Image from: http://www.tpack.org/
In my role of an educational technology coach, I believe that I sit mostly on technological/ pedagogical knowledge. I believe this is where I fall because I understand how to teach and good teaching practice and have to regularly stay up to date in education technology. However, I do not always know all of the curriculum in depth across the primary school. My role is to help teachers connect the content knowledge or their pedagogical content knowledge to the technological knowledge.
I believe that expanding to tech with tech-PACK helps to emphasize the technology knowledge needed to integrate technology as mentioned by Roblyer & Doering (2014, p. 53). However, it is important to remember that as a teaching leaving out the technology is okay when it doesn't make sense to use it. Thus, an important role of a teacher is to make conscious decision of when to include technology and when to just stick to content and pedagogy knowledge.
To do this, I plan with teachers on a given unit they are working on and provide suggestions for technology integration. From there, I may upskill the teachers in small groups or co-teach the lesson with my focus as technology and pedagogical knowledge and taking the lead from the homeroom teacher. This is what Koehler & Mishra (2009) would describe as “An understanding of how teaching and learning can change when particular technologies are used in particular ways. This includes knowing the pedagogical affordances and constraints of a range of technological tools as they relate to disciplinarily and developmentally appropriate pedagogical designs and strategies."
Whereas most homeroom teachers would be developing the technology from me, I develop my understanding of the content from them. From there, our knowledge is completed as TPACK. My role is really to help teachers to become confident integrating technology and providing them the knowledge and support to add this third component of knowledge to their teaching. I believe that supporting teachers in having all three types of knowledge is important before implementing technology into the classroom as they plan a unit/lesson. Adding the technological knowledge where appropriate in their units/ lessons allows them to provide a 21st century learning community for their students.
I believe that expanding to tech with tech-PACK helps to emphasize the technology knowledge needed to integrate technology as mentioned by Roblyer & Doering (2014, p. 53). However, it is important to remember that as a teaching leaving out the technology is okay when it doesn't make sense to use it. Thus, an important role of a teacher is to make conscious decision of when to include technology and when to just stick to content and pedagogy knowledge.
To do this, I plan with teachers on a given unit they are working on and provide suggestions for technology integration. From there, I may upskill the teachers in small groups or co-teach the lesson with my focus as technology and pedagogical knowledge and taking the lead from the homeroom teacher. This is what Koehler & Mishra (2009) would describe as “An understanding of how teaching and learning can change when particular technologies are used in particular ways. This includes knowing the pedagogical affordances and constraints of a range of technological tools as they relate to disciplinarily and developmentally appropriate pedagogical designs and strategies."
Whereas most homeroom teachers would be developing the technology from me, I develop my understanding of the content from them. From there, our knowledge is completed as TPACK. My role is really to help teachers to become confident integrating technology and providing them the knowledge and support to add this third component of knowledge to their teaching. I believe that supporting teachers in having all three types of knowledge is important before implementing technology into the classroom as they plan a unit/lesson. Adding the technological knowledge where appropriate in their units/ lessons allows them to provide a 21st century learning community for their students.
References
Koehler, M. J., & Mishra, P. (2009). What is technological pedagogical content knowledge? Contemporary Issues in Technology and Teacher Education, 9(1), 60-70.
Mishra, P., & Koehler, M.J. (2008, March). Thinking creatively: Teachers as designers of technology, pedagogy and content (tpack). Keynote address at the 2008 Annual Meeting of the Society for Information Technology and Teacher Education (SITE), Las Vegas, NV, March 3-7.
Mishra, P., & Koehler, M.J. (2008, March). Thinking creatively: Teachers as designers of technology, pedagogy and content (tpack). Keynote address at the 2008 Annual Meeting of the Society for Information Technology and Teacher Education (SITE), Las Vegas, NV, March 3-7.
Roblyer, M., & Doering, A. (2014). Integrating Educational Technology into Teaching: International Edition, 6th Edition, Pearson.
No comments:
Post a Comment