TPACK
My understanding on TPACK
TPACK, which stands for Technological Pedagogical Content Knowledge, is a framework that identifies the essential qualities of teacher knowledge required to effectively integrate technology into teaching. Developed by Dr. Matthew Koehler and Dr. Punya Mishra, TPACK expands on Lee Shulman's concept of Pedagogical Content Knowledge (PCK) to include technology.
The TPACK framework consists of three primary forms of knowledge:
1. **Content Knowledge (CK)**: This refers to the teacher's understanding of the subject matter they are teaching. It includes knowledge of concepts, theories, ideas, organizational frameworks, knowledge of evidence and proof, and established practices and approaches toward developing such knowledge.
2. **Pedagogical Knowledge (PK)**: This involves the methods and processes of teaching and includes understanding how students learn, classroom management skills, lesson planning, and assessment methods. Pedagogical knowledge is about knowing how to teach and how to engage students in learning.
3. **Technological Knowledge (TK)**: This is the knowledge of how to use various technologies, ranging from traditional tools like the chalkboard to more advanced digital tools like computers, software, and the internet. It involves understanding how to select, use, and integrate technology in a way that enhances learning.
These three knowledge areas intersect in the TPACK framework to create the following combinations:
- **Pedagogical Content Knowledge (PCK)**: The combination of pedagogy and content knowledge. It is about knowing what teaching approaches fit the content, and knowing how elements of the content can be arranged for better teaching.
- **Technological Content Knowledge (TCK)**: The interplay between technology and content. This is about knowing how technology can create new representations for specific content.
- **Technological Pedagogical Knowledge (TPK)**: The understanding of how teaching and learning can change when particular technologies are used in particular ways. This involves knowing the pedagogical affordances and constraints of a range of technological tools as they relate to disciplinarily and developmentally appropriate pedagogical designs and strategies.
- **Technological Pedagogical Content Knowledge (TPACK)**: The comprehensive understanding that emerges from the interplay of content, pedagogy, and technology knowledge. TPACK represents the ability to teach content effectively using appropriate pedagogical strategies and integrating suitable technology.
Lesson planning( integrating TPACK model in primary lesson planning)
Subject; mathematics
Class; 1
Previous knowledge; students have been unknowingly or knowingly using the numbers. They have been using numbers for counting.
Material used; online video, powerpoint, worksheet, quiz
Learning objectives;
Students should be able to;
Recognize and name numbers from 1 to 20 after the teaching is done
Correctly write numbers from 1 to 20, demonstrating proper formation and alignment
Count from 1 to 20 and understand the concept of number order being able to identify which number comes before or after given number
Lesson introduction
Before introducing the lesson to the students, begin the lesson with showing a youtube video on numbers.
Lesson development
Screen the powerpoint where I have numbers in the slide. Count with the students and then provide a worksheet where they need to fill the gap.
Lesson closure
As an exit ticket, let them do quiz.
By combining these areas, the TPACK framework helps teachers understand how to use technology to enhance their teaching methods and support student learning in meaningful ways.
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