Rounding Up

As the end of EDPROFST 714 approaches I thought I'd reflect on some of the learning I've gained from the study.

1. This is the first fully online course I have done and I have to say I have missed the human contact. It's notable that some of the most enjoyable aspects of the course have been the professional dialogues, either through the Moodle forums or through this and other blogs. When I compare this rich dialogue to that which I've experienced on face-to-face courses the sad truth is that it has been limited by the asynchronous nature of this technology. I am hopeful that as synchronous online communication becomes more easily and universally accessible this may change. However, call me a digital immigrant if you like, but there's nothing like the whole human package - body language, gesture, intonation as well as words, make so much difference in our ways of relating. Perhaps blended learning is the answer.
2. Getting a sense of the historical evolution of elearning has been very valuable. It's often thought of as a very new thing, and to some extent, the explosion in web 2.0 and broadband access has revolutionised the possibilities of elearning. However, there is a rich history of successful and failed policy and practice from which we can learn and use to avoid making the same mistakes again (although with the current focus on national standards and the "3 R's" I do wonder about educationalists ever learning from past mistakes... but that another blog and a rather political one at that!). So the history aspect of this course was very helpful.
3. As a result of studying wider policy and strategy around elearning I have been able to think more widely about elearning implications for my school. Where I was bogged down with my own practice, the software I was using in class and my desire to "teach" others how to use it, I am now thinking much more strategically about how to create the conditions for teachers to initiate and take control of their own change.
4. It has been very valuable to make connections with professionals across the elearning communities of this country for two reasons: firstly these personal connections can and will be built upon to facilitate more professional discussion. Secondly, it has opened my eyes to the wealth of interest and experience in elearning and helped me to feel more positive that the changes which technology will force education to make will be well steered and accommodated by those pioneers who first bring them to pass.

This blog has been a very useful vehicle for shaping my thoughts and feelings around the various aspects of elearning encountered. I hope it has also been of use to others as they grapple with the ever changing landscape in which we live.

TPACK - theory into practice

Having read around the TPACK framework (Harris & Hofer, 2009; Koehler & Mishra, 2009; Mishra & Koehler, 2006, 2009a, 2009b) I have very mixed feelings about the model. Sure, it is a very good perspective from which to analyse how well a teacher may be successfully integrating technology with the content and pedagogy they are engaged with. It certainly breaks down the component parts of teacher knowledge which together contribute to successful elearning and eteaching (is that a term or did I just make it up? Anyway, I think you get my meaning...). However, the key word there is ANALYSE. I feel that where this framework possesses strengths as an evaluation tool, its Achilles heel is the capacity it has to be used for creative purposes, i.e. as a practical framework for informing teaching decisions on the ground whether they be made at the planning stage, in the immediacy of the "teachable moment" or anywhere in between.

The very simple but tangible evidence to back up this belief is the paucity of literature out there which addresses the practical application of TPACK. The main exception is the work being overseen by Judy Harris and Mark Hofer at the School of Education, College of William & Mary in Williamsburg, Virginia, USA. Much of their work can be accessed at the excellent TPCK.org website. Heads up to Sandy for pointing me to that site :-). They are in the process of developing some practical tools which have the TPACK model as their theoretical backdrop. Arguing that "Teaching with technology is more like jazz improvisation than performing someone else's musical composition" (source this here) the tools are in the form of content-based reference sheets which include correlating examples of technical, pedagogical and content contexts. These can be applied at the planning stage or, once fully taken in and understood by teachers, can be ideally whipped up at any teachable moment - a process they call "planned improvisations".

At this stage, the bulk of their work is based around Social Studies contexts although there are other content areas being developed through a collaborative wiki.

This is a positive development for my school. As the ICT leader I am set with the task of overseeing models for PD next year as we enter the second year of our contract. I would like to use the TPACK framework but don't want to it to be an overwhelmingly abstract tool for teachers - it has to be relevant and practical to their practice. Therefore, I expect I will introduce it as a discussion framework in the context of our professional learning communities out of which, hopefully, the staff will be able to form content specialised groups whose remit will be to produce similar reference sheets which will be highly relevant to our own context/students.

However, this will be a component part of the PD framework which will also encompass some of the Just-in-Time ideas from Jamie McKenzie as well as underlying principles of best practice summarised so well by Helen Timperley and others. Let's hope all the theory creates the possibility for real practical changes made to teachers' classroom practice and therefore, improvements in student outcomes.

References

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). Retrieved 5 October, 2009, from http://www.editlib.org/p/31425

Koehler, M. J., & Mishra, P. (2009). What is technological pedagogical content knowledge? Contemporary Issues in Technology and Teacher Education, 9(1), 60-70

Mishra, P., & Koehler, M. J. (2006). Technological Pedagogical Content Knowledge: A new framework for teacher knowledge. Teachers College Record. 108(6), 1017-1054.

Mishra, P., & Koehler, M. (2009a). Too cool for school? No way! Learning & Leading with Technology, 36(7), 14-18

Mishra, P., & Koehler, M. (2009b). About TPCK - Technological Pedagogical Content Knowledge. Retrieved 12 October, 2009, from http://tpck.org/tpck/index.php?title=TPCK_-_Technological_Pedagogical_Content_Knowledge