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In reading the standards, we felt that each one played a vital role in TPACK, and each standard addressed multiple sections of TPACK. Considering how this framework would be used with new teachers who are unfamiliar with it, we decided to put a standard in only one section of TPACK as a starting place to encourage teachers to think about what standards were being addressed.

CONTENT KNOWLEDGE: 1. Facilitate & Inspire Student Learning & Creativity. Teachers use their content knowledge to develop learning experiences for their students. Instructors identify what students already know and what they need to learn to meet individual student goals.

PEDAGOGICAL KNOWLEDGE: 2. Design & Develop Digital Age Learning Experiences and Assessments. Teachers need to think about how they will teach the content and assess student learning. Instructors will develop lesson plans that are engaging for students. 3. Model Digital Age Work & Learning. Teachers demonstrate how to transfer classroom learning to real world problems. Teachers consider how they can effectively communicate these ideas to students. Teachers think about how they need to model technology use effectively and safely to students. Instructors want to think about how to get family members and the community involved to support students. 4. Promote & Model Digital Citizenship & Responsibility. Teachers will want to think about how they model the legal use of digital property by citing sources and using Creative Commons in lessons. Instructors will want to design lessons that are student-centered and meet the learning needs of a diverse student population.

TECHNOLOGICAL KNOWLEDGE: 5. Engage in Professional Growth & Leadership. With new technology tools emerging daily, attending professional development, reading blogs, participating in webinars, being active in PLNs, and conducting online research are ways teachers can continually expand their knowledge and demonstrate a commitment to lifelong learning.

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--Nicole

http://sarahse-learningblog.blogspot.com/2012/08/tpack-unpacked.html

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Hi everyone!

So Week 2 of E-Learning saw us exploring digital pedagogy and some of the new learning design frameworks that have arisen in response to the growth in technology across our globe.

I want to look at the TPACK (Technological Pedagogical and Content Knowledge) learning framework in detail today and try and unpack what it means for us as teachers - in plain English!

In it's original form, the TPACK learning framework was actually called the PCK (Pedagogical Content Knowledge) learning framework. In essense, this original framework highlighted the importance of teachers having reliable content knowledge, as well as a sound understanding of the ways in which to deliver content so students learn effectively (pedagogical knowledge). Sounds pretty spot on right?

As Mishra and Koehler (2006, p. 1020) point out however, the PCK framework was really only appropriate for the education era that focused primarily on the content knowledge of the teacher, and in more recent years, the era which placed importance on having good teaching pedagogy rather than just good content knowledge.

We have now entered the 21st century education era, and whilst excellent content knowledge and teaching pedagogy are still two crucial components of successful teaching, they are not enough to meet the needs of today's students. As we have explored in my previous posts, the rapid growth in technology over the past decade has dramatically changed the world we live in - and also the way teachers must teach. We as teachers have access to a range of technological tools (eg: Wikis, Blogs, Prezi, Glogster, Movie Maker - we will explore some of these in my next posts) that can enhance our students' learning and help them access the curriculum through a means they are familiar with and love!

But for teachers to be able to use these ICT tools in the classroom they must have the technical skills to make them work. Furthermore, they need to have the pedagogical knowledge to know what type of ICT tool is best for teaching a particular concept. This is why the original PCK learning framework was transformed into the TPACK learning framework. Educators now understand that it is a mix of sound content knowledge, pedagogical knowledge and technological knowledge that make for excellent learning design.

Here is a visual of how TPACK works:

To finish my TPACK unpacking, I want to give you an example of what TPACK looks like in action.

You are teaching a grade 7 class and the content you are exploring is in the English sub strand of 'Responding to Literature' (Australian Curriculum).

The content descriptor you are focusing on states - 'Reflect on ideas and opinions about characters, settings and events in literary texts, identifying areas of agreement and difference with others and justifying a point of view'.

So now that you have identified what content knowledge is required, you need to decide on the technology and pedagogy you are going to use.

Technology - Have your students create a blog (via Blogger) where they can post reflections about their opinions of the characters, settings and events in the text (this could be done periodically after reading every chapter). Have the students read their peers' posts and comment on whether they agree/disagree with their views about the book and justify their opinions. At the end of reading the text, have students write a final blog post highlighting their end viewpoint of the book and whether their viewpoint had changed from start to finish.

Pedagogy - To assist your students to achieve deep understanding and knowledge (see Productive Pedagogies) through their blog posting, provide a series of scaffolding questions for them to answer based on the Bloom's Taxonomy model.

For example:

Remembering - What has happened in the story so far? Describe the events that have occurred?

Understanding - Discuss your ideas and opinions about the characters you have met? Do you identify with any of them? Why/why not?

And so on.

For me TPACK is certainly the perfect recipe for effective learning design - add one cup of good content knowledge, one cup of great teaching pedagogy and one cup of technological skill and whala! You've got one great learning experience coming right up :)

Talk soon guys :)

Sarah

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References:

Mishra, P., & Koehler, M. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Retrieved from http://site.aace.org/pubs/sigs/sig-Mishra-Koehler-TCR.pdf

Image Acknowledgement:

TPACK Cartoon - http://mkoehler.educ.msu.edu/blog/2009/04/30/taking-tpack-in-new-directions/

PCK Venn Diagram - http://www.corndancer.com/vox/gnosis/artcls_037054/gno_now038.html

TPACK Diagram - http://maine.edc.org/file.php/1/oer/math_DTPACKimg.html

Huckleberry Finn - http://www.bookperdiem.com/2011/02/adventures-of-huckleberry-finn.html

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Hi everyone! So Week 2 of E-Learning saw us exploring digital pedagogy and some of the new learning design frameworks that have arisen in response to the growth in technology across our globe. I want to look at the TPACK (Technological Pedagogical and Content Knowledge) learning framework in detail today and try and unpack what it means for us as teachers - in plain English!

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--Nicole

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TPACK essentially is what we in Adult Education are studying in contextualized instruction and practical experiences. The example of the mathematics student who is studying data bases is given a real-life data base development assignment by the instructor is an example of what we are being asked to do for students in Adult Education as they studying academics while preparing for career pathways. It has been used in higher education for many years, but the real life application portion was often called labs.

--Marie

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Content knowledge is key to effective Tech use

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Content knowledge is key to effective Tech use

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As a teacher myself, I used computers much more extensively and effectively in content areas I was best at -- mathematics and writing/research. I can see that happening with tablets today, teachers are making use of them much more often in their comfort areas. Adult Education teachers are asked to teach many subjects and as we expand into teaching more workforce preparation skills, technology can help compensate for content knowledge weaknesses if effective apps are selected. The same holds true for "old fashioned" printed materials.

This is where team work and training come into play, but staff must show a willingness to adapt to new approaches and materials, and welcome them in areas where they are not comfortable teaching the content.

--Marie

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Leaders view tech one way, teachers another even in AE

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Leaders view tech one way, teachers another even in AE

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This video quote research that calls out the main problem I see as a program director when it comes to technology. We buy technology for classrooms often with a top-down vision and direction. Teachers "given" technology often do not use it, avoid it, implement it slowly, incorrectly, etc. Teachers who "seek and are provided" technology implement it more quickly and effectively as they have a vision of their own -- hence bottom-up decision making.

--Marie

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Being aware of the needs of older students is key 

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Being aware of the needs of older students is key 

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I think that Tpack was explained much better in this video. I think sometimes we forget as teachers what it is like to be on the other side of not knowing and what may seem simple to us is not so simple to understand as the student. I think we all need to focus on learning to find better ways to get that across to be simple for others.  I think that some of the biggest challenges will come with working with older students that have no knowledge of technology. They are afraid of technology as things as simple as a check vs a debt cards. I think the younger students will respond better with using technology because it is something that they use every day. I loved the examples given in the video of relating it on terms of understanding as the child learning to bounce. I think we sometimes over think how to relate or to get across to someone.

looking forward to putting this to work in the class room .
--Sherry

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--Nicole

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This is a quick introduction to the dynamic framework, TPACK (Mishra & Koehler, 2006). It is not meant to be an in-depth view of the framework. For more information, please visit http://tpack.org/. Mishra, P., & Koehler, M. J. (2006). Technological Pedagogical Content Knowledge: A framework for teacher knowledge.

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The lifelong learning aspect of this standard speaks to the importance of ongoing PD in regards to technology (devices, resources, research, etc.) and support for teachers to feel empowered to try new things, share their knowledge with colleagues, and reflect openly on successes and challenges.

I believe that this standard is vital, and one of the best that we address as an organization. With the TIS Program, Teacher Academy, PD sessions, Fall Kick-Offs/Conferences, RESA3/WVAdultEd supports the growth of instructors. Plus, there is always support for innovation and furthering the knowlege of a teacher.

--James

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Falls within the PK portion of TPACK, and even though it is common sense, it is vital that it is reinforced in multiple ways. Does our district need to offer guidelines of what our digital citizenship standards are? Professional Development need? I feel most teachers would/could/and will incorporate this regularly with additional guidance. The release of our statewide Acceptable Use Policy I believe has really provided the reinforced definition and guideance needed.

--James

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For assessments, I believe that our current use of the responders, QR scanners, and LMS systems display the adherence to the standard. Also, we are using the Autodesk Design Academy, and our Adobe Apps for Education which allows for intregrated transmission of information within the classrooms. Lastly, our GAFE account centralizes all our of content, which is available via mobile devices as well.

--James

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Focusing on classroom LMS and websites will assist in developing 3C more, by marketing our classrooms and having multiple means of accessing information.

--James

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This component relates to a teachers TK, PK, and CK skill. It's a good compass for districts to gauge where professional development opportunities may lie. As teachers collaborate to put together great learning opportunities for their students, this is where administration can really support the teacher's learning as well. I think that as a whole, we are emerging pretty well in this area. Our old/new PDs focused on TECH, (TECH-SHOW) provide an opportunity for teachers to display their ability to use the iPad and functionally and effectively.

I believe that if we can get our PLN more invested in, then we can empower more and have the ability to share effective practices.

--James

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If teachers are able to use their PK and develop the TK needed to effectively teach and assess CK in real world context through meaningful learning opportunities, then the full TPACK model will be implemented through this standard.

-=-James

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In standard 1 is it also important as we move forward the we keep in mind and distingish the difference between incoprorating and intregrating these different sets of "Knowledge" (TK,PK, CK). For we do not want to see simply "adding it on" to something that already exists.

--James

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This standard focuses on the heart of the TPACK model, by having educators focus on the interplay of all three components (TK, CK, and PK). It is require teachers to use subject matter, best practices, and technology to "facilitate experiences that advance studdnt learning..) Our PD sessions, both CORE and ELECTIVE provide our teachers with the ability to gain access and further all of these skills. It is vital that teachers have the proper foundation in the subject matter, for as training and technology advances, this foundation could suffer from attention.

--James

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5. Engage in professional growth and leadership

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5. Engage in professional growth and leadership

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Teachers continuously improve their professional practice, model lifelong learning, and exhibit leadership in their school and professioanl community by promoting and demonstrating the efective use of digital tools and resources.

--James

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4. Promote and model digital citizenship and responsibility

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4. Promote and model digital citizenship and responsibility

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Teachers understand local and global societal issues and responsibilities in an evoloving digital culture and exhibit legal and ethical behavior in their practices.

--James

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Teachers exhibit knowledge, skills, and work processes representative of an innovative professional in a global and digital society

--James

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2. Design and develop digital age learning experiences and assessments

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2. Design and develop digital age learning experiences and assessments

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Teachers design, develop, and evaluate authentic learning experiences and assessments incorporating contemporary tools and resources to maximize content learning in context and to develop the knowledge, skills, and attitudes identified in the Standards-S.

--James

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1. Facilitate and inspire student learning and creativity 

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1. Facilitate and inspire student learning and creativity 

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Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments.

--James

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ISTE Standards for Teachers.

Effective teachers model and apply these standards as they design, implement, and assess learning experiences to engage students and improve learning.

Enrich Professional Practice

Positive Role Models