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
Hi, Louis! A Google alert just found your blog posting for me.
ReplyDeleteGood to "hear" that Mark's and my work looks promising, re: helping your teachers to develop and use their TPACK. They (and you) might also be assisted by the 5 other learning activity types taxonomies that we have developed in collaboration with 5 other tech-savvy curriculum specialists. At present, we have TPACK-based learning activity types taxonomies available via a Creative Commons license here: http://activitytypes.wmwikis.net/ in K-6 literacy, math, science, world languages, English/language arts, and social studies. We're planning to collaborate with other curriculum specialists this summer to work on taxonomies for English as a Second Language, physical education, and three in the arts -- perhaps music, visual arts, and performance arts, though we have to think through how to organize those taxonomies.
Just as importantly, we have posted surveys for each of the existing 6 taxonomies (in 6 different curriculum areas) to help to vet the taxonomies, requesting feedback re: activity types that we missed, others that need to be reframed, etc. We see the taxonomies as living documents, changing over time as new ways of thinking about and using digital tools and resources emerge.
Hope that this work is helpful to you, your colleagues, and this blog's readers!
That's really helpful Judi - thank you. Hopefully as our staff begin to engage with the taxonomies we can give you some feedback and suggestions - we'll be starting them off next year from February. I will contact you through your wiki once we have some ideas. Thanks again!
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