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Presenter: Ben Oberdick Presented at: WILU, London, Ontario (Canada) Date: May 22, 2014
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Integrating Technology into your
Instruction with TPACK
Benjamin Oberdick
Information Literacy Librarian
Michigan State University
May 22, 2014
TPACK
Framework for effective integration of technology
into teaching and learning
Focuses on interplay of three primary forms of
knowledge:
Content (CK)
Pedagogy (PK)
Technology (TK)
Where does TPACK come
from?
Where does TPACK come from?
Extension of Lee Shulman’s idea of Pedagogical
Content Knowledge
2 MSU Education faculty:
Dr. Matthew Koehler
Dr. Punya Mishra
My introduction - MSU MAED program
Why TPACK?
Why TPACK?
Critical to effective teaching with technology
Solves problem of technology as add-on
Making purposeful decisions
Teaching is Ill-Structured and Complex
Expertise in teaching is dependent on flexible
access to and application of highly organized
systems of knowledge
Highly complex and dynamic environment
No known or correct solution
High level of variability
Adding technology also brings more complexity
What does TPACK look like?
Reproduced by permission of the publisher, © 2012 by tpack.org
7 Components of TPACK (#1-3)
Step 1: Examine each component in isolation:
Content Knowledge (CK)
Pedagogical Knowledge (PK)
Technology Knowledge (TK)
Content Knowledge (CK)
Teachers’ knowledge about the subject matter to
be learned or taught
includes knowledge of the concepts, theories, ideas,
organizational frameworks in field
Foundation of TPACK
Content varies from course to course
Pedagogical Knowledge (PK)
Teachers’ deep knowledge about the processes
and practices or methods of teaching and
learning
Educational purposes, values, and aims
Understanding how students learn, general
classroom management skills, lesson planning,
assessment, etc.
Technology Knowledge (TK)
Knowledge about and working with technology,
tools and resources
Applying technology productively at work and in
everyday life
Recognizing when information technology can
assist or impede the achievement of a goal
Adapting to changes in information technology
7 Components of TPACK (#4-6)
Step 2: Examine interplay of components:
Pedagogical Content Knowledge (PCK)
Technological Content Knowledge (TCK)
Technological Pedagogical Knowledge (TPK)
Pedagogical Content Knowledge (PCK)
Interpreting subject matter, finding multiple ways
to represent it, and adapting/tailoring
instructional materials to alternative conceptions
and students’ prior knowledge
Covers the core business of teaching, learning,
curriculum, assessment and reporting
conditions that promote learning
links -- curriculum, assessment, and pedagogy
Technological Content Knowledge (TCK)
How technology and content influence and
constrain one another
How subject matter can be changed by
particular technologies
Matching subject matter and technology
how the content dictates or changes the technology
Technological Pedagogical Knowledge (TPK)
How teaching and learning can change when
technologies are used in particular ways
Pedagogical affordances & constraints of
technological tools as they relate to disciplinarily
and developmentally appropriate pedagogical
designs and strategies
7 Components of TPACK (#7)
Step 3: Put it all together:
Technological Pedagogical
Content Knowledge (TPACK)
TPACK
Requires an understanding of the:
pedagogical techniques that use technologies in
constructive ways to teach content
what makes concepts difficult/easy to learn and
how technology can help with problems students
face
knowledge of students’ prior knowledge
knowledge of how technologies can be used to
build on existing knowledge
Goal of TPACK
Content Practices Tools
Alignment of:
Benefits
Effective integration of tech into your teaching
Collaborative Inquiry
http://theinstitute.ieee.org/benefits/products-and-services/new-benefits-for-2013
So how can you
use TPACK in
your teaching?
Pick a
card content,
any card
content
Part I: Choose an IL
topic you might
cover in class.
Pick a
pedagogy,
any pedagogy
Part II: Choose a type
of pedagogy you
might use in class.
Pick a
technology,
any
technology
Part III: Choose a type
of technology you
might use in class.
Work with the people at your table to:
Think of a classroom activity that would use the
technology, content, and pedagogy you listed.
Also think about:
How does the technology support the content
and the pedagogy?
Is there another technology/application that fits
the content and/or the pedagogy in a better
way?
If so, Which one? Why? How?
Report Out
http://photos.web.ur.msu.edu/photos/Sports.php
For more information on TPACK:
Check out tpack.org/
Resources
Bibliography
Newsletter
Mendeley group -
http://www.mendeley.com/groups/522011/tpack/
Bibliography
Agyei, D., & Keengwe, J. (2014). Using technology pedagogical content knowledge development to enhance learning outcomes. Education & Information Technologies, 19(1), 155-171.
Linton, J. (2012). TPACK as a framework for collaborative inquiry in the learning commons. Teacher Librarian, 39(6), 25-29.
Koehler, M. J., & Mishra, P. (2008). Introducing TPACK. In AACTE Committee on
Innovation and Technology (Eds.), Handbook of Technological Pedagogical Content Knowledge (TPACK) for Educators (3-29). New York: Routledge.
Koehler, M. J. (2014, April 9). TPACK. Retrieved from http://www.tpack.org/.
Rittel, H., & Webber, M. (1973). Dilemmas in a general theory of planning. Policy
Sciences, 4(2), 155-169.
