Primarily following the link, to which we were directed by David Jones, the website Teaching Teachers for the Future (TTF), introduced the concept of TPACK in a clear and concise manner. In today’s classroom, being an effective teacher is simply not just a case of knowing what you’re talking about. It requires a much broader understanding of what is to be taught; how to teach it and by what means to introduce/implement the content effectively.
The web-page reinforces the importance of addressing these three points:
- Self-assess for personal/professional growth
- A comprehensive understanding of the TPACK concepts involved, as this should help develop a more collaborative approach to teaching – drawing from a PLN
- View new ideas/innovations from a TPACK perspective – taking all components into account
Mark Anderson, author, Leader of Digital Learning and Apple Distinguished Educator writes a blog which proves to be an insightful piece of writing. Not only does he endorse the effectiveness of Koehler and Mishra’s Technological Pedagogical Content Knowledge (TPACK) (2009), but underlines the impact when the three components of Technological Knowledge, Pedagogical Knowledge and Content Knowledge are amalgamated, forming, as Anderson refers to “the Holy Grail of TPACK”.
In designing the diagram below, Anderson refers to the work of Mandinach and Cline (2009), who recognise the four stages of development experienced by educators on their journey to ICT confidence/competence. Learning about new ICT techniques and innovations is a life-long learning activity if we are to fully engage and encourage students in our future careers.
Blog: Mark Anderson http://ictevangelist.com/technological-pedagogical-and-content-knowledge/
Mandinach E.B. and Cline H.F. (1994). Classroom dynamics: Implementing a technology-based learning
Mishra & Koehler (2006). Technological pedagogical content knowledge: A framework for teacher knowledge
environment. Hillsdale, NJ