2. This session will look at
The place of technology in teaching and
learning
Current teacher training
TPCK framework as a guide to more effective
teacher training
TPCK in action-examples of successful
teacher training
Why have a theoretical framework like TPCK?
3. Technology in Teaching and
Learning – how does it fit?
“Technological progress is like an axe in
the hands of a pathological criminal.”
-Albert Einstein
4. Technology in Teaching and
Learning – how does it fit?
The advent of digital technology has
dramatically changed routines and practices
in most arenas of human work.
Routines and practices in Education have
undoubtedly encountered changes, but are
they dramatic?
It has become clear…that in Education, the
reality has lagged far behind the vision.
5. Current Teacher training
"The only thing that interferes with my
learning is my education."
-Albert Einstein
6. Current Teacher training
A tendency to look only at the technology and not
how it is used.
A conceptually based theoretical framework about
the relationship between technology and teaching
[like TPCK] can transform…teacher education,
teacher training, and teachers’ professional
development.
Relationships between teaching and technology
and complex and contextually bound – there is no
one-size-fits-all approach.
7. TPCK framework as a guide to
more effective teacher training
"We can't solve problems by using the
same kind of thinking we used when we
created them."
-Albert Einstein
8. TPCK framework as a guide to
more effective teacher training
Old-school trends in teacher education
Content Pedagogy
9. TPCK framework as a guide to
more effective teacher training
Newer-school trends in teacher education
Content Pedagogy
Pedagogical-content
Knowledge
10. TPCK framework as a guide to
more effective teacher training
Technological trends in teacher education
Pedagogical-content Knowledge
Content Pedagogy
Technology
11. TPCK framework as a guide to
more effective teacher training
TPCK at a Glance
Pedagogical-content Knowledge
Technological Pedagogical
content Knowledge
Content Pedagogy
Technology
Technological Content Knowledge Technological Pedagogical Knowledge
12. TPCK framework as a guide to
more effective teacher training
Content Knowledge
facts, information, concepts, theories, the what
Pedagogical Knowledge
Method, processes, practices, techniques, the how
Pedagogical Content Knowledge
How to teach “the what”
13. TPCK framework as a guide to
more effective teacher training
Technological Knowledge
Knowledge about standard technologies – how to use them
Whiteboard, books, internet, digital video
Technological Content knowledge
How the subject matter can be changed by the
application of technology
Technological Pedagogical Knowledge
Knowledge about how a range of technological tools
can support teaching.
14. TPCK framework as a guide to
more effective teacher training
Technological Pedagogical Content Knowledge
The basis of good teaching with technology
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 how technologies can be used to build on
existing knowledge and to develop new epistemologies or
strengthen old ones
15. TPCK in Action
"Imagination is more important than
knowledge."
-Albert Einstein
16. TPCK in Action
Learning Technology by Design
The development of TPCK co-evolved with an effort to
teach courses that develop teachers’ understanding of
technology.
Learning is best supported when the content is part of a
context that the students can perceive as meaningful,
assign value to the subject matter, and develop an
understanding of the relation of it with their lives (Lave,
1997)
Design-based activities provide a rich context for learning.
18. TPCK in Action
Learning Technology by Design
in EDUC9701
What new technological skills have you
acquired so far in this topic?
What connections have you formed between
your new-found skills and the concepts/ideas
relating to using ICT for teaching and
learning?
19. Why have a theoretical
framework like TPCK?
"Education is what remains after one has
forgotten everything he learned in
school."
-Albert Einstein
20. Why have a theoretical
framework like TPCK?
To guide observation (p1039)
To make sense of the complex web of
relationships that exist when teachers attempt to
apply technology to the teaching of subject
matter
To allow us to conceptualize and discuss
To give us the language to talk about it (p1044)
21. Why have a theoretical
framework like TPCK?
To allow us to understand what good teaching
with technology is about and also to make
predictions about contexts under which such
good teaching will occur
To tell us how we can apply the ideas to the real
world
To allow us to critique simplistic approaches
toward developing teacher knowledge and assist
us in developing better learning environments
(p1045)
22. “The goal of teacher education is not to
indoctrinate or train teachers to behave
in prescribed ways, but to educate
teachers to reason soundly about their
teaching as well as to perform
skillfully.” (Shulman, 1987, p. 13)
23. References
Mishra, P. & Koehler, M. J. (2006). Technological pedagogical
content knowledge: A new framework for teacher knowledge.
Teachers college Record, 108(6), 1017-1054.
Harris, K. (1995), Collected Quotes from Albert Einstein, retrieved
19 March 2012, from
http://rescomp.stanford.edu/~cheshire/EinsteinQuotes.html.
Hinweis der Redaktion
The standard approach suggests that teachers simply need to be trained to use technology. Underlying this approach is a view of technology that sees it as being a universally applicable skill; unlocking the power and potential pf technology can be achieved by acquiring basic competency with hardware and software packages. The leap of faith, however, is that by demonstrating their proficiency with current software and hardware, teachers will be able to successfully incorporate technology into their classrooms. This concept has several limitations: The rapid rate of technological change, inappropriate design of software (eg not being shown how to use accounting software in an educational setting), the situational nature of learning (the types and uses of technology will change dependent on the context of the school and individual students.)
Technology is always changing and therefore technological knowledge quickly becomes redundant or outdated. Technological content knowledge: using interactive whiteboard to build and alter 3D shapes.
Context: A Master’s level course in educational technology taught to 28 teachers. Goals: To give insight into the fields of educational psychology and technology, and how the two fields interact. Also, for students to learn some concrete advanced technology skills. Course content: A semester long task to create videos in small groups to communicate an important educational idea eg, the role of technology in the library sciences, affective communication online, and appropriate uses of technology. Instead of explicit instruction on how to use the necessary technology, teachers had to learn the technology within the context of communicating their understanding of larger ideas. Regular opportunities to screen the work-in-progress were offered and feedback provided along the way. While there was no given list of technological skills the teachers had to learn, the resulting list was impressive including: learning to operate digital cameras, using video and image editing software, conducting internet searches and uploading and downloading files, and designing webpages. Perhaps more importantly, teachers learnt about the connections and relationships between the technology and the content: eg, how to focus a message in a two minute video, how to let images and symbols convey meaning, how to inspire audiences, and how to communicate with audiences.
