TPACK

Reproduced by permission of the publisher, 
© 2012 by tpack.org

The TPACK model is an effective way to look at how knowledge of content, pedagogy and technology need to work together to support good teaching and learning within a given context (eg Primary school).
It can be challenging to be highly skilled in the TPACK area of this model. Many teachers can be strong in one or two areas. They may have a strong knowledge of content, for example, but be less skilled in how to teach that content (pedagogy). Others may be strong in using technology to support a pedagogical model but not have depth of content. It is when the teacher is able to operate in the centre of this model that authentic integration of technology, pedagogy and content can be realised within a particular context.

Roblyer & Doering (2009) have suggested that the centre of this model be referred to as Tech -PACK in order to highlight the critical contribution technology makes to teaching. I feel this is an unnecessary modification, given that the T already represents technology. To argue that technology is more important than content and pedagogy seems at odds with the intent of the model which, I feel, is to highlight the importance of knowledge of all three to arrive at the sweet spot - TPACK - which is where I would hope to be as often as possible.

Reading: What Is Technological Pedagogical Content Knowledge?


References:

Koehler, M. J., & Mishra, P. (2009). What is technological pedagogical content  knowledge? Contemporary Issues in Technology and Teacher Education, 9(1), 60-70.

Roblyer, M., & Doering, A. (2013). Integrating Educational Technology into Teaching: International Edition, 6th Edition, Pearson.

Digital natives vs digital immigrants

by Campus Party Brasil

The terms ‘digital native’ and ‘digital immigrant’, as coined by Marc Prensky in 2001, do not sit comfortably with me. I have heard many speakers and teachers use the terms, usually as a basis for promoting the use of technology in classrooms. Whilst I do not argue that the children of today have only known a world with technology and are often comfortable in using a variety of technologies, I do not believe that those of us born before the digital revolution are any less capable of operating within this developing environment. 

by Aron Stevenson

Prensky states that our students today are native speakers of digital language, yet I would also consider myself a native speaker because I have used the language as it has developed. I have lived in the time when the language was invented so I could also be considered a native speaker. The fact that some people choose not, or have no need, to use the language does not necessarily mean that they are immigrants any more than a person who does not use language related to disciplines that use a specific language are eg music, medicine, law.

Prensky refers to people as having digital immigrant accents and states that schools often feel as though they are staffed by heavily accented foreigners.

by Mario & Amanda

Maybe we could look at this a different way. For many teachers, the language may be somewhat new but, like me, they are living in the time when the language was invented so there should be no accent. What is different for a teacher is the landscape and the routes that can be taken to arrive at varying destinations that have altered. Teachers can, in fact, speak the language but some need assistance in re-routing in order to traverse the landscape in the most efficient way. Teachers need a GPS (or a Go to Person to Steer). A GPS knows your starting point and can suggest possible ways to arrive at your destination with the option of choosing quick, easy and fast routes. The driver (teacher) can select the route that best suits them. Given that the destination often changes when operating in a digital world, some recalibration may be necessary along the way. But whilst you have a GPS the navigation should be less risky. Some teachers may depend on the GPS longer whilst others become familiar with the rout that suits them and can navigate without further assistance (knowing that the GPS is available when needed in the future if, and when, the destination changes again.

Another aspect of the digital divide that is often commented on is the ability of digital natives to multi-task. Can students really learn whilst watching TV or listening to music? Wood et al in their article, Examining the impact of off-task multi-tasking with technology on real-time classroom learning, concluded that while multi-tasking did not seem to affect rote memorization, it might hamper higher-order tasks that involve understanding material and application of the material to novel situations. The results of studies are consistent with both the cognitive bottleneck theory of multi-tasking and provide evidence that attention, especially for complex tasks, can be impaired when multi-tasking is involved.

There may be a digital divide, but I don’t believe it has a great deal to do with when one was born. I agree with

Gerald Haigh who writes in Open University research explodes myth of 'digital native’ that

there’s no evidence of a clear-cut digital divide. Use of technology varies with age, but it does so predictably, over the whole age span. And secondly, although younger people are more likely to be positive about technology, there is evidence that a good attitude to technology, at any age, correlates with good study habits.

Why use information and communication technology (ICT) in the classroom?

Mike Licht

It is difficult to imagine a contemporary classroom that does not incorporate the use of ICT to support learning.

The Australian Curriculum requires students to develop ICT capability  and the Melbourne Declaration on the Educational Goals for Young Australians (MCEETYA 2008) recognises that students need to be skilled in its use.  ICT is ubiquitous in students lives and it follows that access to ICT in the classroom is essential for learning. Students may know how to use technology (most would use it everyday) but do they know how to use it effectively for learning? It is part of our job as educators to support our students in their use of ICT to support their learning and, at the same time, guide them in a supportive environment in how to develop their digital literacy skills.

There are many reasons why teachers should embrace the use of ICT in the classroom. Some of these include:

• it provides almost immediate access to current information that would be difficult/time consuming to find in other ways eg artistic collections, audio/video archives, digital copies of primary source material
• enables the user to create products that would not be possible without it
• provides scope for students to learn and present work in a variety of ways that suits their learning preferences.
• enables synchronous/asynchronous collaboration with peers as well as others from local and global communities
• enables students to contribute ideas, thoughts and questions digitally who may be reluctant to do so in open class lesson/discussion
• enables learning anywhere and anytime
• assists students with various needs to complete tasks that would be prohibitive without it
• provides opportunities for students to share their learning with a real audience eg blogging
• engages students who may otherwise not wish to participate in a task

There are also times when ICT should probably not be used in the classroom. Some of these include:

• when it takes longer than without
• using for the sake of it
• when it can inhibit big picture view - the development of ideas - when you want to see how ideas develop, not just the finished product where editing has removed early drafts/ideas
• when it detracts from face to face communication in situations when it is necessary
• when it does not advance student learning
• when there is a reliance on it to complete basic tasks that should be done without it eg adding simple numbers
• when there is too much information presented for a child to deal with
• when it is used as a time filler or for drill of concepts already learned

The critical factor is to ensure a balance of learning with and without ICT. It is important for teachers to be discerning in their promotion and use of ICT to ensure that its use does, in fact, contribute to deeper learning whilst applying safe and ethical practices.

Flickr: San José Library

Whilst some schools may struggle with access to ICT due to financial constraints, others such as The Waldorf School of the peninsula choose not to use ICT in the primary classroom. It does not use technology in primary school and only allows some use in the high school curriculum “in ways that enhance the learning process, by using it as a tool, rather than replace the role of the teacher”.  I’m not sure how they imagine an ICT-rich classroom looks in most schools, but am confident that there would not be many schools, if any, who would agree that their use of ICT replaces the teacher. Conversely, most teachers would argue that the teacher is critical in helping students navigate the plethora of information at their fingertips as well as guiding their students in digital citizenship whilst encouraging them to use the tools at their disposal to create knowledge and communicate their learning.

What is Digital Literacy?

Digital literacy is the ability to efficiently and effectively select and use a variety of digital technologies to locate, understand, synthesise, evaluate, create and communicate information whilst applying social and ethical protocols in order to protect and respect self, others and property.

Technology vs Pedagogy

  by  Wesley Fryer

 Greg Whitby (ABC, 2014) claims that the focus on technology is a "waste of time". He says: "If you focus on the technology, you ignore the central problem and the central issue."

We have been talking about technology as if it is something brand new for the past decade. Since the introduction of the iPad into classrooms and the availability of more affordable  technology such as Chromebooks , the conversation seems to have increased, especially with the move towards BYOD in many schools.

We have been saying for years that is is not about the tools, it is about the learning. And yet, we still talk about the technology. I believe this is because many teachers are trying to work out how to incorporate technology into the programs they may have been using for years; the technology is still a substitution for books, pencils, paper.

So, if we focus on technology, we do miss the central issue - pedagogy. When teachers adopt a more contemporary approach to learning, the technology required to support this will eventually move into the background - students will reach for the readily available technology that will fulfill their needs, whether that be to investigate, collaborate, create or communicate their ideas (and in ideal situations, all four).

Paul Saettler (as cited in Roblyer & Doering, 2014) said "Computer information systems are not just objective recording devices. They also reflect concepts, hopes, beliefs, attitudes." We may ask if the current technologies being used in classrooms do, in fact, reflect our hopes, beliefs and attitudes with regard to educational outcomes for students? The move towards personalisation of learning requires a broader approach to the use of ICT than was possible in the past. We have seen the use of technology develop from being used predominantly for consumption to an emphasis being placed on creation. Whilst technology can have an enormous impact on what is possible in education today, unless it is being driven by solid, contemporary pedagogy there is a risk of the technology remaining a shiny gadget which contributes little value to student learning outcomes.

ICT General Capabilities in all Subject Areas will be a key driver in helping teachers to develop an innovative approach to contemporary pedagogy.

Teachers who struggle with technology should consider setting up their own peer network and seek help at the point of need. Use the technology available to learn about the technology - YouTube is now the go-to place for finding out how to do almost anything. A Google search can also provide access to ideas tried and tested by other educators from around the world.Utilising students' skills will also harness their knowledge and build a learning community within the classroom where everyone feels comfortable enough to ask for help (including the teacher).

References:

Australian Broadcasting Corporation (2012). 21st century education. Future Tense.  Retrieved from

http://www.abc.net.au/radionational/programs/futuretense/21st-century-education/4197700#transcript

Roblyer, M., & Doering, A. (2013). Integrating Educational Technology into Teaching: International Edition, 6th Edition, Pearson.

Another Semester begins

by Jeremy

Whilst the school year begins to wind up in order to wind down, a group of us from CSU begin semester 3 study. I will be studying Classroom Technologies as part of my Masters in Education (Knowledge Networks and Digital Innovation) course. I completed my first Masters (Teacher Librarianship) through CSU in 2000. I had very little to do with ICT prior to beginning that course of study. By the end, I was pestering my principal for funds for ICT and sourcing computers from companies that were upgrading. My interest in ICT and eLearning has only gone from strength to strength since then - it is the basis of my career now. It seems appropriate that my final masters course (yes, this is definitely it for me) has a focus on that which has defined my working life since my first. I am really looking forward to this subject and the opportunity to share ideas with such a diverse group of students. I am a fan of crowdsourcing and feel that this subject will produce some great resources that will broaden our repertoire and spur us on to keep looking for great ways to engage students in authentic learning which promotes creativity,collaboration, critical thinking and communication.