#DESCOVERINGTPACKMODEL
It is a well-known fact that employing technology in classrooms is of substantial importance. Students need to find a connection between their everyday living and the educational environment since they are digital natives and technology is part and parcel of their lives. Otherwise, classrooms will not be updated with the current changes in society in terms of technology, so students may lack enthusiasm or willingness to attend their lessons. Lots of theories and information are now available about applying technology in education and how to cope with it.
One of the theories that deal with this issue is Technological Pedagogical And Content Knowledge (TPACK) introduced by Punya Mishra and Matthew J. Koehler of Michigan State University in 2006. It is a framework that attempts to identify the nature of knowledge required by teachers for technology integration in their teaching while addressing the complex, multifaceted and situated nature of teacher knowledge. Within this model, we can recognize three primary forms of knowledge: Content Knowledge (CK), Pedagogical Knowledge (PK), and Technological Knowledge (TK). (Koehler Matt, 2012)
One of the theories that deal with this issue is Technological Pedagogical And Content Knowledge (TPACK) introduced by Punya Mishra and Matthew J. Koehler of Michigan State University in 2006. It is a framework that attempts to identify the nature of knowledge required by teachers for technology integration in their teaching while addressing the complex, multifaceted and situated nature of teacher knowledge. Within this model, we can recognize three primary forms of knowledge: Content Knowledge (CK), Pedagogical Knowledge (PK), and Technological Knowledge (TK). (Koehler Matt, 2012)
TPACK presents a dynamic of the three concepts - as you can see in the image below- so as to redesign learning experiences considering that this is not the same as having knowledge of each of the primary concepts individually. Instead, equal importance should be given to the three elements for teachers to understand how tools can enhance their teaching and support students learning more deeply and effectively.
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This image represents TPACK Framework. It was taken from http://bit.ly/2Fe78Er,
and it was based in the original from http://bit.ly/2XRMam6.
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One of the main mistakes many teachers tend to make is that when trying to include technology in their plannings, they select a new technology they like or a new app they found and then, they try to design a lesson around that particular tool, relying in the first place in Technology Knowledge and only then, they try to adapt the Content and Pedagogy Knowledge at last. As the framework presents, the intersections of the three concepts are critical because they represent deeper levels of understanding. As regards this, teachers should start planning to take into account the Content and Pedagogy Knowledge in a first place, and then layer in Technology bearing in mind the context.
Here is a short video that shows you how the process of vetting websites, it is very usefull to learn to dismiss those webs which are not valuable or scholarly enough as a credible source for an academic work :
Another thing to bear in mind when employing technology in classrooms is helping students to analyze web sources when searching for specific information or, in case of EFL classrooms, finding a reliable online dictionary. This is also part of the teachers' work since she/he has to come up with the tools for the students to find reliable sources at the time they have to do some task. A good example could be the production of learning journals if students want to retrieve information from some article they found interesting from the Internet, previously they have to pay attention to a number of factors as the author, the background information, the year of publication; all these features will determine if the source is trustworthy.
Here is a short video that shows you how the process of vetting websites, it is very usefull to learn to dismiss those webs which are not valuable or scholarly enough as a credible source for an academic work :
Another thing to bear in mind when employing technology in classrooms is helping students to analyze web sources when searching for specific information or, in case of EFL classrooms, finding a reliable online dictionary. This is also part of the teachers' work since she/he has to come up with the tools for the students to find reliable sources at the time they have to do some task. A good example could be the production of learning journals if students want to retrieve information from some article they found interesting from the Internet, previously they have to pay attention to a number of factors as the author, the background information, the year of publication; all these features will determine if the source is trustworthy.
On the whole, TPACK model in teaching and learning highlights the power technology has to transform student’s learning through different forms of integrating technology in the classrooms. A great number of factors should be considered when trying to innovate teaching, but applying the map for understanding that this model provides, would help teachers when organizing their planning, making it easier and with a significant outcome.
For a further and detailed explanation of the TPACK model, we offer the following video: https://www.youtube.com/watch?v=jjQN8zUvf0w.
REFERENCES
Beru, T. H. A. I. C. Y. (2017, March 10). TPACK Model
[Video file]. Retrieved June 16th, 2019, from https://www.youtube.com/watch?v=jjQN8zUvf0w.
Koehler, M. A. T. T. (2017b, June 9). TPACK Explained.
Retrieved June 16th, 2019, from http://matt-koehler.com/tpack2/tpack-explained/.
Rodgers, D. Y. L. A. N. (2019, April 18). The TPACK
Framework Explained (With Classroom Examples). Retrieved June 16th,
2019, from https://www.schoology.com/blog/tpack-framework-explained.
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