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1. Provide a learning and sharing culture for the learners and the faculty.
2. Run workshops by colleagues and students who have already achieved the mastery level for better support.
3. Give the students the opportunity to show their skills on a digital platform.
4. Do not allow technology to dictate learning but to facilitate it,
5. Provide opportunities for the staff to discuss new technologies.
6. Build and circulate apps that all faculty members can use with consistency and precision.

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Technological, Pedagogical and Content Knowledge

The Technology, Pedagogy and Content Knowledge model or TPACK for short has been around for some time. It builds upon the work of Lee Shulman and extends his idea of Pedagogical Content Knowledge. Matthew Koehler and Punya Mishra expand upon this in much more detail on their site http://tpack.org and on the site there are lot of links to other scholarly articles related to this topic.

In my work, I've been trying to apply these three things in order to bring about use of technology in lessons that doesn't dictate that technology is at the heart of everything we do but there as something which will enhance the PCK (Pedagogical Content Knowledge) based learning that is happening. The TPACK model has certainly been giving me plenty of food for thought. I've been looking at it and pondering it for some time. Part of my methodology for thinking behind how it might fit in a classroom was to re-create the classic TPACK Venn model so that I could make sense of it in my own head. Reproduced below with kind permission of the publisher, © 2012 by tpack.org with the addition of the 7 different elements of TPACK is my version:

Within the TPACK model there are 7 different sections, each of which are represented in this diagram. Thinking about the first three elements of Technology, Pedagogy and Content as separate elements will give you the framework for thinking about how the various elements can be combined.

Technology Knowledge

Technology Knowledge is, according to Koehler and Mishra, " Knowledge about certain ways of thinking about, and working with technology, tools and resources. and working with technology can apply to all technology tools and resources. This includes understanding information technology broadly enough to apply it productively at work and in everyday life, being able to recognize when information technology can assist or impede the achievement of a goal, and being able continually adapt to changes in information technology." (Koehler & Mishra, 2009).

Pedagogical Knowledge

Pedagogical Knowledge is, according to Koehler and Mishra, " Teachers' deep knowledge about the processes and practices or methods of teaching and learning. They encompass, among other things, overall educational purposes, values, and aims. This generic form of knowledge applies to understanding how students learn, general classroom management skills, lesson planning, and student assessment. " (Koehler & Mishra, 2009).

Content Knowledge

Content Knowledge is, according to Koehler and Mishra, " Teachers' knowledge about the subject matter to be learned or taught. The content to be covered in middle school science or history is different from the content to be covered in an undergraduate course on art appreciation or a graduate seminar on astrophysics... As Shulman (1986) noted, this knowledge would include knowledge of concepts, theories, ideas, organizational frameworks, knowledge of evidence and proof, as well as established practices and approaches toward developing such knowledge." (Koehler & Mishra, 2009).

The TPACK model then is one which takes these three elements of Technological, Pedagogical and Content Knowledge and combines them to create PCK, TPK, TCK and finally, the Holy Grail of TPACK.

So what next?

What really resonated with me from all of this was the section within Technological Knowledge which states educators should be, " able to recognize when information technology can assist or impede the achievement of a goal". This idea, coupled with other thinking e.g. here where Mandinach & Cline (Classroom Dynamics: Implementing a Technology-Based Learning Environment) talk about the levels of confidence and ability of educators to utilise technology in the classroom, really brings home where the most effort and attention needs to be applied in supporting educators in the classroom. Surely, if we want educators to be able to be discriminatory about whether or not the use of technology will " assist or impede " learning, educators have to have some high level knowledge in this area alongside their pre-existing Content and Pedagogical Knowledge.

Educators are already going to be the masters of pedagogy and content knowledge in the classroom. It is their domain of expertise. These two areas will have been studied, examined, researched and developed during their training as educators. It still goes on in their every day practice too as they further develop their knowledge understanding and skills in these areas. For many however, technology knowledge is not their everyday area of expert knowledge. It goes to say then therefore that teachers need the support of their respective schools in order to facilitate this development so that teachers can make the informed decisions about when it is right to use (or not to use) technology within the classroom. This is why I always say that you should ensure proper allocation of budget to any technology deployment to link very closely to the CPD budget of the school. A good rule of thumb, I think, would be to place at least 25% of the budget to technology deployment to the training and support of colleagues in their use of technology. Without sufficient allocation to supporting teachers with their knowledge of how, and the suitability of which, technology to use in the classroom, how can we expect our investment in technology to have any kind of impact?

According to Mandinach and Cline, educators go through 4 stages of development with their use of technology:

With this in mind, as leaders of technology in our establishments, we need to be mindful of our responsibility to our students and our staff when it comes to technology use. Strategic planning and building in training for staff is critical if we want transformational learning happening.

As discussed in previous posts, the importance of SAMR should be underlined here further. It's all good wanting to have redefinition level opportunities going on in the classroom but if you have a team of staff who (despite being great at PCK (Pedagogical Content Knowledge)) are stuck at Survival level, you're not going to get much other than enhancement opportunities for learning, if at all. Scaffolding for staff and often for students too, will provide opportunities for the Technological improvements to come. This will support staff (and students) to gain mastery (and more) in their use of technology.

Tips for ensuring TPACK rather than PCK

Create a learning and sharing culture where there are opportunities for staff to develop their technological skill

Run workshops organised as school but run by colleagues or students who are already at Mastery or better level, to further support their development

Give students the opportunity to show their skills through Digital Leader opportunities. (More here).

Don't let the technology dictate learning, combine pedagogy with content knowledge

Provide opportunities for staff to meet to discuss developments they have encountered using technology

Build a set of core apps which all staff can use at a mastery level so that consistency, confidence and competency can flourish

I would love to hear how these thoughts tie in with your thinking about the use of technology to support and enhance learning. Please drop me a line on Twitter or leave a comment below. I really would appreciate your thoughts / feedback.

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Technological, Pedagogical and Content Knowledge

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Technological, Pedagogical and Content Knowledge The Technology, Pedagogy and Content Knowledge model or TPACK for short has been around for some time. It builds upon the work of Lee Shulman and ex...

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ESL teachers should use multiple literacies in classroom. Technology oriented ESL classrooms have the ability to support student-centered, constructivist learning environments. TPACK describes how ICT can be used to access and process subject matter.

The idea of TPACK, or technological pedagogical content knowledge, emerged in the early 2000s. The center of the TPACK visual describes the intersection of content, pedagogy, and technology. It is the center of this visual that represents the transformed knowledge called TPACK. Thus, the focus on teacher knowledge has deepened with the recognition that this knowledge is something different from simply PCK. It adds TCK (technological content knowledge) and TPK (technological pedagogical knowledge) to the understanding of teachers’ knowledge for teaching with technology. What the model has done has focused attention on how teachers’ knowledge, and teachers’ knowledge for teaching with technology, is transformed.
Read more in: http://www.ifets.info/journals/16_2/4.pdf

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We have understood for a long time that expert teachers are those who can bring together their deep knowledge of subject matter with profound understanding of what is good for learning. The combination has been described as Pedagogical Content Knowledge (PCK) and is more than the simple addition of two parts. The fusion is what enabled expert 20th century teachers to transform subject content and represent it in ways that made it accessible to individual learners in their specific contexts.

In the 21st century, Information and Communication Technology (ICT) is providing us with new ways to access and process knowledge in every field. ICT is also transforming pedagogy by providing new ways to engage learners.

Expert teachers now are those who can bring together knowledge of subject matter, what is good for learning, and technology (ICT). The combination is described as Technological Pedagogical Content Knowledge (TPACK). It is more than simply adding ICT to traditional approaches. It depends upon deep knowledge of how ICT can be used to access and process subject matter (TCK) and understanding how ICT can support and enhance learning (TPK) in combination with PCK.

https://www.youtube.com/watch?v=FagVSQlZELY

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In an accelerating change in the 21st century society, the challenges for education of this century are to discover and develop tools that add efficiency and value to both teaching and learning. Technologies has profound and lasting impacts in school classroom as being a powerful cognitive tool that can transform the way core subject is taught by effective learning and teaching requires both teachers and students being able to use new technologies gathering, organizing and evaluating of information to solve problems and innovate practical ideas in real-world settings. In community of practice for science education, there is a wide range of efficient technological environments and applications available for science teaching and learning (e.g. animation, simulations and modeling tools, microcomputer based laboratories (MBL), intelligent tutoring system, web resources and environments, spreadsheets and scientific databases, etc.) which offer a great variety of affordances for both students and teachers. Many researchers have advocated the educational potential of ICT-based learning environments in science education, arguing that they provide opportunities for active learning, enable students to perform at higher cognitive levels, support constructive learning, and promote scientific inquiry and conceptual change.
please find the link below explaining more about TPACK:
https://www.youtube.com/watch?v=dfZmg35Ib3s

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It is an effective method to make classroom learning enjoyable and graspable for each and every learner. TPCAK is simply the amalgamation of technology, pedagogy and content knowledge for the purpose of delivering the best form of learning for the students free of hindrances in the teaching learning process.

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TPACK: How to integrate it into a lesson plan. (SINDHUJA)

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TPACK: How to integrate it into a lesson plan. (SINDHUJA)

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If we wish to create a digital learning environment we cannot afford to ignore or even replace technology and its' numerous forms. it is of utmost importance for effective teaching and learning to take place. the link i have provided explains how to prepare lesson plans using TPACK in 5 detailed yet simple steps.

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TPCAK :  A metamorphosed approach towards English Language Teacher Educators (Debjani)

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TPCAK :  A metamorphosed approach towards English Language Teacher Educators (Debjani)

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Considering the magnitude of such a huge number of new advancements in technology starting especially at the turn of 21st century, it is unwise to deny possible outcomes of technology in English Language Teaching. There are umpteen instances of how technology has added an aid to effective learning. Considering the digital age in which we reside, it is imperative that we create educational spaces within this scenario. As the students are “born into” technology, they are more likely to bring new perspectives into what we have accumulated. This paper pronounces the multitudes of possibilities in English Language Education.
https://en.wikibooks.org/wiki/The_Many_Faces_of_TPACK/English_Language_Teacher_Education

https://image.slidesharecdn.com/1-cbr-call-isacademicsession-pbl-160427213525/95/projectbased-learning-pbl-contentbased-instruction-cbi-and-call-a-framework-for-english-language-teaching-elt-and-learning-12-638.jpg?cb=1461793184

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Use of 'Collaboration Tools' for sharing of knowledge (Sharayu)

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Use of 'Collaboration Tools' for sharing of knowledge (Sharayu)

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Addition of technological knowledge to content knowledge and pedagogical knowledge definitely facilitates the teaching/learning process in an ESL classroom. I will focus on the addition of technological knowledge into pedagogical knowledge which will enhance the teaching process. Using technology like 'Collaboration Tools' can help your learners to share their learning with each other. This knowledge of technology advances one's teaching. Hence, technology must be involved in a classroom.

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Jump to navigation

TPACK, or Technological Pedagogical Content Knowledge, is a model that helps teachers consider how their knowledge domains intersect in order to effectively teach and engage students with technology. Learn more about TPACK and how you can combine your knowledge of content, pedagogy, and technology for innovative teaching and learning.

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Jump to navigation TPACK, or Technological Pedagogical Content Knowledge, is a model that helps teachers consider how their knowledge domains intersect in order to effectively teach and engage students with technology. Learn more about TPACK and how you can combine your knowledge of content, pedagogy, and technology for innovative teaching and learning.

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TPCAK & ITS ADDED VALUE FOR TEACHERS. (JITA)

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TPCAK & ITS ADDED VALUE FOR TEACHERS. (JITA)

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Being a good teacher is not only about having content knowledge but also how they put it forth. The attachment below is blog by an experienced teacher who shares his experience of using TPCAK in his classroom

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In this section I would like to discuss the core components of teachers knowledge and after which try to reflect on some advantages of TPACK based on my personal experience as a teacher. The first part will address a general description of teachers' knowledge on the basis of Mishra and Koehler's work: each individual component of the knowledge, paired components of the knowledge and the combination of the three bodies of knowledge. The second part will deal with reflective discussion on the added values of TPACK.

The three domains of teachers' knowledge: TPACK

It is undeniable that teachers' knowledge of pedagogy and content is essentially important, but as technological advance is playing increasingly important role s in our educational practices in which technology - such as chalks, blackboards, and markers in more traditional innovations or computers, PDAs, and smart phones in more advanced innovations - has come to our classrooms. This reality requires teachers to integrate or adopt technology into their classrooms for better educational practices as an additional capacity to their knowledge in pedagogy and content knowledge. Therefore, being a teacher should have a sort of required knowledge: three domains of teachers' knowledge.

The three domains of knowledge include matter or course being taught to students, e.g., Math, Natural Science, English, etc. Without this, teachers would teach nothing to students. Second is pedagogical knowledge. Having a great deal of content knowledge is not enough for effective instruction. If content knowledge answers the question of technological knowledge, pedagogical knowledge, and content knowledge, or the so-called TPACK for they become the core components of teacher knowledge , and are fundamental for effective instructional practices. First is content knowledge. It is teachers' knowledge and understanding of the subject what teachers teach, then pedagogical knowledge answers the question of how teachers teach the content. This knowledge is teachers' understanding of instructional approaches, methods, and classroom techniques with which teachers would be able to provide powerful learning environment. Third is technological knowledge. It refers to teachers' capacity to appropriately select and use technology that best support and promote effective instruction. This capacity allows teachers to integrate technology into their classrooms in which teachers can benefit technology for their own classroom practices. This knowledge also requires teachers' skills to operate technology they use, for example teachers may have to be able to operate a computer and other technology devices.

These bodies of teachers' knowledge can be connected in pairs as pedagogical content knowledge (PCK), technological content knowledge (TCK), technological pedagogical knowledge (TPK). refers to how teachers teach particular content-based material to students, These all three pairs form as Pedagogical Content Knowledge ( Technological Content Knowledge is how teachers select and then use technologies to communicate particular content knowledge, and Technological Pedagogical Knowledge mainly addresses how teachers use particular technologies when they are teaching ) . Technological Pedagogical Content Knowledge (TPCK) as illustrated in figure 1.

As seen in the figure, the intersection of the three circles forms a combination of three knowledge domains, the so-called TPACK. This model of teachers' knowledge is inseparable with the work of Mishra and Koehler ().

In this part, I will discuss some advantages of TPACK which I mostly reflect from my experience as a teacher. I have been teaching since 2003 in that time Information and Communication Technology (ICT) especially the introduction of internet was booming in my region. I firstly didn't know at all if such innovation would affect educational practices around the world. I was really curious about it and tried to learn from some expert friends. With little knowledge triggered me to learn more about it especially how ICT would be possibly integrated into my classrooms. I then participated in seminars as well as international conferences to enrich my pedagogical knowledge as well as technological knowledge; at the time I was not familiar with the latter term. I realized afterwards that technology is important to support my teaching practices; I read some literatures on how to use technology in teaching, and practised it in my classroom. There are some advantages of what I could learn from such experience in which I combined the three knowledge domains in my teaching practices.

Cost-effectiveness is the first added value. In teaching I used to copy materials and students also did the same; students handed in assignment in paper-based copies in which they had to print them out. It meant we had to spend money for that. But, with technology lesson materials should not always be printed due to the availability of digitals like e-books and so on. I posted materials online on a virtual classroom I created for free and gave my students the class key I gave to them and then they created their own account to join the class; I also asked my students to send their assignment via e-mail to me without necessarily printing it anymore. I realized that having knowledge and skills on technology could save my money and students also experienced the same thing. Another advantage is that teaching and learning process becomes easy. The ease of teaching would be in terms of delivery. If teachers know how to effectively disseminate information and transfer materials to students, then they find it easy to do so with technological skill. Previously, I always got difficulties in communicating with students. Calling by phones or cell phones to every student is impossible because it took times and charged me a lot of money. By e-mail and other messengers communication becomes easy and cheap.

Having good content knowledge, using effective teaching strategies, and knowing what and how to integrate technology would increase students' motivation and behaviour to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation in learning. For example, when I taught general English to fresh university students, I invited them to learn in a multimedia language laboratory instead of learning in a normal classroom. Students were very enthusiastic; they were happy because they wanted to learn language with computer applications. For me I was trained by the lab supplier on how to operate the lab; it's a kind of technological knowledge for me. What I found with students was that most students were motivated and we didn't realized at the time that class time was over. It is important to note that language lab itself is a thing and would not give any advantages, unless I knew how to use it for my teaching purposes.

I also personally believe that TPAK would be able to create a student-centred learning and low-structure situations where students are provided with numerous options and a great deal of autonomy . In the context of a student-centred learning, I just introduced students how they could operate the computers in the lab to learn language. The applications in each computer allowed students to focus on the four language skills (listening, speaking, reading and writing) they wanted to learn. My role at the time was only facilitating students and gave support when they got troubles. Learning was steered by the students. It was amazing for me; technology as well as knowledge about technology did help me a lot in shaping students' learning. In foreign language teaching, therefore, it is necessary for teachers to be familiarized with CALL or Computer-assisted Language Learning, CMC or Computer-mediated Communication, CALI or Computer-assisted Language Instruction and so forth because in the context of foreign language teaching those learning models are able to facilitate students with spoken or written native English. With regard to a low-structure situation, options in my opinion represent flexibility. With technology, several learning options could be offered. For instance, as was stated, learning should not always take place in normal classrooms. Learning in a lab or at distance from home would offer a new situation, and learning can be enhanced through computers with some educational applications. Students could also choose what they wanted to learn first. They could start with listening part or they wanted to begin with reading part. It's flexible and learning is self-directed!

It is important to note here that the added values of TPACK are not limited on the above-mention advantages. It depends on the tools we use, the context where we use the technology, and other contributing factors. What I want to say is that TPACK would enable teachers to create a powerful, productive learning environment. With content knowledge, I know what to teach; with pedagogical knowledge, I know how to teach; with technological knowledge, I know what technology best suits and how to use it to support my instruction; and with TPACK, I understand what and how to teach effectively with technology support.

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In this section I would like to discuss the core components of teachers knowledge and after which try to reflect on some advantages of TPACK based on my personal experience as a teacher.

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It's not just being a subject expert on the matter and adding ICT to the class. It depends on a deep understanding of processing ICT with the subject matter and also using ICT to enhance the learning experience. I found our more about it from the following source which has a video along with it:

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Educational Technology and Mobile Learning

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Today we are sharing with you this 2 minutes video that sheds more light on TPACK.

Here are some highlights I grabbed from the video.

What is TPACK ?
TPACK is a framework that combines three knowledge areas: technological knowledge, content knowledge, and pedagogical knowledge. This framework looks at how these trio works together to increase students motivation and make the content more accessible to students.

1- Content Knowledge:
This is the subject matter we are teaching like Math, music, Art..etc. It's the what.

2- Pedagogical Knowledge:
This is the how. These are the tools or methodologies teachers use to instruct their students: are they going to use direct instruction, inquiry based teaching, group discussion, debate..etc

2- Tecknological knowledge
This is the partner.It looks at the digital tools ( google Drive, ipad apps, Smart boards..etc ) teachers can use to make content accessible to students while supporting the pedagogical strategy used in instruction.

Now lets look at the overlaps :

TP knowledge: helps us to understand how are we making content more accessible.

TC knowledge : allows us to identify the affordances of pairing appropriate technology to the content

PC knowledge : allows us to identify the affordances of pairing the appropriate pedagogies with the content.

TPACK comes from the overlapping in that centre spot or what is referred to by " the sweet spot". For more information on TPACK visit TPACK.org

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This is How to Use TPACK Model to Integrate Technology into Teaching

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Today we are sharing with you this 2 minutes video that sheds more light on TPACK. Here are some highlights I grabbed from the video. What is TPACK ? TPACK is a framework that combines three knowledge areas: technological knowledge, content knowledge, and pedagogical knowledge.

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Essential skill for 21st century teachers to learn (Deepti)

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Essential skill for 21st century teachers to learn (Deepti)

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TPACK stands for Technological-Pedagogical-Content Knowledge and the successful model depends on the seamless integration of all 3 important areas of knowledge for a teacher to have (content knowledge, teaching technique, technology) within a specific context. It urges us not to use technology merely for the sake of it. We need to know which type of technology is suited to our classrooms; thus we should know how to add it into our lesson plans within the context. Context will change depending on the lesson and level being taught. I found out more about TPACK from these 2 sources:
https://tinyurl.com/l54stf9
and a Youtube video

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TPACK (or Technological Pedagogical Content Knowledge) is a framework for understanding technology integration for education. This video may be reused under a CC-BY 3.0 license: http://creativecommons.org/licenses/by/3.0/us/

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promotes digital literacy in learners. Kshema 

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promotes digital literacy in learners. Kshema 

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Bringing technology into the classroom would help learners work with digital tools to gain deep learning, and autonomous learning habits.

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Digital Learning Futures is interested in further work which provides opportunities to assist outstation families, remote communities and schools and Government groups achieve their goals.

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Your task: read and understand the TPACK model

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Your task: read and understand the TPACK model

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All good teachers bring to teaching their content knowledge and pedagogical expertise. Explain in your own words if the addition of technological knowledge to these two can facilitate the teaching/ learning process in an ESL classroom.
Post your responses all around this padlet. Remember to mention your name on your post. Also attach ONE resource from the internet that explains facets of the TPACK  framework. I have done a sample for you.