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EDU 807 - Week 3 Reading - What Is Technological Pedagogical Content Knowledge? - Spring 2018 Group 3


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What Is Technological PedagogicalContent Knowledge?

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Available: http://www.citejournal.org/volume-9/issue-1-09/general/what-is-technological-pedagogicalcontent-knowledge/

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by Matthew J. Koehler, Michigan State University; & Punya Mishra, Michigan State University

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Abstract

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This paper describes a framework for teacher knowledge for technology integration called technological pedagogical content knowledge (originally TPCK, now known as TPACK, or technology, pedagogy, and content knowledge). This framework builds on Lee Shulman’s construct of pedagogical content knowledge (PCK) to include technology knowledge. The development of TPACK by teachers is critical to effective teaching with technology. The paper begins with a brief introduction to the complex, ill-structured nature of teaching. The nature of technologies (both analog and digital) is considered, as well as how the inclusion of technology in pedagogy further complicates teaching. The TPACK framework for teacher knowledge is described in detail, as a complex interaction among three bodies of knowledge: Content, pedagogy, and technology. The interaction of these bodies of knowledge, both theoretically and in practice, produces the types of flexible knowledge needed to successfully integrate technology use into teaching.

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Editors’ Note: For the benefit of readers who are unfamiliar with the notion of technology, pedagogy, and content knowledge (TPACK), we offer the following condensed and updated depiction by Mishra and Koehler (2007), which was presented originally at the annual conference of the Society for Information Technology and Teacher Education in 2007.

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Judi Harris & Matt Koehler
Special Issue Guest Editors

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As educators know, teaching is a complicated practice that requires an interweaving of many kinds of specialized knowledge. In this way, teaching is an example of an ill-structured discipline, requiring teachers to apply complex knowledge structures across different cases and contexts (Mishra, Spiro, & Feltovich, 1996; Spiro & Jehng, 1990). Teachers practice their craft in highly complex, dynamic classroom contexts (Leinhardt & Greeno, 1986) that require them constantly to shift and evolve their understanding. Thus, effective teaching depends on flexible access to rich, well-organized and integrated knowledge from different domains (Glaser, 1984; Putnam & Borko, 2000; Shulman, 1986, 1987), including knowledge of student thinking and learning, knowledge of subject matter, and increasingly, knowledge of technology.

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Jan 24
Julie Book Julie Book (Jan 24 2018 9:19AM) : Cross-disciplinary/Cross-Polinate more

This resonates with the video lecture from Dr. Mishra in our other discussion area. The idea of trans-disciplinary learning as integral to creativity. I found it interesting that in the video, it was mentioned that many teachers noted that in their teacher preparatory studies, it was never stressed the importance of integration of “knowledge from different domains” is necessary. If we know that this is effective teaching is dependent upon this, I wonder why this has not been addressed, even a decade later.

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Jan 25
Ashley McBride Ashley McBride (Jan 25 2018 7:55AM) : Teacher time and understanding more

In the k12 realm, I feel like this is not addressed for two reasons. The first is teacher time. Teachers would need training to understand these ideas and frameworks. Honestly, the time provided for professional learning is usually not focused in these areas. The time that is focused on these areas are usually spent showing teachers tools. For example, a school may give a technology integration training but they may only focus on how to set up the school’s new LMS. This would mostly be showing teachers which buttons to push and one or two examples of how it has been used by others. Once that training is complete, then there are few or no resources that can continue teacher support. So the time that is provided to teachers for addressing these ideas is used ineffectively. The second point is the lack of resources. When I say resources, I do not mean computers or software. I mean the real support teachers need to integrate effectively. There needs to be leadership, whether it is a mentor, coach, or administrator, who can guide teachers to better understand these things and how they relate to their content areas.

Educators are bound by multiple choice tests that are created to demonstrate proficiency. Let’s be honest, multiple choice tests don’t show skills like creativity. They show an ability to memeorize facts or at the most demonstrate some deeper thinking. If the tests that teachers and students are measured by only measure the ability to memorize facts, etc. then effective teaching will continue to look as it does for a large number of classrooms.

Keep in mind that I have no expertise in any realm other than K12 education.

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Jan 26
Julie Book Julie Book (Jan 26 2018 3:11PM) : Hi Ashley, [Edited] more

It seems that HE and K-12 are more linked than we consider, since it is in HE where K-12 teachers are trained. I agree that after the initial training has been done, it is more difficult to come from behind, if you will, with PDs that would help to instill the ideas of trans disciplinary approaches, and that idea of “cross pollination”. I still see teacher preparatory programs training teachers to create poster boards and bulletin boards, and that initial training with actual frameworks such as TPACK, are lacking. I totally agree about the aspect of teachers not having freedom to be creative, necessarily, and they are bound by many constraints such as state testing etc. Which is why I still am wondering if we know it doesn’t work, why are we (I don’t mean US) so insistent on continuing down the same road.

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Jan 27
Dr. Troy Hicks Dr. Troy Hicks (Jan 27 2018 11:42AM) : Context for K12 more

Thanks, Ashley, for providing more context related to your work in K12. As a former middle school teacher and someone who works with teachers on a regular basis, I can certainly understand and agree with the fact that time and resources are limited.

To that end, I do wonder what else you are thinking about the ways in which TPACK, creativity, and 21st-century learning could (with an emphasis on “could”) potentially be made more a part of the conversation, even within this constraint context.

As an instructional leader and colleague, how might you use TPACK to discuss the affordance and constraints of various technologies with your colleagues?

The Challenges of Teaching With Technology

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Teaching with technology is complicated further considering the challenges newer technologies present to teachers. In our work, the word technology applies equally to analog and digital, as well as new and old, technologies. As a matter of practical significance, however, most of the technologies under consideration in current literature are newer and digital and have some inherent properties that make applying them in straightforward ways difficult.

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Most traditional pedagogical technologies are characterized by specificity (a pencil is for writing, while a microscope is for viewing small objects); stability (pencils, pendulums, and chalkboards have not changed a great deal over time); and transparency of function (the inner workings of the pencil or the pendulum are simple and directly related to their function) (Simon, 1969). Over time, these technologies achieve a transparency of perception (Bruce & Hogan, 1998); they become commonplace and, in most cases, are not even considered to be technologies. Digital technologies—such as computers, handheld devices, and software applications—by contrast, are protean (usable in many different ways; Papert, 1980); unstable (rapidly changing); and opaque (the inner workings are hidden from users; Turkle, 1995).On an academic level, it is easy to argue that a pencil and a software simulation are both technologies. The latter, however, is qualitatively different in that its functioning is more opaque to teachers and offers fundamentally less stability than more traditional technologies. By their very nature, newer digital technologies, which are protean, unstable, and opaque, present new challenges to teachers who are struggling to use more technology in their teaching.

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Jan 27
Sarah Lewis Sarah Lewis (Jan 27 2018 4:58PM) : Argument more

I would argue that these things have changed. A chalk board changed to a white board or an overhead projector which changed to a smart board of or form of that system to put information in front of students. The same way these things manifested into computers, which changed to tablets or other forms of technology to convey information to students.

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Jan 28
Julie Book Julie Book (Jan 28 2018 2:02PM) : New Tools more

Hi Sarah, I remember a discussion a while back (and cannot remember when) about this very topic. One question that came up is have things really changed? If we go from writing on a chalkboard to writing on a smartboard, what is really different? Yes, the technology, but what does a smartboard afford that a chalkboard doesn’t?

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Also complicating teaching with technology is an understanding that technologies are neither neutral nor unbiased. Rather, particular technologies have their own propensities, potentials, affordances, and constraints that make them more suitable for certain tasks than others (Bromley, 1998; Bruce, 1993; Koehler & Mishra, 2008). Using email to communicate, for example, affords (makes possible and supports) asynchronous communication and easy storage of exchanges. Email does not afford synchronous communication in the way that a phone call, a face-to-face conversation, or instant messaging does. Nor does email afford the conveyance of subtleties of tone, intent, or mood possible with face-to-face communication. Understanding how these affordances and constraints of specific technologies influence what teachers do in their classrooms is not straightforward and may require rethinking teacher education and teacher professional development.

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Social and contextual factors also complicate the relationships between teaching and technology. Social and institutional contexts are often unsupportive of teachers’ efforts to integrate technology use into their work. Teachers often have inadequate (or inappropriate) experience with using digital technologies for teaching and learning. Many teachers earned degrees at a time when educational technology was at a very different stage of development than it is today. It is, thus, not surprising that they do not consider themselves sufficiently prepared to use technology in the classroom and often do not appreciate its value or relevance to teaching and learning. Acquiring a new knowledge base and skill set can be challenging, particularly if it is a time-intensive activity that must fit into a busy schedule. Moreover, this knowledge is unlikely to be used unless teachers can conceive of technology uses that are consistent with their existing pedagogical beliefs (Ertmer, 2005). Furthermore, teachers have often been provided with inadequate training for this task. Many approaches to teachers’ professional development offer a one-size-fits-all approach to technology integration when, in fact, teachers operate in diverse contexts of teaching and learning.

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Jan 23
Robert Norman Robert Norman (Jan 23 2018 7:19AM) : Revise [Edited] more

I would say this is one area that could be revised ten year later. Although it still is true that there may be a technology gap between teachers and their students, I think that gap is much narrower now than it was ten years ago, thanks in part to a heavier focus on tech-based professional development.

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Jan 25
Ashley McBride Ashley McBride (Jan 25 2018 8:34AM) : Gaps more

I think the gap is less teacher and student anymore. I think the gap is actually in access and exposure. The ability to “play” with technology is about having not only the time to do so, but the resources. Many high school students that I have worked with are sometimes equally or more uncomfortable with technology than the teachers. This is surprising, but if you consider that some of these kids have only had internet or computer access at their local library, then honestly do they have time or means to get used to using it in a way that is meaningful. Students have asked me if they could do projects on posters or on paper because they do not feel comfortable with a digital project.

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Jan 26
Julie Book Julie Book (Jan 26 2018 3:17PM) : Hi! more

Good points. Many assumptions are made about students and teachers and their levels of comfort operating in digital environments. We (co-authors) had this discussion today about the assumption that students would not want to blend social platforms such as Twitter and Facebook for educational purposes, but that may be because it is difficult for them to conceptualize how that might “look”. I think I was somewhat resistant to the idea until we used those tools and I could see how it could work!

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Jan 24
Julie Book Julie Book (Jan 24 2018 9:43AM) : Budget Constraints more

We often talk about teachers integrating technology in their classrooms, but often there is not the freedom for them to do so. Now, it seems that state budgets are so tightly squeezing school districts and public institutions so that is a consideration that would probably need to be addressed today. I am sure that was happening a decade ago as well, but I know that in my experience, there are specific technologies that I wish that we could integrate (let alone have the training for), but there is just not the money to do so.

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Jan 27
Dr. Troy Hicks Dr. Troy Hicks (Jan 27 2018 11:44AM) : Teacher decision-making more

Thanks, Julie, for thinking through this issue in a thoughtful manner. Certainly, I agree that budgets and the (sometimes bureaucratic) nature of schooling often force teachers (both K12 and HE) to step away from certain ideas and activities that they may want to pursue.

That said, I am quite curious to hear more about your teaching context. To what extent does your campus require/demand instructors to use a particular technology or set of technologies? To what extent do they have academic freedom and the ability to make decisions about the use of particular technologies? Curious to hear more…

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Jan 28
Julie Book Julie Book (Jan 28 2018 2:05PM) : Technology: freedom and ability more

In my context, aside from the choice of LMS, instructors have freedom to use technology as they wish, for the most part. I would like to see a bit more push to encourage more technology use, not demand, necessarily.

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An Approach to Thinking About Technology Integration

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Faced with these challenges, how can teachers integrate technology into their teaching? An approach is needed that treats teaching as an interaction between what teachers know and how they apply what they know in the unique circumstances or contexts within their classrooms. There is no “one best way” to integrate technology into curriculum. Rather, integration efforts should be creatively designed or structured for particular subject matter ideas in specific classroom contexts. Honoring the idea that teaching with technology is a complex, ill-structured task, we propose that understanding approaches to successful technology integration requires educators to develop new ways of comprehending and accommodating this complexity.

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At the heart of good teaching with technology are three core components: content, pedagogy, and technology, plus the relationships among and between them. The interactions between and among the three components, playing out differently across diverse contexts, account for the wide variations seen in the extent and quality of educational technology integration. These three knowledge bases (content, pedagogy, and technology) form the core of the technology, pedagogy, and content knowledge (TPACK) framework. An overview of the framework is provided in the following section, though more detailed descriptions may be found elsewhere (e.g., Koehler & 2008; Mishra & Koehler, 2006). This perspective is consistent with that of other researchers and approaches that have attempted to extend Shulman’s idea of pedagogical content knowledge (PCK) to include educational technology. (A comprehensive list of such approaches can be found at http://www.tpck.org/.)

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The TPACK Framework

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The TPACK framework builds on Shulman’s (1987, 1986) descriptions of PCK to describe how teachers’ understanding of educational technologies and PCK interact with one another to produce effective teaching with technology. Other authors have discussed similar ideas, though often using different labeling schemes. The conception of TPACK described here has developed over time and through a series of publications, with the most complete descriptions of the framework found in Mishra and Koehler (2006) and Koehler and Mishra (2008).

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In this model (see Figure 1), there are three main components of teachers’ knowledge: content, pedagogy, and technology. Equally important to the model are the interactions between and among these bodies of knowledge, represented as PCK, TCK (technological content knowledge), TPK (technological pedagogicalknowledge), and TPACK.

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Figure 1 Figure 1. The TPACK framework and its knowledge components.

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Content Knowledge

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Content knowledge (CK) is teachers’ knowledge about the subject matter to be learned or taught. The content to be covered in middle school science or history is different from the content to be covered in an undergraduate course on art appreciation or a graduate seminar on astrophysics. Knowledge of content is of critical importance for teachers. 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. Knowledge and the nature of inquiry differ greatly between fields, and teachers should understand the deeper knowledge fundamentals of the disciplines in which they teach. In the case of science, for example, this would include knowledge of scientific facts and theories, the scientific method, and evidence-based reasoning. In the case of art appreciation, such knowledge would include knowledge of art history, famous paintings, sculptures, artists and their historical contexts, as well as knowledge of aesthetic and psychological theories for evaluating art.

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The cost of not having a comprehensive base of content knowledge can be prohibitive; for example, students can receive incorrect information and develop misconceptions about the content area (National Research Council, 2000; Pfundt, & Duit, 2000). Yet content knowledge, in and of itself, is an ill-structured domain, and as the culture wars (Zimmerman, 2002), the Great Books controversies (Bloom, 1987; Casement, 1997; Levine, 1996), and court battles over the teaching of evolution (Pennock, 2001) demonstrate, issues relating to curriculum content can be areas of significant contention and disagreement.

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Pedagogical Knowledge

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Pedagogical knowledge (PK) is 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. It includes knowledge about techniques or methods used in the classroom; the nature of the target audience; and strategies for evaluating student understanding. A teacher with deep pedagogical knowledge understands how students construct knowledge and acquire skills and how they develop habits of mind and positive dispositions toward learning. As such, pedagogical knowledge requires an understanding of cognitive, social, and developmental theories of learning and how they apply to students in the classroom.

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Pedagogical Content Knowledge

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PCK is consistent with and similar to Shulman’s idea of knowledge of pedagogy that is applicable to the teaching of specific content. Central to Shulman’s conceptualization of PCK is the notion of the transformation of the subject matter for teaching. Specifically, according to Shulman (1986), this transformation occurs as the teacher interprets the subject matter, finds multiple ways to represent it, and adapts and tailors the instructional materials to alternative conceptions and students’ prior knowledge. PCK covers the core business of teaching, learning, curriculum, assessment and reporting, such as the conditions that promote learning and the links among curriculum, assessment, and pedagogy. An awareness of common misconceptions and ways of looking at them, the importance of forging connections among different content-based ideas, students’ prior knowledge, alternative teaching strategies, and the flexibility that comes from exploring alternative ways of looking at the same idea or problem are all essential for effective teaching.

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Technology Knowledge

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Technology knowledge (TK) is always in a state of flux—more so than the other two core knowledge domains in the TPACK framework (pedagogy and content). Thus, defining it is notoriously difficult. Any definition of technology knowledge is in danger of becoming outdated by the time this text has been published. That said, certain ways of thinking about and working with technology can apply to all technology tools and resources.

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Jan 27
Sarah Lewis Sarah Lewis (Jan 27 2018 5:05PM) : Relation to everyday life more

I think that this idea of PK can apply to any period in time but specifically relates currently to those that have been teaching for awhile to understand how students are learning now. It seems that it just isn’t the same and there is a lot to learn for everyone involved. The idea of PK seems like something that would always need revision with new updates of technology and basic schooling set up or background of students.

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Jan 23
Robert Norman Robert Norman (Jan 23 2018 7:25AM) : Tech more

It looks like the authors anticipated our current topic ten years ago! In this section where they introduce technology knowledge, I think they played it very smart by keeping it generalized. Some articles 10 or 15 years ago that mention deprecated sites and software, such as MySpace or AOL Instant Messenger. Such a reference becomes a laugh line for future readers, so I think the authors are wise to keep it general here.

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Jan 23
Dr. Troy Hicks Dr. Troy Hicks (Jan 23 2018 5:16PM) : Anachronistic technology more

I can certainly agree with you that references to outdated technology can be humorous and give us opportunities to reminisce.

I wonder, however, how we can talk about particular “categories” of technologies. For instance, even though MySpace is well out of our day-to-day realities now, the many types of social processes and interactions that it encouraged live on through a variety of other social media.

How, then, do we work to define technology in time-sensitive, yet still compelling ways? What is it, specifically, that we need to be doing as researchers when we think about the ways in which we describe technology and its uses?

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Jan 24
Robert Norman Robert Norman (Jan 24 2018 8:36AM) : describing the function more

I think describing the function would be appropriate in most cases, like the authors do throughout most of this article. Calling them social media hubs would work for pieces like this one that are introducing a theoretical framework. Of course, even describing social media like MySpace or Facebook in general terms in 2005 wouldn’t exactly describe the very specific mode of communication that Twitter would unleash on the world just a year later.

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Jan 27
Dr. Troy Hicks Dr. Troy Hicks (Jan 27 2018 11:46AM) : So, how do we talk about technology? more

Thinking more about function certainly seems like a useful approach, I agree. How, then, can we help colleagues and students move away from conversations about particular tools to a broader, perhaps more substantive conversation about the affordances and constraints of different tools?

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Jan 27
Sarah Lewis Sarah Lewis (Jan 27 2018 5:10PM) : Can we? more

I’m thinking big picture here and outside of the box, but can we think as broadly as we want about technology or do we risk speaking specifically about something to help people understand things at a very specific level, knowing that it may be extinct in a year or 20? In terms of medicine, there are new guidelines for an endless amount of disease symptoms and testing that are reviewed every few years and change constantly. Is it irresponsible to admit a mistake and change guidelines? Or offer a new idea after supporting an opposing one? I think they the broadness in this article is good in that sense. We don’t want to pigeon ourselves into one form of tech but need to make sure those reading the research are aware of the day-day changes within technology.

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The definition of TK used in the TPACK framework is close to that of Fluency of Information Technology (FITness), as proposed by the Committee of Information Technology Literacy of the National Research Council (NRC, 1999). They argue that FITness goes beyond traditional notions of computer literacy to require that persons understand information technology broadly enough to apply it productively at work and in their everyday lives, to recognize when information technology can assist or impede the achievement of a goal, and to continually adapt to changes in information technology. FITness, therefore, requires a deeper, more essential understanding and mastery of information technology for information processing, communication, and problem solving than does the traditional definition of computer literacy. Acquiring TK in this manner enables a person to accomplish a variety of different tasks using information technology and to develop different ways of accomplishing a given task. This conceptualization of TK does not posit an “end state,” but rather sees it developmentally, as evolving over a lifetime of generative, open-ended interaction with technology.

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Technological Content Knowledge

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Technology and content knowledge have a deep historical relationship. Progress in fields as diverse as medicine, history, archeology, and physics have coincided with the development of new technologies that afford the representation and manipulation of data in new and fruitful ways. Consider Roentgen’s discovery of X-rays or the technique of carbon-14 dating and the influence of these technologies in the fields of medicine and archeology. Consider also how the advent of the digital computer changed the nature of physics and mathematics and placed a greater emphasis on the role of simulation in understanding phenomena. Technological changes have also offered new metaphors for understanding the world. Viewing the heart as a pump, or the brain as an information-processing machine are just some of the ways in which technologies have provided new perspectives for understanding phenomena. These representational and metaphorical connections are not superficial. They often have led to fundamental changes in the natures of the disciplines.

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Understanding the impact of technology on the practices and knowledge of a given discipline is critical to developing appropriate technological tools for educational purposes. The choice of technologies affords and constrains the types of content ideas that can be taught. Likewise, certain content decisions can limit the types of technologies that can be used. Technology can constrain the types of possible representations, but also can afford the construction of newer and more varied representations. Furthermore, technological tools can provide a greater degree of flexibility in navigating across these representations.

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Jan 23
Robert Norman Robert Norman (Jan 23 2018 7:29AM) : Representations more

Again, I think the authors wisely generalize their language here. Instead of talking about the screen size of the Nokia 1100, they discuss the varied nature of representations, which could apply to the future iPad, virtual reality, and much more.

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Jan 27
Dr. Troy Hicks Dr. Troy Hicks (Jan 27 2018 11:47AM) : Representations and academic thinking more

I’d be interested to hear more of your thinking here.

Beyond the device – or the screen size of that device – to what extent do you feel that education has truly embraced the idea of “varied representations” for academic work?

Are we still stuck in a paper/pencil, multiple-choice worldview, but just using technology to do it more efficiently? Or, are we actually inviting students to think critically and creatively about their learning and to represent that learning in different ways?

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Jan 28
Robert Norman Robert Norman (Jan 28 2018 10:08AM) : Great question more

The answer to that, in my experience, has varied wildly at the institutions I have worked at. To get at the heart of it, I think the acceptance of varied representations depends largely on the administrative structure, whether we’re talking about a board of regents, a board of trustees, a school board, or even on the departmental level. Many classes are tied to state standards, but the implementation of those standards often depends on the interpretation of local administrators.

However, I have seen a general, glacial move toward more project-based learning in my career, so that’s something.

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TCK, then, is an understanding of the manner in which technology and content influence and constrain one another. Teachers need to master more than the subject matter they teach; they must also have a deep understanding of the manner in which the subject matter (or the kinds of representations that can be constructed) can be changed by the application of particular technologies. Teachers need to understand which specific technologies are best suited for addressing subject-matter learning in their domains and how the content dictates or perhaps even changes the technology—or vice versa.

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Technological Pedagogical Knowledge

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TPK is an understanding of how teaching and learning can change when particular technologies are used in particular ways. This includes knowing the pedagogical affordances and constraints of a range of technological tools as they relate to disciplinarily and developmentally appropriate pedagogical designs and strategies. To build TPK, a deeper understanding of the constraints and affordances of technologies and the disciplinary contexts within which they function is needed.

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For example, consider how whiteboards may be used in classrooms. Because a whiteboard is typically immobile, visible to many, and easily editable, its uses in classrooms are presupposed. Thus, the whiteboard is usually placed at the front of the classroom and is controlled by the teacher. This location imposes a particular physical order in the classroom by determining the placement of tables and chairs and framing the nature of student-teacher interaction, since students often can use it only when called upon by the teacher. However, it would be incorrect to say that there is only one way in which whiteboards can be used. One has only to compare the use of a whiteboard in a brainstorming meeting in an advertising agency setting to see a rather different use of this technology. In such a setting, the whiteboard is not under the purview of a single individual. It can be used by anybody in the group, and it becomes the focal point around which discussion and the negotiation/construction of meaning occurs. An understanding of the affordances of technology and how they can be leveraged differently according to changes in context and purposes is an important part of understanding TPK.

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TPK becomes particularly important because most popular software programs are not designed for educational purposes. Software programs such as the Microsoft Office Suite (Word, PowerPoint, Excel, Entourage, and MSN Messenger) are usually designed for business environments. Web-based technologies such as blogs or podcasts are designed for purposes of entertainment, communication, and social networking. Teachers need to reject functional fixedness (Duncker, 1945) and develop skills to look beyond most common uses for technologies, reconfiguring them for customized pedagogical purposes. Thus, TPK requires a forward-looking, creative, and open-minded seeking of technology use, not for its own sake but for the sake of advancing student learning and understanding.

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Jan 23
Robert Norman Robert Norman (Jan 23 2018 7:33AM) : Cloud more

In this section about Technology and Pedagogy Knowledge, the only thing that occurred to me that might be mentioned is cloud computing, which has grown in importance considerably since the original publication of this framework. At this point, many collaborative tools are even hosted on SaaS servers.

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Jan 27
Sarah Lewis Sarah Lewis (Jan 27 2018 5:24PM) : Use of technology more

This is a really interesting paragraph that I think fits well into today’s world and will continue to. In many cases, those that create a certain technology, more specifically an app for a phone or tablet, often cannot imagine all the uses that the user ends up using it for. This can lead to some good things but sometimes really negative issues pop up. I would venture to guess that most people first use a piece of Microsoft Office before they reach employment, whether they actually learn how to use it is one thing but they know the basics of how to use the technology for the purpose they need

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Technology, Pedagogy, and Content Knowledge

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TPACK is an emergent form of knowledge that goes beyond all three “core” components (content, pedagogy, and technology). Technological pedagogical content knowledge is an understanding that emerges from interactions among content, pedagogy, and technology knowledge. Underlying truly meaningful and deeply skilled teaching with technology, TPACK is different from knowledge of all three concepts individually. Instead, TPACK is the basis of effective teaching with technology, requiring an understanding of the representation of concepts using technologies; pedagogical techniques that use technologies in constructive ways to teach content; knowledge of what makes concepts difficult or easy to learn and how technology can help redress some of the problems that students face; knowledge of students’ prior knowledge and theories of epistemology; and knowledge of how technologies can be used to build on existing knowledge to develop new epistemologies or strengthen old ones.

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By simultaneously integrating knowledge of technology, pedagogy and content, expert teachers bring TPACK into play any time they teach. Each situation presented to teachers is a unique combination of these three factors, and accordingly, there is no single technological solution that applies for every teacher, every course, or every view of teaching. Rather, solutions lie in the ability of a teacher to flexibly navigate the spaces defined by the three elements of content, pedagogy, and technology and the complex interactions among these elements in specific contexts. Ignoring the complexity inherent in each knowledge component or the complexities of the relationships among the components can lead to oversimplified solutions or failure. Thus, teachers need to develop fluency and cognitive flexibility not just in each of the key domains (T, P, and C), but also in the manner in which these domains and contextual parameters interrelate, so that they can construct effective solutions. This is the kind of deep, flexible, pragmatic, and nuanced understanding of teaching with technology we involved in considering TPACK as a professional knowledge construct.

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Jan 24
Julie Book Julie Book (Jan 24 2018 10:07AM) : Deeper Learning Approaches more

Congruent with Dr. Mishra’s video in our other discussion, I think the trend, as identified by the Horizon report, related to emphasizing deeper learning would have to likewise be discussed here. Moving beyond the basic integration of technology, we have to consider the constant entourage of information that comes to us and the need to help develop and emphasize critical thinking and self-directed learning skills. This trend noted in the Horizon report would likely need to be considered further in the TPACK framework article if submitted today.

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Jan 27
Dr. Troy Hicks Dr. Troy Hicks (Jan 27 2018 11:49AM) : Deeper learning/shallower thinking more

I’m deathly interested to hear more of your thinking on this, Julie.

Given that people are so worried about “screen time” and decreasing attention spans, how do we make the argument that teachers can, in fact, encourage students to move toward deeper, more substantive learning when using technology? What are the barriers that we need to overcome before we can even begin the conversation about deeper learning?

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Jan 28
Julie Book Julie Book (Jan 28 2018 2:12PM) : barriers more

Well, I have been thinking about this a lot lately. I think first we have to consider more about learning and education. For example, sometimes I don’t think there is a need anymore to sit in a classroom and hear someone lecture about a topic that we can just Google and read about. Content knowledge seems to be not needed, and in some ways, this is because of technology.
I have a sort-of-similar discussion with students sometimes, especially about the nature of learning when working on a degree in English. I certainly don’t remember all of the content that I learned when I was working on my undergraduate degree—-dates, authors, and works of literature for example—-but I think what I got out of it, what I really learned, was the process of analysis, evaluation, close reading, critical thinking all done over a period of time. That seems to me to be where the deeper, more substantive learning (not just content) takes place. So, if we can find ways to integrate technology to help focus on those skills, then I think we would be going places.

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The act of seeing technology, pedagogy, and content as three interrelated knowledge bases is not straightforward. As said before,

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… separating the three components (content, pedagogy, and technology) … is an analytic act and one that is difficult to tease out in practice. In actuality, these components exist in a state of dynamic equilibrium or, as the philosopher Kuhn (1977) said in a different context, in a state of ‘‘essential tension’’…. Viewing any of these components in isolation from the others represents a real disservice to good teaching. Teaching and learning with technology exist in a dynamic transactional relationship (Bruce, 1997; Dewey & Bentley, 1949; Rosenblatt, 1978) between the three components in our framework; a change in any one of the factors has to be ‘‘compensated’’ by changes in the other two. (Mishra & Koehler, 2006, p. 1029)

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This compensation is most evident whenever using a new educational technology suddenly forces teachers to confront basic educational issues and reconstruct the dynamic equilibrium among all three elements. This view inverts the conventional perspective that pedagogical goals and technologies are derived from content area curricula. Things are rarely that simple, particularly when newer technologies are employed. The introduction of the Internet, for example – particularly the rise of online learning – is an example of the arrival of a technology that forced educators to think about core pedagogical issues, such as how to represent content on the Web and how to connect students with subject matter and with one another (Peruski & Mishra, 2004).

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Jan 23
Robert Norman Robert Norman (Jan 23 2018 7:37AM) : Online more

This description of online learning holds up quite well, especially the notion of online courses forcing educators to think about core pedagogical issue. As an online administrator, I find that process to be one that happens every semester, with each new faculty member, and each new online course. Results are highly varied, of course.

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Jan 23
Dr. Troy Hicks Dr. Troy Hicks (Jan 23 2018 5:18PM) : Becoming an online instructor more

There is another article that Dr. Mishra wrote that you might find particularly useful in regard to this topic:

http://firstmonday.org/ojs/index.php/fm/article/view/1222/1142

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Jan 27
Sarah Lewis Sarah Lewis (Jan 27 2018 5:17PM) : Change more

I completely agree, the course I administer is 5 weeks, repeated 9 times throughout the year. Without fail, every single group reacts differently to the exact same content and mode of delivery. I think this idea they state here holds true and most likely did previous to 2004 and will continue to past 2018. Everything is very fast paced now and students change year to year, even month to month. Teachers need to have their head on a swivel in a sense to see how a current group is reacting to content and pedagogy being used and see if it is effective now. It may not be but the next group of students may be fine with it. To what extent to we keep tailoring things to certain groups of students? Can it ever be perfect?

Teaching with technology is a difficult thing to do well. The TPACK framework suggests that content, pedagogy, technology, and teaching/learning contexts have roles to play individually and together. Teaching successfully with technology requires continually creating, maintaining, and re-establishing a dynamic equilibrium among all components. It is worth noting that a range of factors influences how this equilibrium is reached.

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Implications of the TPACK Framework

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We have argued that teaching is a complex, ill-structured domain. Underlying this complexity, however, are three key components of teacher knowledge: understanding of content, understanding of teaching, and understanding of technology. The complexity of technology integration comes from an appreciation of the rich connections of knowledge among these three components and the complex ways in which these are applied in multifaceted and dynamic classroom contexts.

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Jan 27
Sarah Lewis Sarah Lewis (Jan 27 2018 5:20PM) : Structure more

I agree greatly with this statement but wonder if we are and have been beating a dead horse so to speak with trying to fix the current problems in education. In NY at least, the state government implemented common core in a way that has not worked. Who’s responsibility is it to make these changes? Is it logical to think that one framework can fix everything within education? I love the framework they set out, and agree that it can be useful. But if there is one framework that works for all things, the education of educators would be quite simplistic. At this point I don’t think it is that easy

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Jan 28
Julie Book Julie Book (Jan 28 2018 2:17PM) : Educational Framework more

This is a good point, Sarah.
It seems like as soon as something becomes a mandate, all creativity, innovation, etc. goes out the window.
I read this article this morning about creativity vs. standardization in schools:

https://www.educationdive.com/news/fetc-2018-ken-robinson-argues-2-key-points-in-support-of-creative-schools/515530/

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Since the late 1960’s a strand of educational research has aimed at understanding and explaining “how and why the observable activities of teachers’ professional lives take on the forms and functions they do” (Clark & Petersen, 1986, p. 255; Jackson, 1968). A primary goal of this research is to understand the relationships between two key domains: (a) teacher thought processes and knowledge and (b) teachers’ actions and their observable effects. The current work on the TPACK framework seeks to extend this tradition of research and scholarship by bringing technology integration into the kinds of knowledge that teachers need to consider when teaching. The TPACK framework seeks to assist the development of better techniques for discovering and describing how technology-related professional knowledge is implemented and instantiated in practice. By better describing the types of knowledge teachers need (in the form of content, pedagogy, technology, contexts and their interactions), educators are in a better position to understand the variance in levels of technology integration occurring.

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In addition, the TPACK framework offers several possibilities for promoting research in teacher education, teacher professional development, and teachers’ use of technology. It offers options for looking at a complex phenomenon like technology integration in ways that are now amenable to analysis and development. Moreover, it allows teachers, researchers, and teacher educators to move beyond oversimplified approaches that treat technology as an “add-on” instead to focus again, and in a more ecological way, upon the connections among technology, content, and pedagogy as they play out in classroom contexts.

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Jan 24
Julie Book Julie Book (Jan 24 2018 10:12AM) : Suggestions more

To me, it seems like we are in sort of a conundrum here. As Dr. Mishra mentioned, teacher education programs are not necessarily focusing on things like creativity and trans-disciplinary learning or approaches. Yet, we note that effective teaching needs to contain all of these things related to TPACK. This is a little bit off topic in a way, but to me it seems to come down to what it valued, most notably STEM, and as Dr. Mishra mentioned in the video lecture, the exclusion of the arts in regard to how they line up with STEM. So, I guess my question would be, what are some practical things that teachers can do if they are not necessarily provided with the tools they need to TPACK (the verb), and when, for the most part, they may not have the freedom to do so?

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Jan 27
Dr. Troy Hicks Dr. Troy Hicks (Jan 27 2018 11:51AM) : Right on topic more

Ask a really good question here, Julie. In fact, I think it’s a variation on a question that we should all be asking ourselves – when, where, why, how, and with whom should we be using a particular technology in service of learning particular content (the what).

Do you have a particular example from your own teaching experience that you could share here to elaborate on your thinking?

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Jan 28
Julie Book Julie Book (Jan 28 2018 2:18PM) : example more

I do not have an example that I can think of, but this really does get me thinking that we do have quite a responsibility to think about all of these questions.

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References

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Bloom, A. (1987). The closing of the American mind: How higher education has failed democracy and impoverished the souls of today’s students. New York: Simon and Schuster.

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Author Note:

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The authors contributed equally to this work. We rotate order of authorship in our writing.

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Matthew J. Koehler
Michigan State University
[email protected]

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Punya Mishra
Michigan State University
[email protected]

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DMU Timestamp: January 02, 2017 19:32

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Jan 22
Dr. Troy Hicks Dr. Troy Hicks (Jan 22 2018 5:55AM) : Reading Tasks for TPACK article more

For your comments this week, we’re going to try to push thinking about TPACK in a different direction.

Of course, our entire class is about using educational technology tools in critical and creative ways. It is in that spirit – and with the knowledge of Dr. Mishra’s changed thinking over the past decade – that I invite you to respond to this document as a peer would in an academic article review.

Let’s imagine that the authors have just submitted this version of the TPACK framework article today, rather than a decade ago.

What concepts would you suggest that they add, delete, or revise?

What trends and technologies from the most recent Horizon report do you think need to be represented in this document?

Most importantly, what ideas about “21st Century Literacies,” “Creativity,” and “Trans-disciplinary learning” should appear as well?

If you had the opportunity to encourage Mishra and Koehler to revise the original TPACK descriptions (a decade on), what would you want to reconsider about the ways in which educational technology tools have changed?

Please offer three initial comments, as well as three replies to your classmates’ comments.

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