Introducing+Technological+Pedagogical+Content+Knowledge

by Punya Mishra and Matthew J. Koehler, Michigan State University

Presented by Melody Kao, Liseli Lopez, Alejandra Olmedo, and Matthew Webb

toc =Introduction =

Incorporating technology into the classroom is no easy feat. Many different problems arise when trying to utilize technology in the classroom: such as the inequitable distribution of technology in classrooms, the slow adoption of new programs, and the ineffective usage of the new resources in the actual lessons. Mishra and Koehler (2008) use the term “wicked problem” to describe this issue.

 A “wicked problem” is characterized as something that has changing requirements that often contradict one another. It is a unique type of problem that occurs in complex social contexts and has no absolute solution. One of the best ways to deal with this dilemma is to leverage expert knowledge to create workable resolutions that account for the various contexts and requirements present in the integration of technology. A framework that would assist in this matter is TPACK which stands for Technological Pedagogical Content Knowledge. =The TPACK Framework =

 Forming the core of the TPACK framework are three knowledge bases; content, pedagogy, and technology (CPT). Each of these bases interacts with the others in different social contexts that lead to large degrees of variation in classrooms. When one delves into their interactions, one will begin to understand the unique circumstances of the problem and become able to form coherent solutions. Figure 1 helps illustrate the knowledge bases relationships with one another.  

Technology Knowledge (T)
 Technology knowledge (T or TK) is basic literacy in standard technology (i.e. books and whiteboards) and more advanced technology such as the internet. This concept goes beyond rote knowledge and involves the ability to utilize those technologies. The final component to TK would be the translation of technical knowledge to practical knowledge that could add value to one’s work and life.

Content Knowledge (C)
 Content knowledge (C or CK) is the competence in the subject matter actually being learned or taught. Understanding the different major theories in the fields and all of their components is essential to a teacher’s success and is at the heart of CK. Another major aspect of CK is the understanding the “nature of knowledge and inquiry in different fields” (Mishra & Koehler, 2008). This involves the ability to distinguish between mathematical proofs and literary interpretations.  Framing this concept of content knowledge is the practice of disciplines. Discipline is often associated with rules and regulations. Gardner sees disciple as a framework that “we think in.” This sort of “mental furniture” provides four things: knowledge, methods, purposes, and forms of representation. These formed together allow us to “see” in a field of instructional learning.

 Pedagogical Knowledge (P)
 PK or P “is deep knowledge about the processes and practices or methods of teaching and learning.” All issues of lesson plans, classroom management, student learning and evaluation are part of a generic form of knowledge. This knowledge is rooted in methods utilized in the classroom including how to evaluate understanding among students and “the nature of the target audience.” Teachers with PK understand the cognitive and social theories of learning and how they relate to the classroom.

<span style="display: block; font-family: 'Times New Roman',Times,serif; text-align: left;"> Pedagogical Content Knowledge (PC)
<span style="display: block; font-family: 'Times New Roman',Times,serif; text-align: left;"> Technology, Pedagogy and Content comprise the three components of knowledge. Figure 1 illustrates the overlap between these components of knowledge, “The first intersection in the framework is between pedagogy and content knowledge, or Pedagogical Content Knowledge.”

In Donald’s survey, she posits the following six fundamental “general thinking processes” that help describe how students learn:
 * 1) <span style="display: block; font-family: 'Times New Roman',Times,serif; text-align: left;">"Description of context, conditions, facts, functions, assumptions, and goals"
 * 2) <span style="display: block; font-family: 'Times New Roman',Times,serif; text-align: left;">"Selection of relevant information and critical elements"
 * 3) <span style="display: block; font-family: 'Times New Roman',Times,serif; text-align: left;">"Representation: organizing, illustrating, and modifying elements and relations"
 * 4) <span style="display: block; font-family: 'Times New Roman',Times,serif; text-align: left;">"Inference: drawing conclusions, forming propositions"
 * 5) <span style="display: block; font-family: 'Times New Roman',Times,serif; text-align: left;">"Synthesis: composing wholes from parts, filling gaps, developing course of action"
 * 6) <span style="display: block; font-family: 'Times New Roman',Times,serif; text-align: left;">"Verification: confirming accuracy and results, judging validity, using feedback"

<span style="display: block; font-family: 'Times New Roman',Times,serif; text-align: left;"> Although these processes can be applied to all subject matters some areas are over or under-emphasized depending on the subject matter. On the other hand, different subject matters react differently to these six processes. In addition, Donald “offers a strong critique of content-neutral, simplistic one-size-fits all” educational strategies.

<span style="display: block; font-family: 'Times New Roman',Times,serif; text-align: left;"> Technological Content Knowledge (TC)
<span style="display: block; font-family: 'Times New Roman',Times,serif; text-align: left;"> It is crucial to understand the dual “impact of technology on practice and knowledge,” if we are to harness technology as an educational tool. Technology both constrains and adapts to the “possible representations” of tools. TCK is pivotal to understanding how content and technology influence and limit each other. It is vital for teachers to not only master their subject matter but to understand how the best technological tools can change or dictate the way subject-matter can be taught. One subject that has seen a dramatic change with technology is math. The advent computers math is more visual and graphical in its representations of mathematical concepts. These “available technologies change the representation of the content,” as well as illustrating the interconnectivity of technology and content.

<span style="display: block; font-family: 'Times New Roman',Times,serif; text-align: left;"> Technological Pedagogical Knowledge (TP)
<span style="display: block; font-family: 'Times New Roman',Times,serif; text-align: left;"> In this section one combines an understanding of technology with the knowledge of instructional theories to create an experience that can transcend both. It includes knowing both the teaching benefits and disadvantages of a variety of technical tools In addition, it requires more than a substantive understanding of the benefits and disadvantages of technologies.

<span style="display: block; font-family: 'Times New Roman',Times,serif; text-align: left;"> Technological Pedagogical Content Knowledge (TPACK)
<span style="display: block; font-family: 'Times New Roman',Times,serif; text-align: left;"> TPACK is the intersection of all three bodies of knowledge (technology, content and pedagogy). This is not knowledge of each of these separately but rather an understanding of how they interact with each other. In order to teach effectively with technology this knowledge (TPACK) is necessary as is the amount of competency we include in the description of TPACK. In other words, a substantive knowledge of technologies, how they can help students learn, the content they will be teaching and knowledge of student’s prior knowledge and how to use technology to build on that knowledge is critical. =<span style="display: block; font-family: 'Times New Roman',Times,serif; font-size: 120%; text-align: left;"> Teaching as a Creative and Flexible Navigation of the TPACK Landscape =

<span style="display: block; font-family: 'Times New Roman',Times,serif; text-align: left;"> When faced with a dynamic problem with a unique context, expert teachers will weave TPACK into their lessons after flexibly taking each area into account, while keeping in mind how they interact in specific contexts. Although there is no one solution that will fit for all teachers, these teachers can create instruction that fit their diverse students and the learning goals they have set for them. In order to do this, a substantial and varied understanding of teaching with technology is required.

<span style="display: block; font-family: 'Times New Roman',Times,serif; text-align: left;">Teacher as Creative Designers of Curriculum
<span style="display: block; font-family: 'Times New Roman',Times,serif; text-align: left;">The TPACK framework calls for teachers to develop skills that integrate their knowledge of specific disciplines, technologies, and pedagogical techniques. As many forms of technology are not intentionally developed for teachers, teachers must take on the role of a producer or designer of technology. Mishra and Koehler identify this as a “new form of literacy,” where teachers not only employ signs for their conventional meanings, but also “manipulate how signs are used.”

Mishra and Koehler defend the TPACK framework by arguing the following:
 * 1) <span style="display: block; font-family: 'Times New Roman',Times,serif; text-align: left;">TPACK “emphasizes that teachers manipulate signs and symbols.”
 * 2) <span style="display: block; font-family: 'Times New Roman',Times,serif; text-align: left;">TPACK emphasizes “the conscious manipulation of signs for educative or communicative purposes.”
 * 3) <span style="display: block; font-family: 'Times New Roman',Times,serif; text-align: left;">TPACK allows teachers to “design and redesign [signs] for their particular context.”
 * 4) <span style="display: block; font-family: 'Times New Roman',Times,serif; text-align: left;">TPACK “emphasizes the value of teacher expertise.”
 * 5) <span style="display: block; font-family: 'Times New Roman',Times,serif; text-align: left;">TPACK “emphasizes teacher creativity.”

<span style="display: block; font-family: 'Times New Roman',Times,serif; text-align: left;">Example of Creatively Navigating the TPACK Landscape
<span style="display: block; font-family: 'Times New Roman',Times,serif; text-align: left;">Mishra and Koehler argue that creative solutions must be “novel, effective, and whole.” An example of a creative solution developed by a 3rd grade teacher is the use of online maps to help students understand how to read maps. The teacher asks students to generate a map as in Figure 2 by typing their home address into an online mapping service such as mapquest or googlemaps. Then, students are required to specify key landmarks, create directions, and apply the compass rose. The development of this activity requires that the teacher understand how to integrate discipline, technology, and pedagogy. The teacher manipulates existing technology in a novel way to meet educational needs. The activity is effective in its aim because it links theory to student experience. Lastly, the activity is whole in that each element works to create a complete and meaningful lesson for the students. <span style="display: block; font-family: 'Times New Roman',Times,serif; text-align: left;"> <span style="display: block; font-family: 'Times New Roman',Times,serif; text-align: left;"> <span style="display: block; font-family: 'Times New Roman',Times,serif; text-align: left;"> =<span style="display: block; font-family: 'Times New Roman',Times,serif; font-size: 120%; text-align: left;">Conclusion =

<span style="display: block; font-family: 'Times New Roman',Times,serif; text-align: left;">Technological Pedagogical Content Knowledge is the “intersection of Technology, Pedagogy, and Content, where the whole is greater than the sum of its parts.” Educators must utilize the entire TPACK package to develop “new ways of looking and being in the world.”