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Steven Anderson - TPACK: Technology, Pedagogy and Content Knowledge

Steven Anderson - TPACK: Technology, Pedagogy and Content Knowledge

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Published by Classroom 2.0 Book
TPACK or Technology, Pedagogy and Content Knowledge, is a framework for planning and understanding
the use of technology in the classroom. The more I’ve learned about this, the more I’ve kept
smacking my head. This stuff is a no-brainer for us and should be for all educators. TPACK explains
how we should be planning and using technology in the classroom.
TPACK or Technology, Pedagogy and Content Knowledge, is a framework for planning and understanding
the use of technology in the classroom. The more I’ve learned about this, the more I’ve kept
smacking my head. This stuff is a no-brainer for us and should be for all educators. TPACK explains
how we should be planning and using technology in the classroom.

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Published by: Classroom 2.0 Book on Jun 28, 2012
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04/21/2013

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5th
 AnniversaryBookProject
TPACK
Technology, Pedagogy and Content Knowledge
By:
Steven Anderson
Creative Commons License:
CC BY-SA
Author contact:
 steven.anderson@web20classroom.org
Author Biography:
Steven W. Anderson is the Di-rector of Instructional Technology for the Winston-Salem/Forsyth County Schools in Winston-Salem, NC. He also regularly travels thecountry talking to schools and districts about the use of Social Media in the classroom.Steven has been a presenter at several educational technology conferences, includ-ing ISTE, ASCD and NCTIES, as well as served as a panelist at the #140 Conference
in Los Angeles, New York and was a featured speaker at the rst ever #140Edu Con
-ference, focusing on the real-time web in education. He is also responsible in helpingcreate #edchat, a weekly education discussion on Twitter that boasts over 500 weeklyparticipants. Steven has also been recognized with the NOW Award, highlighting theMovers And Shakers in the world of social media and the 2009 and 2011 Edublogs,Twitterer of The Year Award.Steven holds a Bachelor of Science in Middle Grade Mathematics and Science Educa-tion from Western Carolina University and a Master of Arts in Education in InstructionalTechnology from East Carolina University.
Activity Summary
TPACK or Technology, Pedagogy and Content Knowledge, is a framework for planning and under-standing the use of technology in the classroom. The more I’ve learned about this, the more I’ve keptsmacking my head. This stuff is a no-brainer for us and should be for all educators. TPACK explainshow we should be planning and using technology in the classroom.
Class or subject area: Instructional designGrade level(s):
All
Specifc learning objectives:
Understand the purpose and application of TPACK
Understand the contexts that inuence the implementation of TPACKExamine specic activity types within this framework
 
In June 2011, myself and the rest of our team were sitting around our conference table talking about arecent trip to ISTE (the annual conference for the International Society for Technology in Education).Many in the group could not go but those of us who did were going around the table sharing what
sessions we went to and, most importantly, sharing what we learned and our reections on our learn
-ing.During this time together our Director, Marlo, shared a wonderful session she attended delivered byDr. Judi Harris from the College of William and Mary. Her topic was TPACK. I had heard of TPACKbefore, here and there, but hadn’t really spent any time investigating in. Lucky for us Dr. Harris makesher presentations public and we spenta great deal of time reviewing the infor-mation.The further and further we went intothe presentation and the more Marloshared about the session I could tell theexpressions on my face were changing.UndWe decided at that point this wassomething we needed to dive deepinto ourselves and to help our teachersunderstand.Now you might be thinking to yourself,what is TPACK?TPACK or Technology, Pedagogy andContent Knowledge, is a framework for planning and understanding the use of technology in the classroom.From the TPACK.org website:“Technological Pedagogical Content Knowledge (TPACK) attempts to identifythe nature of knowledge required by teachers for technology integration intheir teaching, while addressing the complex, multifaceted and situated natureof teacher knowledge. At the heart of the TPACK framework, is the complexinterplay of three primary forms of knowledge: Content (CK), Pedagogy (PK),and Technology (TK). See Figure above. As must be clear, the TPACK frame-work builds on Shulman’s idea of Pedagogical Content Knowledge.” (http://mkoehler.educ.msu.edu/tpack/what-is-tpack/ )You can see each area of knowledge carries equal importance. Content is equal to pedagogy. Andthey both are equal to the use of technology. But the focus here is on the intersection and balance of all 3. The goal is to get to the sweet spot of instruction where there is a focus on good content, good
 
pedagogy and the infusion of technology.TPACK also explains the struggles that some teachers have when planning and delivering content.
Technology/Content Knowledge (TCK)-These are teachers that have strong backgrounds in their content. They know what they are teaching and know/feel comfortable using technology to deliver this content. But there is a lack of an understanding of best how to teach the content with the tech-nology.
Technology/Pedagogy Knowledge (TPK)-These are teachers who know the best methods in whichto reach all students and they have a strong background in technology in order to help them withthose methods. However they lack a strong understanding in their content.
Content/Pedagogy Knowledge (CPK)-The most popular of the knowledges, you will see most
teachers t into this realm. These are teachers who know their content backwards and forwards.
 And they have a good grasp on the best methods to teach students. However, there is a lack othe use of technology, and, more importantly a lack of understanding (or willingness) to infuse itinto the curriculum.The TPACK frame work is surrounded by contexts. These are things that are often out of our controlbut we have to consider them as we are planning and implementing our curriculum. Things like:
 Access To Technology
Time
Student Knowledge of the Content and Technololgies
Teacher Knowledge of the Content and Technologies
Interpersonal DynamicsWe spent a great deal of time studying all the presentations and documentation about TPACK. Weread case studies, looked at research and asked questions through social media to people who wereusing TPACK in their classrooms and schools. Through these discussions and our own research wefound the Activity Types.Think of the Activity types as a road map to use during planning. There are Activity Type documentsfor:
K-6 Literacy
Mathematics
Physical Education
Science
Secondary English Language Arts
Social Studies
World Languages
Visual Arts (Planned for future release)Let’s say I am a science teacher. I look at what I am going to be teaching. Let’s assume it’s chemistry.
I have specic activities that I do every time I teach this unit. These may be activities that I do all thetime or activities I want to try for the rst time. I go over to my Science Activity Types documentationand I nd the activity. I read the description and I see there are suggested technologies. These are
technologies that could be used as a part of this activity. So if one of my activities is I want students toreport on an element of the Periodic Table. I would look at the reporting type activities and see several

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