Mishra+&+Koehler

Introducing Technological Pedagogical Content Knowledge By Punya Mishra and Matthew J. Koehler Presentation by Vikash Desai, Josh Galiley, Jeff Normann, and Sandy Ta toc

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=Introduction= Teaching wit h technology is a “wicked” problem. As defined by Mishra & Koehler, wicked problems possess: -Incomplete, contradictory, and changing requirements. -A unique character, making it difficult to rely on previous solutions. -Complex social contexts, making it difficult to isolate and test variables. -No right and wrong answer, meaning success and failure are largely subjective. -No clear endpoint, because the problem will usually only be mitigated, not solved.

Creativity is required for dealing with wicked problems, because they, by definition, cannot be regularized.

=Introduction of TPACK Framework= Good teaching with technology has three core components: Content, Pedagogy & Technology

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In the TPACK framework, understanding comes from the relationships and interactions between these three components.



=The Three Knowledge Areas:=
 * Technology knowledge (T)
 * Content knowledge (C)
 * Pedagogical knowledge (P)

Technology Knowledge (T)
Technology knowledge is knowledge about standard and advanced technologies, everything from blackboards and books to internet and digital video. In essence, it represents technical literacy, like the ability to use software or a computer. But beyond this basic knowledge, teachers should also be able to apply information technology productively in their everyday lives.

Content Knowledge (C)
Content knowledge is knowledge about the actual subject matter to be taught or learned. This is the knowledge specific to the teacher’s discipline, whether it is math, English, history, music, etc. Sometimes, knowledge from different disciplines is necessary to teach and work creatively, as will be seen by the “Sand Creatures” example at the end of this page. Content knowledge of three dimensional art, physics, and engineering were all necessary to create and teach kinetic sculpture.



Pedagogical Knowledge (P)
Pedagogical Knowledge is deep knowledge about the processes and practices or methods of teaching and learning and how it encompasses overall educational purposes, values and aims. This knowledge covers both theories of student learning, and the educational techniques teachers use to best facilitate that learning. For more advanced students, pedagogical knowledge can even be used to help them understand how they learn, although that is obviously not something that can be expected from middle and high school students.



=The Three Hybrid Knowledge Areas:=


 * Pedagogical Content knowledge (PC)
 * Technological Content knowledge (TC)
 * Technological Pedagogical knowledge (TP)

Pedagogical Content Knowledge (PC)
The key question is how disciplines differ from each other and whether disciplines can or should be taught through the same instructional strategies.

There are six processes of learning that carry importance across disciplinary fields. -Descriptions of context, conditions, facts, functions, assumptions, and goals. <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">-Selection of relevant information and critical elements. <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">-Representation, or organizing, illustrating, and modifying elements and relations. <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">-Inference, which is forming propositions and drawing conclusions. <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">-Synthesis, composing wholes from parts, filling gaps, and developing course(s) of action. <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">-Verification of accuracy and results, judging validity, and using feedback constructively.

Each process of learning has a differing level of importance in different content fields, but a teacher should be familiar with each concept.



Technological Content Knowledge (TC)
Technological content: is an understanding of the manner in which technology and content influence and constrain one another. The choice of technologies affords and constrains the types of content ideas that can be taught. Likewise, certain content decisions can limit the types of technologies that can be used. For example, visualization technologies can change how some mathematical concepts are represented and understood.

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Technological Pedagogical Knowledge (TP)
Technological pedagogical knowledge is the knowledge of how instructional strategies can be changed by technology and knowing how technology can influence the teaching and learning settings. The use of technology in the classroom can increase the effectiveness of the pedagogical processes. One example of this would be resources used to maintain class records like attendance and grading. Another key example is the rise of “flipped classrooms” which is changing the way educators teach and students learn.



Technological Pedagogical Content Knowledge (TPACK)
The intersection of all three bodies of knowledge (technology, pedagogy, and content). The complex interrelationships between the three mean that both the potential for learning and the complexity of instruction planning are far greater than would be expected by looking at TPACK as simply the sum of its three parts. Expert teachers constantly and unconsciously integrate these three areas of knowledge each time they teach; each lesson can be viewed as its own “wicked problem.”



=Teaching as a Creative and Flexible Navigation of the TPACK Landscape= According to Mishra and Koehler, expert teachers integrate technology, pedagogy, and content simultaneously when they teach. When technology integration is successful, the system is in a state of “dynamic equilibrium.”

Teacher as Creative Designers of Curriculum
The inclusion of technological methods into the realm of content and pedagogical methods has opened opportunities for teachers to reinvigorate their curricula. Teachers can interact with students on a multitude of platforms, including physical mediums, video, web based, audio (podcasts), and others not yet imagined. This gives the teacher many new ways to structure their lesson plans, including more radical models of learning like flipped classrooms. Using the TPACK framework allows teachers to become producers and designers of technology, rather than just consumers and users of technology.

Example of Creatively Navigating the TPACK Landscape
When teachers are able to join their content and pedagogical knowledge to an understanding and application of technology, they are able to inject an extra dose of creativity into the classroom. This creativity is essential to motivating and inspiring students, as it allows them to both see something new and allows them the freedom to try something new. The following example shows how something completely original can be created through the process of combining seemingly disparate pieces of content knowledge like art and physics with effective technological and learning methods.

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= Conclusion = <span style="font-family: Arial,Helvetica,sans-serif; font-size: 15px;">The purpose of TPACK is to broaden and delimit what teachers are able to do within their own environments. In the words of Mishra & Koehler:

We need to go beyond techniques and strategies, that may have served us well in the past (though that is debatable), to embrace new possibilities, new ways of looking and being in the world. Teachers have a critical role to play in this new world, but will be able to do so only if they see themselves as being responsible for the Total PACKage, a package that lies at the intersection of Technology, Pedagogy & Content, where the whole is greater than the sum of its parts. (Mishra & Koehler, p14).



=Linoit Discussion:= <span style="font-family: Arial,Helvetica,sans-serif; font-size: 15px;">On the Linoit discussion board linked below, please tell us about:

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 15px;">- a technology you'd like to use in the classroom. <span style="font-family: Arial,Helvetica,sans-serif; font-size: 15px;">- how would you integrate it? <span style="font-family: Arial,Helvetica,sans-serif; font-size: 15px;">- what is your subject area?

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 15px;">Post your responses here: @http://linoit.com/users/nok413/canvases/TPACK%20Responses

=References:=

Textual Sources:

 * 1) <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 15px; line-height: 1.5;">Koehler, M. J., & Mishra, P. (2008). Introducing TPCK. Paper presented at the Annual Meeting of the American Educational Research Association New York City, March 24–28, 2008.

Embedded Video Sources:

 * 1) <span style="font-family: Arial,Helvetica,sans-serif; font-size: 15px;">TPACK Video - __http://www.youtube.com/watch?v=4gQ2JEho_UA__
 * 2) <span style="font-family: Arial,Helvetica,sans-serif; font-size: 15px;">(TC) - Sketchpad Demo video - __https://www.keycurriculum.com/products/sketchpad__
 * 3) <span style="font-family: Arial,Helvetica,sans-serif; font-size: 15px;">My Creations Video - __http://www.youtube.com/watch?feature=player_embedded&v=b694exl_oZo__

Embedded Image Sources:

 * 1) <span style="font-family: Arial,Helvetica,sans-serif; font-size: 15px;">TPACK Image - __http://tpack.org__
 * 2) <span style="font-family: Arial,Helvetica,sans-serif; font-size: 15px;">world wide web image - __http://4.bp.blogspot.com/-ALdYh5zjd7A/UZw8W3EUH-I/AAAAAAAAAC4/TeQXOhdb8jY/s1600/information-technology.jpg__
 * 3) <span style="font-family: Arial,Helvetica,sans-serif; font-size: 15px;">Content word cloud image - __http://1.bp.blogspot.com/-EvkPCvq4hZ4/UTbe8oglQmI/AAAAAAAAAEc/1ak9YfobcFw/s1600/TPACK2.jpg__
 * 4) <span style="font-family: Arial,Helvetica,sans-serif; font-size: 15px;">Discipline specific pedagogy cartoon - __http://lrrpublic.cli.det.nsw.edu.au/lrrSecure/Sites/Web/13289/ezine/year_2006/jul_aug/images/discipline.jpg__
 * 5) <span style="font-family: Arial,Helvetica,sans-serif; font-size: 15px;">Effective Teacher image - __http://eductechalogy.org/index/wp-content/uploads/2012/01/PCK-woman.png__
 * 6) <span style="font-family: Arial,Helvetica,sans-serif; font-size: 15px;">flipped classroom image - __http://21centuryedtech.files.wordpress.com/2012/07/flipped.jpg__
 * 7) <span style="font-family: Arial,Helvetica,sans-serif; font-size: 15px;">TPACK word cloud - __http://ncltitpack.ncdpi.wikispaces.net/UnPACK+your+Discipline+TPACK__
 * 8) <span style="font-family: Arial,Helvetica,sans-serif; font-size: 15px;">Tupac Image: @http://www.flickriver.com/photos/intrepidflame/6924621907/