Taking a Look at TPACK

Image source: http://tpack.org © 2012 by tpack.org

TPACK as a Framework for Evaluating Integration of Technology

The integration of technology in the classroom is a popular topic among educators.  Most will agree that when used effectively, technology makes a big difference in the way our students learn.  But handing all of our students 1:1 Chromebooks and telling them to type their essays isn't really integrating technology.  Neither is rushing to find the "killer app" and shoehorning it into the day's lesson because we're being formally observed.  Luckily, several frameworks exist to help us as educators address this integration.  Today I will focus on the TPACK framework and define it as I evaluate myself through its lens.

What is TPACK

TPACK stands for "Technological Pedagogical and Content Knowledge".  Essentially it addresses three areas of knowledge the teacher can apply within the context of their class of students:

• Technological knowledge - in pink above - refers to the teacher's ability to utilize technology, from what's available to what's practical and their overall comfort level in deploying it.
• Content knowledge - blue - is the teacher's mastery of the subject matter at hand.  Algebra, Art History, Computer Programming, Auto Shop...whatever the subject at hand.
• Pedagogical knowledge - yellow - is the teacher's knowledge of their craft.  That is, what strategies, supports, and philosophies does the teacher employ to actively engage their students and most effectively ensure student achievement of learning targets?

In addition to the main circles, areas of overlap indicate where teachers combine knowledges to increase effectiveness of instruction, with a goal of reaching that "sweet spot" where all three knowledges overlap to most effectively teach content supported by technology.

Where Do I Rate Me Today?

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This really comes down to what experiences, both professional and educational, have I had that would shape my ability to effectively instruct young adults with disabilities in the areas of job, independent living and social skills?  Remember that context matters; in this case, I'm reflecting on my time in a classroom and community based program where students have 1:1 devices and many have personal smartphones.

I have a wealth of content area knowledge.  My life experiences have provided me with ample opportunity to work, live and socialize, and to learn about expectations, what works and what doesn't.  My time as a hiring manager of front-line employees also allows me added insight into the job seeking aspects of most of my students' educations.  I've also made enough mistakes that I can share authentically with my students the consequences of those mistakes.  For example, I recently helped my students role-play through ten workplace social scenarios that I had experienced -- it was a lesson the students universally reported as one of the most impactful. 

My technological knowledge is at a strong base level.  I have a solid suite of about five tech tools I go to when they fit the instruction occurring and I'm gaining exposure to many more every week through my coursework at Dominican.  I'm also generally tech-savvy, which helps in this arena.  While in the community, I recently showed students how to use text messaging or apps to track the next bus coming to the bus stop they were waiting at to allay their anxiety about having "missed the bus".  Another student's comprehension of digital reading soared when introduced to the Chrome extension Select and Speak  (recommending this tool was actually an overlap of my technical and pedagogical knowledge - knowing about the tool and understanding it would effectively convey the message to that student). 

My pedagogical knowledge is probably my greatest area for gains.  This is not to say it is a weakness; I have learned and put in to practice many evidence-based techniques including direct instruction, modeling new skills and explicit strategy instruction to name a few.  This is simply the area that is newest to me.  I often ask my students to show me a thumbs up/sideways/down to give me a snapshot of how a method of instruction is working for them--often mid-lesson.  This helps me identify those students who aren't getting the message and allows me to reflect on how I can change my practices to better reach them.

The Bottom Line

Overall, I would say I hit the TPACK sweet spot with many of my lessons while sometimes missing the mark on the pedagogical side by not selecting the perfect strategy for a given student's needs on the first try.  Continued exposure to opportunities to instruct students and utilize technology in the classroom will only help me increase my precision in hitting the "sweet spot" regularly.

More Info?

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That reflection felt a bit like going "down the rabbit hole" to me, but if you're still in search of more information about TPACK, here are a couple more links:

• Schoolology.com article on TPACK with video comparison and contrast to other frameworks;
  
• Commonsense.org also has an educator video introducing TPACK.

Thanks for reading,

-Dom