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How Can Teachers Use and Benefit from TPACK?

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How Can Teachers Use and Benefit from TPACK?

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Successful integration of technology enhances and improves student learning. There are 3 ways in which teachers can use and benefit from TPACK according to our textbook.
1. Today's students have grown  up in a digital era and it is necessary to engage them in ways that interest them for learning to be successful.Teachers can maximize their pedagogical and content knowledge when they integrate technology in their content area.  They can use instructional design models and systematic thinking to identify the tools they have to support instruction and learning and make intentional decisions about which tools are most appropriate for addressing any instructional challenges that they face (Kilbane & Milman, 2014, p. 51).
2. TPACK can serve as a tool for teachers to analyze their knowledge and plan for future professional development. Teachers can identify their strengths and weaknesses for each of the TPACK knowledge domains and how they integrate the domains to plan future professional development experiences (p. 51).
3. When teachers use TPACK they share a common vocabulary that allows them to communicate with each other easier about activities related to technology integration. Teams of teachers are able to share ideas with each other more effectively because they share a common vocabulary, ideas, and concepts indicated in the TPACK framework. When teams of teachers are familiar with TPACK they are able to plan professional development opportunities, create technology plans, and purchase technology (p. 51).

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"TPACK is the basis of effective teaching with technology, requiring an understanding of the representation of concepts using technologies; pedagogical techniques that use technologies in constructive ways to teach content; knowledge of what makes concepts difficult or easy to learn and how technology can help redress some of the problems that students face; knowledge of students’ prior knowledge and theories of epistemology; and knowledge of how technologies can be used to build on existing knowledge to develop new epistemologies or strengthen old ones” (Koehler & Mishra, 2009).

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Zunal.com supports the three primary goals for using technology to support instruction.

Efficient - The easy to use platform to create WebQuests or using one of the already created WebQuests makes this website efficient. Zunal.com uses a consistent approach for teachers to create easy to use and engaging WebQuests that meet state standards for any content area. When creating a WebQuest teachers must use systematic thinking and planning to ensure that their students move beyond just simply answering questions.
Teachers may also choose to use one of the already created WebQuests that have been categorized by subject area and grade level. Teachers can easily search for premade WebQuests for their desired grade level in their desired content area and view them to see if the content that is being taught is appropriate for their students and that it meets state standards. Teachers are able to modify already created WebQuests if they find that part of it meets the desired learning goal, but not all of it.

Effective and/or Engaging -  In order to support 21st century learning in the classroom the group at Region 4 Education Service Center (2016) states "literacy and learning must be enhanced through inquiry, scaffolding, exposure to content and concepts in real-life contexts, opportunities for collaboration, and challenges that require the student to think critically and to also do something with what he or she has learned" making WebQuests both effective and engaging for all learners.

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Pros and Cons of Zunal.com (Region 4 Education Service Center, 2016)

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Pros and Cons of Zunal.com (Region 4 Education Service Center, 2016)

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Kilbane, C. R., & Milman, N. B. (2014). Teaching models: Designing instruction
for 21st century learners. Boston: Pearson
Koehler, M. J., & Mishra, P. (2009). What is technological pedagogical content
knowledge?  Contemporary Issues in Technology and Teacher Education,
9(1), 60-70. Retrieved October 29, 2017, from
http://128.192.17.191/EMAT7050/articles/KoehlerMishra.pdf
Koehler, M., & Mishra, P. (2009). Technological Pedagogical Content Knowledge
[TPACK Venn Diagram]. Retrieved October 29, 2017, from
https://ictevangelist.com/wp-content/uploads/2013/05/TPACK.png
Mensing, K. (Director). (2011, October 1). What's a webquest? [Video file].
Retrieved October 29, 2017, from https://youtu.be/P6e46g_QcnY
Region 4 Education Service Center (2016). Zunal: A webquest maker. Retrieved
October 29, 2017, from http://www.esc4.net/services/digital-learning2/tech-
bytes/zunal-a-webquest-maker
Strickland, J., & Nazzal, A. (2005). Using webquests to teach content:
Comparing instructional strategies. Contemporary Issues in Technology and
Teacher Education[Online serial], 5(2) Retrieved October 29, 2017, from
http://www.citejournal.org/volume-5/issue-2-05/social-studies/using-
webquests-to-teach-content-comparing-instructional-strategies

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There are 6 main elements to the WebQuest:
Introduction - The introduction provides background information on the topic to be learned and usually provides students with a role to play (i.e. students may be a scientist studying the causes and effects of global warming on their local environment).
Task - The task is the activity they must complete by the end of their research. It is something that all learners can accomplish and is of interest to them. When students are completing the WebQuest in a cooperative group each member often has a role to play.
Resources - The internet-based resources are the links provided by the teacher that students will use to help them complete the activity. Oftentimes the links are included as part of the process. These resources may include images, reading activities to locate important information about the topic, and videos.
Process - The process is the steps that explain what students need to do in order to complete the activity successfully.
Evaluation - The evaluation is typically a rubric that explains what students will need to include to be successful.
Conclusion - This is the closure to the activity and summarizes what students should have learned after completing the WebQuest and the activity (Strickland & Nazzal, 2005).

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Webquests are inquiry-based activities where students interact with information found on the internet to support 21st century learning

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High-Quality Characteristics of Zunal WebQuest Maker

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High-Quality Characteristics of Zunal WebQuest Maker

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Powerful - Webquests are powerful learning tools because they support multiple learning styles and content areas. Oftentimes, videos, images, and reading are often included to enhance and promote learning for all learning styles. Webuests require students to use higher order thinking skills to analyze what they read and identify important details to include in their final product. Peterson and Caverly (2003) [as stated by Strickland & Nazzal, 2005] stated that “to nudge students beyond introductory knowledge acquisition into the messy world of multiple texts and primary resources, the WebQuest should require critical thinking, rather than a scavenger hunt for answers” (p. 39).
Dependable & Practical - Through careful analysis of what students should know by the end of the unit the teacher can locate high-quality websites that their students can visit to help them learn the required material and achieve the set goals. Students are able to save time because they use the internet resources provided by the teacher to use information rather than spending time looking for information.
Flexible - Kilbane & Milman (2014) state that "a flexible tool is one that works with many different learners and subject areas" (p. 57). This is the case with WebQuests. WebQuests can be done in cooperative learning groups. When done in small groups students are often assigned a task to complete to help with the final product that the group is to create.
Enduring - Zunal.com was created in 2001. It has remained the same for the last 16 years. Updates are done to it adding additional WebQuests, but the format to create a WebQuest has remained the same.

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There are a number of premade WebQuests on the Zunal website that promote student learning from Kindergarten through college for all content areas.

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Zunal is web-based software that teachers  can use to create WebQuests in a short period of time without having to use HTML codes or they can choose from hundreds of premade WeQuests in their desired content area to help students reach learning goals and develop critical thinking skills using technology in the classroom.

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This short video has students explaining what a WebQuest is and the main parts of one (Mensing, 2011). The students also explain why they like to complete WebQuests.

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A class of 1st and 2nd grade gifted students explain what a webquest entails, what they think about webquests and what type of final projects they have explored.