Reflection on the design process 01: Designing Process and Working with TPACK

1. Designing process and Working with TPACK

The assigned starting point of our group is gaming, belonging to the technological knowledge base of the TPACK model. The range of gaming is wide, from the traditional and physical games such as hide and seek or hangman to the latest and fashionable ones such as Xbox or PSP. Hence, it took our group a while to decide which kind of games would be applied in our lesson plan. Considering the lectures on flexibility and technology, the focus is more on the application of the most advanced technology. We concluded to use online games as the main technology in the lesson plan.

In the searching process of the online game, we started by looking for the game that contains appropriate content for primary school, the assigned element of the context. After collecting a number of games, the three of our group started the selection. W did not notice the difficulty due to the lack of a specific context at that time. The selection was not very efficient when the consideration switched back and forth from the game content and the possible context. Both of the two elements affected each other and adjusted themselves simultaneously. After the struggling, our context gradually formed and we also chose a suitable free online game named Geo-Challenge. On the other hand, setting a specific context in advance may restrict our choice of the game. Because not all of the games are free, we might confront the problem that no appropriate game is available.

In the mean time, I was confused about the content part of the TPACK model. We did not have certain content in mind when selecting the game. The content had already been entailed in the game. It seemed like we had no other choices but to accept the fixed content and used it as the foundation to design the lesson plan. Nonetheless, after a discussion in class, I realized which part of TPACK model our designing process was standing on. As far as the draft of lesson plan was concerned, we were just in the technological content knowledge phase. And since we had thought about the interaction between the content and the context, we still took the content into consideration even if we had not possessed a certain preference in mind.

After deciding two of the three elements of TPACK model, the range of choosing the third one, pedagogical knowledge, became relatively clearer. Because the three main elements and the corresponding context were specified, writing the lesson plan became smooth. The only concern was the proportion of the game within the lesson. The main object of the lesson is to enable the learner to have daily conversation on trip plan in English, rather than operating the online game, which is an assistant tool. However, this may lead to losing focus on the technological part, the game and lead us to a dilemma. After discussion, we did not want to apply technology just because we were supposed to use it. On the contrary, technology should be applied only when it benefits the learners. Based on this belief, we completed the lesson plan.

As for the support for the new lesson plan, target teachers’ TPACK knowledge bases should be taken into consideration. In the designed lesson plan, we assumed the target teachers have no relevant knowledge or skills and design corresponding support. However, when applying the plan in actual world, in case most teachers have already had the needed knowledge or skills, we should run an audience analysis first to offer the support efficiently.

Reflection on the design process 02: Opportunities/Challenges of Flexibility and Implications for Instructors

2. The opportunities/challenges of Flexibility

Even though the lesson is complete according to the TPACK model, it still does not help me figure out the problem: Why I felt restricted by the TPACK model while designing? It did offer us the flexibility as we expected.
When I was designing lesson plans in the elementary schools, I used to take the learner’s learning needs and his or her ability as the starting point. In this way, I could take the three knowledge bases into consideration at the same time and integrate them into the TPACK core. Designing lesson plans in this way not only takes less time but also results in effective products which match educational objectives.

Compared with starting from one point of the TPACK model, I think the problem may lie in that the TPACK model focus on what teachers can do. It offers an ideal framework for teachers to enrich each of their three knowledge bases to enlarge the variety of the effective TPACK knowledge integration. However, it is not an instructional designing model which starts from considering learner’s learning needs. Though one may say both pedagogy knowledge and context involve the learner. The model still does not center on the learner. For a more ideal model including the three elements and the consideration of learner’s need, the model could be modified as the following figure.



When setting the context, I also noticed some limitation. Within the context like the Netherlands, there is no fixed curriculum due to the policy of decentralization. Therefore, applying TPACK model to design new lesson plans is feasible for teachers. On the contrary, in some countries like Ethiopia and Turkey, the educational curriculum is set by the government. What is taught is all designed well, which means TPACK model may be used more on the teachers’ professional development so that teachers can apply the designed curriculum better.

The flexibility of this lesson plan mainly comes from the characteristics of online game and the implementation part. With the online game, learners can have more flexibility of time and location. They can practice the content by playing the online game after school. They can play it both in the PC room of school and at home.

During the first phase of implementation, teachers can adjust the designed lesson plan to their needs. They could change the teaching procedure to match the relevant support. They could also increase or decrease the time of online game depending on learners’ learning progress.

3. The implications for instructors
Reflecting on ourselves, the designers, we do not have enough TPACK knowledge bases in order to design a more complete lesson plans. The data in each of our knowledge bases are limited. The situation could be similar to the initiating teacher in our designed implementation phase. Therefore, it is important to have discussion meeting after the tryout and the pilot. Everyone has different professions and experiences, when cooperating together, the three knowledge bases increase their ranges relatively, leading to a larger overlapped core. Considering the enormous effects, educational institute should set a TPACK team, containing professional teachers from each knowledge base to work together for better design. In this way, no matter who has an initiating idea (a starting point), they can discuss and work collaboratively within the TPACK expertise.

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.

Summary of a specific pedagogical approach

Constructivism which origiantes from Jean Piaget's theory of constructivist learning argues that humans generate knowledge and meaning from their own experiences. This paper "Meaning Making and Self-Evaluation" first explains constructivist pedagogy and constructivist learning and their definitions and principles. And then self evaluation and portfolio assessment are emphasized as regards the evaluation in the constructivist approach. Based on constructivist learning, learners are taken as unique individauls and the instructors play the role as facilitators. This article is good at giving readers a clear overview of Constructivism and elaborating how self-evaluation and portfolio assessment can be applied into constructivist learning.

Reference:
Kottalil, Neena K., (2009). Meaning Making and Self-Evaluation,
Retrieved September 30, 2009, from http://www.eric.ed.gov/ERICDocs/data/ericdocs2sql/content_storage_01/0000019b/80/43/33/3c.pdf

Summarize different kinds of flexibility

Flexibility learning has a broad meaning, but its key idea is learner choice in different aspects of learning experience. According to Van den Brande (1993, p. xxi), "there must be more flexibility to meet the needs of the learner, through adaptability to different learner needs, learning patterns and settings, and media combinations".

Collis, Vingerhoets, & Moonen (1997, cited in Collis & Moonen, 2001, p.3) classified the five key dimensions as time, content, entry requirements, instructional approach and resources, and delivery and logistics, described as the following.

1. Time: Learners can have the flexibility related to time. For example, they can choose the times for starting and finishing a course, choose the times for submitting assignments and interacting within the course, adjust the tempo or pace of studying, or decide the moments of assessment.
The flexibility of time is advantageous because learner can learn at their own paces. However more flexibility represents more responsibility of the learners. Learners have to motivate themselves to do the studies efficiently. Otherwise, they may put off the studies too long and lose the eagerness.

2. Content: As regards flexibility related to content, it is about the topics of the course, the sequence of different parts of a course, the orientation of the course, key learning materials of the course or the assessment standards and completion requirements.
The flexibility of content can be advantageous for learners can also participate in finding more relevant materials to increase the multiplicity of the content. Except that, offering more flexibility of content may cause the decrease of quality because learners do not have the knowledge about what they should acquire within the domain.

3. Entry Requirements: the flexibility related to entry requirements is about learners’ conditions for participation. Each educational institution has its entry requirements to ensure the perspective students have the least prior knowledge and abilities. If the flexibility related to entry requirements is offered, it may take the educational institution much time and resource to fix the gap of the learners’ basic knowledge and abilities. As for learners, they have to spend as much time catching up with the intended courses.

4. Instructional Approach and Resources: the flexibility related to instructional approach and resources means the social organization of learning, language to be used during the course, learning resources, or instructional organization of learning.
This flexibility is very advantageous to the learners. Each learner has its own learning preferences such as groups vs. individual, native languages, or the way to attain resources. With the flexibility, learners can choose the combinations of all the elements mentioned above that fit them the best. In contrary, the institution or instructors would have more workload because they have to prepare more to meet learners’ personalized needs.

5. Delivery and Logistics: place and procedures of learning can also be flexible such as time and place where contact with instructor and other students occurs, methods or technology for obtaining support and making contact, types of help, communication available, technology required, location or delivery channels.
This flexibility is also very advantageous to the learners. The reason is the same with the one of instructional approach and resources. Everyone has its own learning preferences. The more flexibility they have, the better they learn. At the same time, it also means the institution or instructors have to take more efforts to offer learners various options.