Dream It
Total PACKage
The model above shows the three areas of knowledge in TPACK and how they interact with each other. Pedagogical Content Knowledge (PCK), Technological Content Knowledge (TCK), Technological Pedagogical Knowledge (TPK), and the intersection of all three circles, Technological Pedagogical Content Knowledge (TPACK). Not all three areas will be used at all times but when they are this is known as the “TPACK Sweet Spot.”
Teachers can use this model to drive their instruction to new levels. This drive does not necessarily mean that we need to force all three to happen all time, but instead know how each piece of knowledge works in the classroom, when to use them, and when to not.
Classroom Strategies Frayer Model. (n.d.). Retrieved July 21, 2014, from All About
Adolescent Literacy website: http://www.adlit.org/strategies/22369/
Koehler, M.J. Tpck.org. Retrieved from http://www.tpck.org/
Koehler, M. J., & Mishra, P. (2009). What is technological pedagogical content
knowledge? Contemporary Issues in Technology and Teacher Education, 9(1),
60-70.
I have implemented the TPACK model to guide my planning. The TPACK model was used to reflect on my problem of practice and outline the transformation I would like to see in my students understanding. See below for more information on TPACK.
TPACK is the culmination of three areas of knowledge that makes connections between them. The first area is technology knowledge, this refers to the ability to work with technology in your teaching. An example would be if the teacher uses an online tool for an activity in class. “Being able to recognize when information technology can assist or impede the achievement of a goal, and being able continually adapt to changes in information technology” (Koehler & Mishra, 2009).
The second area is pedagogy knowledge; this is the how of teaching. For example if a teacher attempts to teach vocabulary using the Frayer Method (Classroom Strategies Frayer Model) that is the pedagogy for teaching vocabulary. “This generic form of knowledge applies to understanding how students learn, general classroom management skills, lesson planning, and student assessment” (Koehler & Mishra, 2009).
The third area is content knowledge; this is what the teacher knows about the subject being taught. Teachers need to be experts in their content so they can answer any questions students have and advance their thinking. It is also important that teachers know the content of where the student came from and the content where they are going. “This knowledge would include knowledge of concepts, theories, ideas, organizational frameworks, knowledge of evidence and proof, as well as established practices and approaches toward developing such knowledge” (Koehler & Mishra, 2009).