1st Semester

LESSON

SED 3202

8
Models for

Teaching with Technology

There are many models that emerged which deal with integrating technology seamlessly into

the field of teaching. As we have learned in earlier lessons, there is no one-size-fits-all model

for all your classes. As a teacher, you should be flexible to the needs of your students and

adjust your lessons and pedagogy accordingly.

Below are a few of the models that educators turn to when dealing with educational

technology.

Technological Pedagogical Content Knowledge Model

Mc

Graw Technological Pedagogical Content Knowledge

Education
 Pedagogy
Technology

TPACK

‫הווו‬
Content

http://tpack.org/

Source:
https://www.mheducation.ca/media/wysiwyg/TPACK.jpg

TPACK is an approach that focuses on three facets: Content, Pedagogy, and

Technology. It is based on American educational psychologist Lee S. Shulman's idea of

Pedagogical Content Knowledge.

Here are the three main elements:
1. Content Knowledge (CK) - This refers to the "teachers' knowledge about the

subject matter to be learned or taught." As Shulman (1986) noted, 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).

2. Pedagogical Knowledge (PK) – "Teachers' deep knowledge about the processes

and practices or methods of teaching and learning. They encompass, among

other
things, overall educational purposes, values, and aims. This generic form of knowledge

applies to understanding how students learn, general classroom management skills,

lesson planning, and student assessment (Koehler & Mishra, 2009).”

3. Technology Knowledge (TK) – "Knowledge about certain ways of thinking about,

 and working with technology, tools and resources... This includes understanding

information technology broadly enough to apply it productively at work and in

everyday life, 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)."

Simply put, TPACK is about what a person knows, how that person teaches, and how well

she/he chooses technological tools that can assist learning.

If you look back at your teachers' performance, you may notice how some are very smart,

but are unable to express what they know to their students. This means they have high CK,

but they need to improve on their PK and TK. Some teachers may also provide all the right

videos and have the most creative PowerPoint presentations, but at the end of the class you

feel like you did not understand the lesson. These kinds of teachers have high TK, but need

to work on their CK and PK.

As a future teacher, your goal is to work on these three elements so you can give your students

the best possible learning experience.

Sandwich Model in Assessment & Feedback

Teachers often have to give feedback to students so that they will improve. The model below

is commonly used in the field of education in order to provide critique/feedback in a pleasant

way.

Sandwich Feedback
Technique
 Praise

Criticism

Praise

Source: https://www.rightattitudes.com/blogincludes/images/20080220_sandwich_feedback_technique.png

For instance, you are a teacher and you are about to tell a student that her/his output does

not meet the standards. This model suggests that you start with a positive opening statement

to point out the strengths of the student, before proceeding with the core message or

feedback. Then, you end with a positive closing statement by reminding that person of her/his

strengths, or to maybe give suggestions on how to improve. For example, "I appreciate your

creativity and how well you designed your presentation. Among your classmates, your design

is one of the best. However, I think the content itself needs improvement. You were not able

include the correct definitions, and you did not cite your sources. Your template is already

good, you just need to double check your definitions and add your sources."

This way, even if you are giving criticism, you are still encouraging the student to do better.

If you are specific and clear in your feedback, then your students will be able to produce high-

quality output.

Digital Competence Framework for Educators (DigCompEdu)

This framework is designed in 2017 by the Joint Research Centre (JRC) to determine

the digital competence of teachers. It was conceptualized through meetings, workshops,

debates and deliberations with experts and professionals, as well as through the synthesis of

existing instruments at the local, national, European and international levels (Cabero-

Almenara et al., 2020).

As quoted from the study of Cabero-Almenara et al. (2020), DigCompEdu's

competence areas are:

1. Professional engagement: it is focused on the work environment of the teachers. The

digital competence of the teachers is expressed in their ability to use the digital

technologies to improve teaching, but also to professionally interact with peers, students,

family and different agent from the education community. This area is also focused in

digital continuous professional development.

2. Digital resources: related with the sources, creation and distribution of digital resources.

One of the key competences that any teacher should develop is the identification of

education resources. Also, the teachers should be able to modify, create and share them

so that they fit with their objectives, students and style of teaching. At the same time, the

teachers should be able to responsibly use and administer the digital content, respecting

the guidelines of copyrights and protecting personal data.

3. Teaching and Learning: know how to design, plan and implement the use of digital

technologies in the different stages of the process of teaching and learning. Also, a change

of approaches and methodologies that are centered on the students is advocated.

4. Assessment: linked to the use of digital tools and strategies in the evaluation and

improvement of the processes of teaching-learning. The digital technologies can improve

the existing strategies of assessment and give way to new and improved evaluation
methods.

5. Empowering learners: one of the key strengths of the digital technologies in education

is their potential to promote the active participation of the students in the process of

learning and their autonomy within it. Also, the digital technologies can be utilized to offer

learning activities adapted to the level of competency for each student, their learning
interests and needs.
6. Facilitating learners' digital competence: to develop and facilitate digital competence

of the students.

Basically, these competence areas are used as the bases for rating a teacher's digital

competence. However, let us keep in mind that this framework is not the ultimate gauge for

a teacher's performance. In many areas here in the Philippines, limitations in infrastructure

hinder classes from being held digitally. Of course, many elements such as teaching strategies

and approaches also factor into this equation.

References:

Cabero-Almenara, J., Gutiérrez-Castillo, J.-J., Palacios-Rodríguez, A., & Barroso-Osuna, J.

(2020). Development of the Teacher Digital Competence Validation of DigCompEdu

Check-In Questionnaire in the University Context of Andalusia (Spain). Sustainability,

12(15), 6094. https://doi.org/10.3390/su12156094

Koehler, M. J., & Mishra, P. (2009). What is technological pedagogical content knowledge?

Contemporary Issues in Technology and Teacher Education, 9(1), 60-70.

Shulman, L.S. (1986). Those who understand: Knowledge growth in teaching. Educational

Researcher, 15(2), 4-14.