional planning activity types as vehicles for curriculum-based TPACK development. In C. D. Maddux, (Ed.). Research highlights in technology and teacher education 2009 (pp. 99-108). Chesapeake, VA: Society for Information Technology in Teacher Education (SITE).

Koehler, M. J., & Mishra, P., Akcaoglu, M., Rosenberg, J. M. (2013). The Technological Pedagogical Content Knowledge Framework for Teachers Teacher Educators. Commonwealth Educational. Retrieved from http://cemca.org.in/ckfinder/userfiles/files/ICT%20teacher%20education%20Module%201%20Final_May%2020.pdf

Kimmons, R. (2011, March 22). TPACK in 3 Minutes [Video file]. Retrieved from  
      https://www.youtube.com/watch?v=0wGpSaTzW58.