Technology is definitely a game changer inwards today’s classroom. Its pervasive widespread inwards educational settings speaks volumes nigh the growing importance nosotros come upward to house inwards it. However, piece many teachers accept already domesticated approximately of this engineering into their daily workflow (e.g, preparing handouts as well as docs, creating lesson plans, communicating alongside students as well as parents…etc) a pragmatic leverage of this engineering for instructional purposes remains barely noticeable. By pragmatic leverage nosotros hateful the utilisation of engineering to heighten telephone commutation cognitive skills such equally higher guild thinking skills, critical thinking skills, as well as employment solving to hollo a few.Technology integration inwards this feel is non an cease inwards as well as past times itself past times a means, a roadmap to facilitate teaching as well as learning.
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Working towards a student-centerer pedagogy where engineering is used effectively to do optimal learning experiences for students mandates careful planning as well as strategic execution. It also requires teachers to railroad train a working agreement of the pedagogical implications as well as technical expertise involved inwards the the engineering they are planning to use. To this cease as well as to assist you lot brand informed decisions regarding integration of engineering inwards your teaching methodology, TPACK (technological pedagogical as well as content knowledge) is an approach you lot should definitely consider. Think of it as a theoretical framework to non exclusively approximate your instruction engineering practices only to also withdraw you lot towards a to a greater extent than nuanced as well as pedagogically audio integration of engineering inwards your teaching.
According to Harris et al. TPACK-based approach ‘ goes beyond technocentric strategies as well as emphasizes the importance of helping teachers railroad train as well as apply integrated as well as interdependent understandings of technology, pedagogy, content, as well as context.’(p. 396). TPACK is composed of 3 interlocking components of teacher’s knowledge: content cognition (CK), pedagogical cognition (PK), as well as technological cognition (TK).
Here is inwards brief overview of what each of these components mean. For a detailed explanation of TPACK approach, delight refer to Hariss et al.'s article (reference include at the cease of this post):
1- Content Knowledge (CK)
This is the dependent or dependent area related knowledge. This cognition we impart to students inwards class. For instance, "in the illustration of fine art appreciation, such cognition would include cognition of fine art history, famous paintings, sculptures, the influence of artists’ historical as well as social contexts, equally good equally cognition of aesthetic as well as psychological theories for agreement as well as evaluating art.”(p. 397)
2-Pedagogical Knowledge (PK)
This is 'metalearning', i that is concerned alongside the processes, methods as well as methodologies involved inwards teaching as well as learning. These methods include teaching strategies used inwards class, lesson planning, classroom management, assessment strategies, comprehension banking corporation gibe techniques as well as many more.
3- Technological Knowledge
Harris et al. describes this sort of cognition equally existence inwards ‘state of flux’ for engineering is constantly evolving making it difficult to precisely formulate a self-contained Definition of what engineering cognition actually signifies. Shunning from equating it alongside a for sure laid of tools or literacies, a full general conceptualization of TK tin shipping away live on formed to refer to the productive utilisation of engineering for ‘information processing, communication, as well as employment solving’(398).
To acquire to a greater extent than nigh how TPACK industrial plant as well as how you lot tin shipping away utilisation it inwards your teaching, picket this wonderful brusk video from Candace M.
References:
Harris J, Mishra P, Koehler m (2009) Teachers’ technological pedagogical content cognition as well as learning action types: curriculum-based engineering integration reframed. J Res Technol Educ 41(4):393–416.
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