Technology & Instruction
TPACK Framework
“New technology is common, new thinking is rare.”
- Sir Peter Blake
The Evolution
1890 Chalkboard
One of the biggest inventions in terms of educational technology!
1900 Pencil
Mass produced and still found in every classroom today.
1959 Photocopier
Replaced early versions of copying machines.
1950s and 60s Overhead Projector
This device replaced chalkboards as a way to write information for teaching. Predecessor to the document camera today.
1970 Handheld Caluclator
This original calculator paved the way for calculators in the classroom today.
2010 Apple iPad
A device capable of so many independent functions that the type of technology is simply dependent on the app open at the moment.
What is Technology's place related to Curriculum and Instruction?
Technology is ever-changing. We have moved from the replacement or invention of a particular device to devices that can become new mediums for instruction based upon the application or software that is open at the moment.
When incorporating or training on new technologies, the focus must be on the purpose or activity supported by the tool and not the tool itself.
A Model for Technology Integration
- In 2006 Mishra and Koehler developed and published a conceptual framework for implementing technological, pedagogical and content knowledge as a way of thinking about teacher knowledge.
- The TPACK (TPCK) Model expanded on Schulman's work (1987) of combining teacher content knowledge and pedagogical knowledge into the PCK model.
- The TPACK model continues to be used as a framework for integrating emerging technologies into the classroom.
- There are overlapping areas within the TPACK framework which create 7 constituents:
- Content Knowledge (CK),
- Pedagogical Knowledge (PK),
- Technology Knowledge (TK),
- Pedagogical Content Knowledge (PCK),
- Technological Content Knowledge (TCK),
- Technological Pedagogical Knowledge (TPK), and
- Technological Pedagogical and Content Knowledge (TPACK or TPCK)
TPACK Model
What is the best method or approach to keeping up with ever-changing, educationally purposeful technology? Who is responsible for integrating technology in the classroom?
Does technology enhance all aspects of teaching and learning? Are there times or situations when technology should not be used for instruction? Is there a valid argument for not using technology in the classroom?