Sunday, 10 March 2013

Do You Have The "T" Factor?

Source: Mkoehler; accessed on 8 March 2013

TPACK stands for Technological and Pedagogical Content Knowledge. It is a framework that "identifies the knowledge teachers need to teach effectively with technology"(TPCK). 
The following three elements must  be integrated equally to apply TPACK effectively:
  • Technology - the ability to use various technologies, e.g. computer software
  • Pedagogy - ways of teaching
  • Content - the actual subject matter that is to be learnt or taught
But what does it all mean?
Let's have a look at the following model designed by Mishra and Koehler (2009):


Figure 1: The components of the TPACK framework; accessed on 7 March 2013

The key elements listed above, which are dependant upon each other (if one thing changes,  the other things change too), are important components of teacher's knowledge. While each one of the areas seems easy to become familiar with, the process of combining and using them in practice is much more complex. Figure 1 shows that all of the TPACK elements overlap creating different types of knowledge in a specific area. More information about the TPACK structure has been explained in the following video: 


Rapid developments in ICTs influence education systems across the globe in a way that they “must provide an answer to the multiple challenges of information societies, in a continuous enrichment of knowledge and the exercise of a citizenship adapted to the demands of our time perspective” (UNESCO 1996 In Rocha, Mota & Coutinho). The technological element of TPACK poses many challenges as several barriers for the effective use of ICTs at schools have been identified (European Schoolnet, 2006):

  • Teacher level barriers - teachers' attitudes to ICTs: lack of interest, lack of awareness of the importance of incorporating technologies in the 21st century educational establishments.
  • School level barriers - limited access to technological equipment, the absence of ICTs' integration in school strategies.
  • Educational system level barriers - strict traditional schooling systems rejecting the significance of new technologies as a part of child's educational development.

Developed by Schulman in 1986, the concept of Pedagogical Content Knowledge (PCK) has been enhanced by the "T" factor as a result of increasing importance of new technologies. 
The knowledge of the content and traditional ways of delivering information to students is not sufficient without the presence of technological advancements as teaching and learning tools, which constitutes a part of every student's life. 
With the use of latest technologies, teachers can accommodate the needs of multiple intelligences with preferred learning styles. For example, a biology teacher could present the process of cell cycle via images (visual) with appropriate description to each stage (auditory) and through engagement in a practice quiz testing understanding of discussed material (kinesthetic). In the spirit of connectivism, students could participate in online forums, conduct further research on mitosis and meiosis via Google Scholar or Scoop It!, revise their class via recorded video of the topic uploaded on the school website or simply "attend" Khan Academy to access more information. It is the nature of digital pedagogy to "move the focus from ICT tools and skills, to a way of working in the digital world" (Education Queensland, p.3), support thinking and visualising the invisible. 

The 21st century teachers are expected to show proficiency across different platforms, which ultimately connect them with their students. All boxes ( T P And C K) have to be ticked.

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