TPACK

TPACK

            TPACK (Technological Pedagogical Content Knowledge) is a “framework that identifies the knowledge teachers need to teach effectively with technology (Koehler, 2012).” There are three main pieces that come into play content, pedagogy, and technology. Where these three main concepts come together is where TPACK originates from. The major thing to keep in mind about TPACK is that for each teacher TPACK looks differently. Each teacher must incorporate the three main pieces of TPACK in a way that works for their classroom and the subject matter that the teachers is working with (Koehler, 2012).

            The fact that TPACK looks different for each teacher makes TPACK difficult to work with for teachers. First, teachers have to work with the technology available and that can sometimes be little or no technology. Teachers also have to be able to take into consideration what technology is available outside of the classroom. Some students may not have access to the internet at home but may have a study at the school to access the internet. Other obstacles for the teacher may be a lack of knowledge as to the resources available to them and the unfamiliarity with technology in general. Teachers also battle the ability to effectively integrate the technology. One important thing about TPACK is that it is incorporated to make the educational experience better for the student. This means that the technology is not incorporated for the sake of incorporation.

In terms of the options from Instructional Planning Activity Types as Vehicles for Curriculum-Based TPACK Development, many of the options are options that can be used in multiple curriculums and in multiples ways (Harris & Hofer, 2009). The main thing to keep in mind again is that the incorporation of technology is in a meaningful and effective manner. These options need to be addressed in an individual manner. The teacher needs to ask themselves the expectations of the technology for themselves as well as what the expectations are in terms of their students. When the technology is incorporated in a meaningful way then everyone benefits.

References

Harris, J., & Hofer, M. (2009). Instructional Planning Activity Types as Vehicles for Curriculum-Based TPACK Development. Research Highlights in Techology and Teacher Education 2009, 99-108.

Koehler, M. J. (2012, November 22). What is TPACK? Retrieved from TPACK.org: http://www.matt-koehler.com/tpack/privacy-policy/