When discussing the TPACK model, McGraw Hill Canada cite Lee S. Shulman's 1986 work titled, "Those Who Understand: Knowledge Growth in Teaching." and Mishra and Koehler's work, "Technological Pedagogical Content Knowledge: A Framework for Teacher Knowledge," to explain how pedagogy and technology interact to create the TPACK model, which expands on the traditional PCK (Pedagogy, Content, Knowledge) model, illustrated by Shulman. Shulman claims that effective teachers "overlap" knowledge of their subjects with efficacious teaching practices to create the PCK model. Mishra and and Koehler expanded this idea by including technology into their model of best teaching practices. The goal of the TPACK model (Technology, Pedagogy, and Content Knowledge) is to integrate technology in such a way that it enhances a lesson, producing something that wouldn't be possible or as "rich" without it. A few examples are outlined in the next paragraph.
In the article, " 'Grounded' Technology Integration: Instructional Planning Using Curriculum-Based Activity Type Taxonomies," Harris and Hofer discuss an array of technology-based projects that naturally align with a history curriculum, no matter which region or topic they focus on. As a high school social studies teacher, a few of my favorite activities that were mentioned were asking students to create a digital cartoon using comic creation software or a scanner, roleplaying key figures using Movie Maker or a digital video camera, or engaging in civic actions through blogging, emailing, or creating a ThinkQuest. An assignment I thought of that isn't in the article and can only be done with events that took place within the last fifty years (relatively, at least) is interviewing a direct witness/participant of a historical event. An example would be conducting a Zoom interview with a Vietnam War veteran who would be willing to discuss his experience. Of course, there would be mini-lessons that are necessary such as reviewing proper interview conduct (appropriate question framing, how to interview survivors of possible trauma, etc.). Sadly, the school year is ending in just three weeks and there is little time to co-teach the Vietnam War in my U.S. History class. Nevertheless, this is a assignment that I'm pondering for next year that can be done with the technology we currently have.
After reading about the wonderful ways a social studies teacher can employ the TPACK model successfully in her classroom, my main concern would be finding or ordering the technology resources and all the logistics that come with that; sharing them with my colleagues and students and ensuring we all minimize damage would also be a worry. Nevertheless, with the right planning, collaboration, and petitions to our administration, my social studies team and I can make this happen!
Image courtesy of iStock by Getty Images
Please see the tutorial below if you are new to using Movie Maker.
Works Cited
McGraw Hill Canada. "What is TPACK Theory and How Can It Be Used in the Classroom?"
I really like that you used the TPACK. I feel like this one is much more complex. I also really appreciate your examples and resources. I think the movie maker is a great example that could fit into any of the frameworks we looked at.
Image courtesy of Shutterstock My History with Technology My relationship with technology is one that goes back to using landline telephones , toy walkie talkies , and calculators as a child. In fact for my 10th birthday, my aunt gave me my first calculator upon hearing from my cousin that I had wanted one; I was fascinated by a gadget that could compute ANY math problem using addition , subtraction , multiplication and division . By 8th grade, I was forming secret messages by sequencing numbers upside down and by freshman year of college, I was calculating square roots, sins, cosines, etc. How could one small device do so much! I was prepared to be blown away by the Dos version of Word, later by Windows, and eventually by the Internet. Technology was fun, easy to use, and very efficient. I couldn't imagine a future that didn't include more sophisticated forms of technology; furthermore, I couldn't imagine anything but benefit coming from this. Fast forward thirty year
Zumpano, Nicole. "Who's Who in the American Revolution." Technology in Education: Notes from the Closet, 26 May 2015, https://zumpanotechlab.blogspot.com/2015/05/the-american-revolutionits-like-we-were.html. Accessed 25 May 2024. For my Padlet, I chose to write about Ms. Malhiot's primary class's project on The American Revolution. This assignment qualifies as active learning as the students used PicCollage and Audioboom to demonstrate their knowledge of key elements of the war, employing knowledge of key facts and creating original projects that could be displayed and presented. One can see from the visual features that inquiry and creativity were involved throughout the whole lesson. Nicole Zumpano's blog post, The American Revolution...It's Like We Were There! features visual highlights from the students' projects, which include a "Who's Who" wall of famous figures (with photos of students embedde
Image Source: Property of Owner When reflecting on the adaptive needs of the diverse learners I've taught throughout the last decade, my students have fallen into several categories; some of these brackets include struggling readers, struggling writers, the hearing impaired, emotionally/behaviorally challenged, and the verbally challenged (and of course, students fit into multiple categories in some cases). Thankfully, no matter which setting I've taught in, one tool my students have always had access to was a Google Chromebook. In the next section, I will focus on five adaptive features that Google Chromebooks have for students with the challenges I listed above and describe each one. Text-to-Speech Google has two text-to-speech options. One is located second in the "Start" menu under "Accessibility." After clicking on "Accessibility," one would select "Select to Speak." Once this option is activated, the user would see a green check
I love the TPACK framework! Which area (technology, pedagogy, or content knowledge) do you feel the strongest in? The weakest in?
ReplyDeleteI really like that you used the TPACK. I feel like this one is much more complex. I also really appreciate your examples and resources. I think the movie maker is a great example that could fit into any of the frameworks we looked at.
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