What is the added value of TPACK?

Compared with the three topics discussed in previous posts and lectures, TPACK model relates to the first topic, flexibility, in an overall perspective while it contains two other topics, pedagogy and technology, within its framework.

As for the first topic, the key idea of flexibility is learner has more choice in different aspects of learning experience. In order to achieve this goal, instructor and institutes must have enough knowledge, skills or resources to meet learners’ needs. We mentioned the five dimensions of flexibility in previous post: time, content, entry requirements, instructional approach and resources, and delivery and logistic. Among them TPACK covers the two major categories, content and instructional approach and resources. One component of TPACK, technology, also can be used to support to the other two categories, time and delivery and logistic.

The main added value of TPACK on flexibility is that TPACK elaborates how the flexibility learning increases its feasibility by increasing teacher’s knowledge base, leading to the importance of teachers’ professional development. Based on the TPACK model, the bigger scope each of the three primary forms of knowledge has, the bigger the overlap of each two forms becomes, as well as the interplay section of the three components. In other words, if teachers have broader knowledge on content, pedagogy and technology, they have more flexibility in combining each two of the knowledge or all of them together, resulting in more successful and flexible learning for learners. For this purpose, the professional development can use TPACK model as main structure, analyze the target teachers’ knowledge base and provide teachers with relevant courses.

Analyzing the figure of TPACK model, it is easy to notice that the three primary circles of knowledge overlaps with each other, which means it is not sufficient to implement flexible learning if teachers only have the three primary knowledge separately. “Approaches that teach only skills (technology or otherwise) are insufficient. Learning about technology is different than learning what to do with it instructionally.” (Harris, Mishra & Koehler, 2009) In this way, when using one component as the focus of designing instructional plans, teachers should take into consideration the other two components and their interrelations as well. Hence the second added value of TPACK is that it emphasizes the importance of integrating the three primary forms of knowledge, providing teachers a framework as reference when designing, developing and implementing instructional plans.

It is also obvious through analyzing the figure that there is no fixed start point in TPACK model. This offers teachers more flexibility in designing instructional plans. They can adjust the model to the resource or technology they have now, the topic of content they want to teach, or the teaching style they are used to. The third added value then is TPACK treats the instruction from teacher’s perspective rather than from learner’s perspective. Though teachers have more flexibility, relatively, improving their own knowledge bases becomes highly required for better implementation of flexible learning.

What is TPACK?

TPACK, an acronym for Technological Pedagogical Content Knowledge, is first introduced by Mishra and Koehler. They revised Shulman’s formulation of “pedagogical content knowledge” by adding technology as the third basic elements.

The goal of TAPCK is to capture some of the essential qualities of teacher knowledge required for technology integration in teaching, while addressing the complex, multifaceted, and situated nature of this knowledge. (Mishra and Koehler, 2006) Based on the goal, its target subjects are teachers rather than students.

As regards my understanding of the TPACK model, let’s take the group discussion in class for example. The topic of our group is classification of insects taught in biology in the primary school. We started the TPACK model with the three primary forms of Knowledge: Content Knowledge (CK), Pedagogy Knowledge (PK), and Technology Knowledge (TK).

In our discussion, the Content Knowledge (CK) was not clear at first. It was difficult for us to decide the scope of the content knowledge because we got confused at the subject of the knowledge. After we grasped the idea that TPACK focuses on TEACHERs rather than learner, the content knowledge, defined as knowledge of central facts, concepts, theories and procedures, is all the relevant and broader knowledge centered on the theme. Teachers should posses more content knowledge than what is taught to the learners.

As for Pedagogy Knowledge (PK), it is defined as the knowledge that teachers have about the analysis of students learning, classroom management skills, lesson plan development and implementation, and learning assessment. In order to supplement the theme, we expected teachers to have the knowledge of implement at least two pedagogies, inquiry learning and collaborative learning.

The third primary form of knowledge is Technology Knowledge (TK), which requires teachers to have not only the skills necessary to operate particular technologies but also the ability to learn and adapt to new technologies. In this perspective, we expected teachers to have the ability to operate the interactive whiteboard.

According to the model, having these three primary forms of knowledge is not enough to achieve the goal of building up teacher’s knowledge base. Each two of the three primary forms of knowledge interplay with each other, resulting in three combined knowledge: Technological Pedagogical Knowledge (TPK), Technological Content Knowledge (TCK), and Pedagogical Content Knowledge (PCK).

Technological Pedagogical Knowledge (TPK) means how pedagogies change because of ICT. In the example, we considered inquiry learning to be implemented with the assistance of online surfing, which means teachers are required not only have the knowledge of online surfing but how to integrate it with inquiry learning.

Technological Content Knowledge (TCK) is about how subject matter changes because of ICT. Due to the feasibility of WWW, teachers should also broaden and update their content knowledge by looking for relevant information online. In addition, the presented information can be multiple dimensional by using different technologies such as graphics or animation.

Pedagogical Content Knowledge (PCK) refers to how particular aspects of subject matter are organized, adapted and represented for instruction. Here in the example, using the inquiry learning and collaborative learning, the content knowledge can then be divided into several study topics for collaborative group working.

At the heart of the model, TPACK emerges from all the three “core” components. It is the complex interplay of content, pedagogy, and technology. This knowledge means teacher is able to teach a specific subject matter by using appropriate pedagogies and technologies. In our example, TPACK means the teacher can consider well how to integrate the three components within the scope of his ability concerning the theme and bring them into the best function.

Summarize different kinds of pedagogical approaches

1. Inquiry learning
Inquiry learning founds on learners’ natural curiosity. With inquiry learning, learners develop their strategies and processes for gathering and sifting information by the assistance of instructors. Learners first immerse themselves in the context of the topic subject. Then they form a main question and some subsidiary questions on the main one. After that, they can start the investigation centered on the questions by forming hypotheses, planning and carrying out their research, and coming to some conclusions. At last, they can integrate the conclusion into their actual life.

@Possible support in a CMS (Course Management System):
In a CMS, such as TeleTop or Blackboard, inquiry learning can be exerted well by creating an environment in which learners can use the various functions offered by computers and internet to collect information (World Wide Web) and investigate the topic together (forum). CMS can offer instructors and learners a explicit documentation of the process of learner’s inquiry learning.

2. Task-oriented
Task-oriented learning means given clear tasks offered by instructors, learners can accomplish them by prioritizing and arranging at their own paces. Learners can adjust their studying timetable based on their studying habits or the barriers they confront when studying. Individuals are different; one might fall behind a subject while others do not. In order to learn more efficiently, task-oriented learning also offers learner opportunities to learn how to set plans in the beginning and to achieve goals in a specific amount of time. After all, what matters to learning is the quality other than quantity.

@Possible support in a CMS:
As mentioned ahead, learning habits differ. Some people are morning person while others are night person, who cannot stay awake enough to study efficiently like the former. With task-oriented learning supported by CMS, learners can adjust their timetable to suit their own patterns. Instructors can post the required tasks online and learners can set their studying plans in accordance to the deadline.

3. Processed instruction
Processed instruction involves language learning more. However, its main idea is that learners need to be taught how to process input information in order to better acquire knowledge. Learners are informed with the explanation of the content, then become alerted to problems they may encounter, and last do exercises in which they get to know the content better.

@Possible support in a CMS:
Supported by CMS, processed instruction can bring to its best because instructors can elaborate the process of dealing with the input information by using various kinds of examples online. They can also use themselves as models to provide explicit process of their thinking way online which can be retrieved by learners when encountering difficulties at exercises.

4. Collaborative learning
Collaborative learning refers to that learners take on a common task in which each individual depends on each other. Learners form a group and work together in searching for understanding, meaning or solutions or in creating an end product of their learning.

@Possible support in a CMS:
CMS supports the communication of ideas and information among learners, collaborative accessing of information and documents, and instructor and peer feedback on learning activities. With CMS, collaborative learning advanced into computer-supported collaborative learning (CSCL), which enable learners to undertake collaborative learning even at different time and locations such as Virtual Classrooms.

5. Project-based
Project-based learning uses classroom projects to increase learners’ deep learning. It improves their creative thinking skills by showing that there are many ways to solve a real world problem. Providing complex tasks based on challenging questions or problems, it helps learners practice problem solving, decision making, investigative skills, and reflection. Instructors only facilitate rather than direct. Though seem similar, project-based learning and inquiry learning are different in that project-based learning emphasizes on collaborative learning and learners' own end products to represent what is being learned.

@Possible support in a CMS:
It is possible to support project-based learning by CMS in the way that inquiry learning is supported. Since project-based learning is more related the application to the actual world, the end products are practical and worth presenting to others. CMS can provide more various ways for learners to present their end products and serve as inspiring triggers for others.