Cooking with TPACK

TPACK is a “framework that emphasizes the connections, interactions, affordances, and constraints between and among content, pedagogy, and technology” (Mishra & Koehler, 2006, p 2015). To develop good educational practices, it is important that that the teacher is knowledgeable of these three areas.

Mishra & Koehler (2006) define knowledge of content, pedagogy, and technology as
-“Content knowledge (CK) is knowledge about the actual subject matter that is to be learned or taught.”
-“Pedagogical knowledge (PK) is deep knowledge about the processes and practices or methods of teaching and learning and how it encompasses, among other things, overall educational purposes, values, and aims.”
-“Technology knowledge (TK) is knowledge about standard technologies, such as books, chalk and blackboard, and more advanced technologies, such as the Internet and digital video. This involves the skills required to operate particular technologies.”

The three order Venn Diagram demonstrates the interrelationship of the framework.

Technology is changing at a rapid pace. When it comes to using it in the classroom, we should be placing emphasis on why we are using the technology more so than what technology we will be using. If we do not reflect on the why, it could lead to re-purposing technology that is not very beneficial to our students.

The video below provides a prime example of this. I am challenged to create a PB&J sandwich but there is a twist, the technology or tool that I am using is not quite fit for the job.

Sometimes we get so excited to use a new technology that we don’t stop to think about if it is really the best tool for the job. This leads to students learning the technology and not the content, and could very well feel like using a whisk to spread peanut butter and jelly on to our sandwich bread.

Grabetz, J. (2020, May 24). Untitled: May 24, 2020 2:41 PM. [Video]. YouTube.

Mishra, P. (2018). Revised version of TPACK image [Image].

Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record108(6), 1017-1054.

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