Self-Evaluation of Framework
TOPICS EXPLORED
This week for Module 2 focused on the various framework models that explored the integration of technology in pedagogies and their effectiveness in such usage. Some of the framework models explored were the SAMR, TPACK, Technology Integration Matrix, and Triple E. The model that was most intriguing for me was the TPACK model.
WHAT IS THE TPACK MODEL?
It is important to preface that "the fact that a technology is innovative and popular does not make it an educational technology" (Mishra & Koehler, 2009). This model was originally birthed from former professor Lee Shulman with his explanations that educators have specialized knowledge that sets them apart from other professionals. Shulman believed that this specialized knowledge sits right in-between content and pedagogy which he defined as special pedagogical content knowledge (PCK). As technology continues to rapidly advance and integrate more into our personal, professional, and educational lives, Shulman's model had to be updated to include technology knowledge (TK). Together these two make up the technological pedagogical and content knowledge (TPACK) framework model. In more simpler terms, the TPACK model is knowing the subject you are teaching (content), knowing what learning method is most effective for the subject and its learners (pedagogy), and selecting appropriate tools to enhance the teaching (technology).
- PCK (pedagogical content knowledge) - is required to simplify a subject and teach it effectively
- TCK (technological content knowledge) - is how the technology influences the content
- TPK (technology pedagogical knowledge) - highlights how technology and pedagogy influence each other
SELF-EVALUATION WITH TPACK
As stated before, the three components that contribute to the TPACK framework model are content, pedagogy, and technology. I believe the component I am most weak in is the pedagogy knowledge (PK) component. I am incredibly knowledgeable in the areas I known for at work which would be children's materials and graphic design. However, when needing to explain or detail how to do something to a colleague or patron, I fall short with assuming the person I am helping knows the "basic" things required to the area I am assisting them in. An example of this would be:
- Finding materials in the children's area.
- The children's area in the system I work in is organized alphabetically by author's last names. A lot the time, adult patrons know where the Mo Willems books are located. Those books would have the call numbers WIL + (the publication year). Specifically, if a patron already grabbed the book The Pigeon Needs a Bath!, it would have the call number EASY WIL 2014. Easy is used to signify the children's area, WIL being the first three letters of the author's last name Willems, and 2014 being the year it was published. Now at first, that seems like too much information to give to a patron. However, if they know or have been told that the books are organized by author's last names and they wanted to get a Dr. Seuss book- one would think they would look for the call number EASY SEU. That is normally not the case which leads to their frustration at my lack of physically showing them (pedagogy) to understand how to find similar materials in the future.
TPACK AND I IN THE FUTURE
In the future, I would like to create and host programs that teach teens technical "life" skills such as resume building, presentation giving, and more. Whilst I know these programs will be especially beneficial to teens since technology is more than doom scrolling on social media, it is impertinent for me to enhance my pedagogies in educating them on so. The obstacle I need to personally overcome is "that [most] software is designed for business, not for education" (Canada, 2021). Being exceptionally knowledgeable on certain topics or areas is not enough if you cannot teach the subject to someone effectively.
References:
Canada, M. H. (2021, May 13). What is TPACK theory and how can it be used in the classroom? McGraw Hill Canada. https://www.mheducation.ca/blog/what-is-tpack-theory-and-how-can-it-be-used-in-the-classroom/
Mishra, Punya & Koehler, Matthew. (2009). Too Cool for School? No Way! Using the TPACK Framework: You Can Have Your Hot Tools and Teach with Them, Too. Learning & Leading with Technology. 36.
Thanks for sharing your thoughts on TPACK. What I love about this framework is it gives equal weight to all three areas and takes into account how context affects the success of a lesson. Knowing the area you can use additional support in makes it that much easier to focus your time on building your pedagogical practices.
ReplyDeleteTowards the end when you say, "technology is for business not for education." I would twist what you're saying to make it work for me. So, I would think of it like, yes technology is a business, but if I show patrons the 'business' and help them understand it than it becomes education. It would be similar to showing the patron struggling with the Dr. Seuss books and where they fall in the collection.
ReplyDeleteLearning pedagogical strategies is an ongoing journey. New best practices appear every few years, leading to constant advancement in the field. While core teaching principles remain the same, professional development sessions discuss and model new techniques. With eight years of teaching experience, I know numerous strategies I could further develop or explore for the first time. Simply recognizing areas for growth is a positive step towards creating an actionable plan to achieve your goals, particularly in teen programming. Through upcoming coursework or professional development opportunities, you will acquire skills to integrate teaching skills into your current work effectively. I always leave instructional strategy PD with additional tips and tricks to support my goals of using newer strategies to engage students in learning.
ReplyDeleteHi McKenzie! I love the comprehensive list you published from The University of Michigan. What a wonderful place for someone unfamiliar with strategies to start! I, too, have used think-pair-share in the classroom and love it's sibling, which is the "snowball activity." Basically you have pairs discuss with other pairs until two or more pairs have discussed a topic or set of topics. The end result is more students interacting with each other and hopefully, broader answers! I've only done this as a participant at professional development seminars and not as a teacher; however, I look forward to trying it with students!
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