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Designing tpack lesson

Ching Sing Chai

Nanyang Technological University, NIE

Chingsing.chai@nie.edu.sg

http://tinyurl.com/6sz22wz �

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Today’s Menu

Introduction to TPACK framework (20 minutes)
Using TPACK for lesson design (20 minutes)
Question and Answer (20 minutes)

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What is TPACK/TPCK?

All ICT integrated lesson required three basic forms of knowledge (content knowledge, pedagogical knowledge and technological knowledge)
When these three forms of knowledge are put together, some other forms of specialized knowledge may be created
TPACK is technological pedagogical content knowledge (TPCK), a form of contextualized synthesis of multiple knowledge sources
Creating TPACK lesson is a form of knowledge creation at the practice level, which could lead to lesson design principles

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Mishra & Koehler, 2006, p. 1025

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Basic Elements

TPACK Constructs	Definition	Example
TK (Technological Knowledge)	Knowledge about how to use ICT hardware and software and associated peripherals	Knowledge about how to use Web 2.0 tools (e.g. Wiki, Blogs, Facebook)
PK (Pedagogical Knowledge)	Knowledge about the students’ learning, instructional strategies, different educational theories, and assessment methods	Knowledge about how to use problem-based learning (PBL) in teaching different subject matter
CK (Content Knowledge)	Knowledge of the subject matter	Knowledge about Science or Math subjects

Traditionally, these subject matter are taught apart from each other and they can be dealt with in silos. They should be mutually exclusive unless the subject matter you are teaching is pedagogy or technology. Even then, the pedagogy use for teaching pedagogical knowledge can be differentiated. For example, using pbl to teach learning theories. However, discussion about TK did arise (Cox and Graham, 2009). Should none ICT TK be considered? Paper and pencil?

So and Kim (2009) consider “knowing about what to teach” as CK. This is again debatable as one can argue that as PCK in which teachers decide what to teach in relation to the difficulties the students face.

Ozmantar et al. (2010) decribe PK as “MRs (multiple representations) with the knowledge of algebraic, numerical and graphical representations of mathematic concepts…” (p.24). This may well be interpreted as subject specific representations of content knowledge, which should be categorized as PCK.

“My ability to decide on the scope of concepts taught within my class” was interpreted by two teachers as belonging to the domain of pedagogical content rather than content alone. (Archambault & Barnett, p.1559)

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Integration of two forms of knowledge

PCK (Pedagogical Content Knowledge)	Knowledge of representing content knowledge and adopting pedagogical strategies to make the specific content/topic more understandable for the learners	Knowledge of using analogies to teach electricity (see Shulman, 1986)
TPK (Technological Pedagogical Knowledge)	Knowledge of pedagogical use of certain form of technology for learning (Not subject specific)	The notion of Webquest, KBC, using ICT as cognitive tools, computer-supported collaborative learning
TCK (Technological Content Knowledge)	Knowledge about how to use technology to represent/research and create the content in different ways (Not considering teaching)	Knowledge about online dictionary, corpus technology, Geospatial technology (Google earth and map), Geometer’s Sketchpad, specialized databases, data logger, topic specific simulation

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Synthesis of the three (More is better!)

TPACK (Technological Pedagogical Content Knowledge)	Knowledge of using various technologies to teach and/represent and/ facilitate knowledge creation of specific subject content	Knowledge about how to use Wiki as an communication tool to enhance collaborative learning in social science

Cox, S., & Graham, C. R. (2009). Diagramming TPCK in Practice:

Using and elaborated model of the TPCK framework to analyze and depict

teacher knowledge. TechTrends, 53(5), 60-69.

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A review of Tpack Research

Hundreds of study have been conducted using TPACK as a theoretical framework, including a Handbook of Technological Pedagogical Content Knowledge (TPCK) for Educators (2008)
Types of research:

Intervention studies for teacher education (enhancing inservice and preservice teachers’ TPACK) (Tee & Lee, 2011; Chai et al, 2011)
Policy analysis (Polly et al., 2010)
Artifact evaluation, software development (Wu, Chen, Wang, & Su, 2008)
Students’ perception and practice of learning with technology (Hammond & Manfra, 2009; Manfra & Hammond, 2008; Schul, 2010a, b)
Survey studies (need analysis) (Koh et al., 2010)

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Possible use for teachers

As a instructional planning guide for both individual lesson planning and perhaps also for the formulation of scheme of work

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Implementation→ Evaluation, Reflection → Revision

CK

What are the targeted attitudes, skills, and knowledge that students should learn for the specific subject matter?

PK

What are some potential soft skills that could be learned? (e.g. self-directed learning, collaborative learning, problem solving, knowledge creation etc )

TK

What are some technical skills that could facilitate understanding of the subject matter? (e.g. content-free general software/ hardware available that may be associated with the identified CK or promote soft skills )?

Identifying Goals

(Demands from syllabi, school and/or ministry policy)

PCK

Who is facing what types of problems in learning the CK given what types of environment? What are the existing pedagogical practices associated with the teaching of the subject matter?

Analyzing learners

(Characteristics of learners for the specific class)

TPACK

How can the preceding dimensions be synthesized to optimized students’ understanding and/or knowledge construction?

TPK

What are the associated pedagogical approaches for the forms of identified TK/TCK? Any consideration for cyberwellness issue?

Formulate lesson objectives

TCK

What are the available forms of technology or computer-based representations of CK? How does expert/practitioner use technology to represent and make meaning of the CK?

Choose Media/ �ICT-based

resource

Confirm Technology and Pedagogy

Confirm Instructional Plan

Plan Instructional Activities & Assessment

Confirm Instructional Goals

TPACKed

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Identifying Goals�(Demands from syllabi, school and/or ministry policy)

CK

What are the targeted attitudes, skills, and knowledge that students should learn for the specific subject matter?

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Identifying Goals�(Demands from syllabi, school and/or ministry policy)

PK

What are some potential soft skills that could be learned? HOW should students learn? (e.g. self-directed learning, collaborative learning, problem solving, knowledge creation etc )

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Identifying Goals�(Demands from syllabi, school and/or ministry policy)

TK

What are some technical skills that could facilitate better understanding of the subject matter? (e.g. content-free general software/ hardware available that may be associated with the identified CK or promote soft skills )?

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Analyzing learners (Characteristics of learners for the specific class)

PCK

Who is facing what types of problems in learning the CK given what types of environment? What are the existing pedagogical practices associated with the teaching of the subject matter?

Formulate lesson objectives

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Choose Media/ �ICT-based resource

TPK

What are the associated pedagogical knowledge for the identified TK/TCK that needs to be incorporated? Any consideration for cyberwellness issue?

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Choose Media/ �ICT-based resource

TCK

What are the available forms of technology or computer-based representations of CK? How does expert/practitioner use technology to represent and make meaning of the CK?

How can the learners represent the subject matter with the technology? Is there value addedness?

Confirm Technology and Pedagogy

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Plan Instructional Activities

TPACK

How can the preceding dimensions be synthesized to optimized students’ understanding and/or knowledge construction? Justify how the inclusion of ICT is better…

Confirm Instructional Plan

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Implement, evaluate, reflect, revised

Concluding

Are the planning processes sensible? Do we need to add new question to the knowledge components? Are we happy with the instructional decisions made?

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An example: Facilitating knowledge construction among P3 for social studies

2 Primary 3 classes

Over 8 periods

2 single periods, 3 double periods

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An example of application in a Singapore primary school

Implementation→ Reflection → Revision

CK

What is a country? What makes a good country?

PK

Knowledge Building approach

(Students’ development in self-directed learning, collaborative learning, knowledge creation)

TK

Use of Knowledge Forum, IE, Wikipedia, possibly concept mapping tools (ICT for Col SDL)

Identifying Goals

(Demands from syllabi, school and/or ministry policy)

PCK: Workbook, textbook, teacher talk, etc resulting in disconnected knowledge. Students unable to articulate why they are learning what they are learning

Analyzing learners

(Characteristics of learners for the specific class)

TPACK

Except for the first two lesson, all other lesson uses technology to help students build understanding about their country

TPK

Use of forum require rules; open-ended questions; encouragement; authentic topics

Formulate lesson objectives

TCK

Possible use of Google Earth and map; online historical archives,

Choose Media/ �ICT-based

resource

Confirm Technology and Pedagogy

Confirm Instructional Plan

Plan Instructional Activities & Assessment

Confirm Instructional Goals

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Progression of project

Lesson 1 & 2 (Generating the questions)

Pupils’ generate idea of what is social studies (draw and write)
Introduction to the theme “Country”
Students invited to post questions individually and as a group on butcher paper about “what do you want to understand about country?”

Lesson 3 (Technical skills)

Progressing to learn KF interface and posting on KF
More generating of questions, inform students to read Textbook

Lesson 4 (Individual ideas, group ideas, internet search)

Giving an individual definition of what is country, then progressing to group definition of country
Looking for information to build on posts

Lesson 5 (Building-on, emerging themes)

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The journey till now

Initial questions generation

Students ask a lot of questions about country but mostly specific factual questions
BIG (Beyond Information Given) and deep question is lacking: What is a country? What is a good country?
Ask the questions again, still SFQ

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The journey till now

Teacher provide anchoring question “What is a country”

Students very noisy
Students not discussing or making sense collaboratively
Students post seemingly incorrect and trivial posts

Teacher and researcher try establishing group processes and rules for collaborative talk
Student start group definition

Small success seems to be emerging
Researching seems to start (Internet-based research taught)

Researcher ask himself what would count as knowledge construction?

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Emergence of SDL and CoL

Pupils are logging in outside of their social studies lesson
Pupils read and comment on their classmates’ posts
Provide information
Ask for clarification when they do not understand their friends’ posts

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Some indicators

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Social network (Who work with who)

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Questions?

We have tried to use this model again yesterday…

For me, after this talk, it is time to redraw the model

(Reflect and Revised)

The model is implicitly knowledge-intensive