In previous posts and lectures the topics flexibility, pedagogy and technology are discussed.
Collis & Moonen (2001) state that especially higher education institutions have a collective desire to change towards more flexible learning mediated by technology. But it’s the instructor who must ultimately make it happen, and many instructors do not yet make use of technology (Collis & Moonen, 2001). The TPACK model gives insight in the knowledge that is needed to do make use of technology in lessons (Mishra & Koehler, 2009). In a previous post I talked about five different kinds of pedagogical approaches, in the TPACK model this corresponds to the pedagogical knowledge. The choice for a particular pedagogical approach influences the other parts of the model. The approach has to be suitable for the content you want to teach and the approach also influences the choice for the use of technology. All this knowledge together forms TPACK.
But what is the added value of TPACK? I think the added value is the insight that according to this model only giving instructions to teachers about how to use a particular kind of technology is not enough (when focused on skills). As Harris, Mishra & Koehler (2009) say: ‘learning about technology is different than learning what to do with it instructionally’. The same is true for only learning about particular pedagogical approaches or content knowledge. The combination between the three circles is very important and cannot be seen separately. When a teacher learns about technology it is important that he or she also learns how to use technology to teach more effectively (TPK) and how technology relates to the specific content (TCK). Harris, Mishra and Koehler (2009) say that overall it is important that the teacher learns how to help students meet particular curriculum content standards while using an appropriate kind of technology (TPACK).
So this model is very useful, but it remains a framework for teachers knowledge about TPACK. Teachers themselves does not have so much profit from this model, it is merely a theoretical model. How can teachers benefit from this TPACK framework in practice? Because the model does not specify how this TPACK should be accomplished. I think it is the task of educational designers of professional development to take this model into account and design learning activities which fits the TPACK framework. In their article Harris, Mishra and Koehler (2009) also describe several learning activities for teachers according to the TPACK model.
It can therefore be concluded that TPACK is off added value when one is designing professional development on how to use technology in the classroom in a right way. It gives insight in this complex phenomenon. Moreover I think it provides a way to look further than the approach that sees technology as a factor on itself, rather than an integrated part. It very clearly shows the relation between technology, content and pedagogy.
But.. where is the flexibility in this model, because this course is focusing on flexible learning, and flexibility is not explicitly part of the model. Like we said in class I think flexibility is all over the model. Think back of the five kinds of flexibility I mentioned in my first post, flexibility related to time, content, material and resources, instructional approach and delivery and logistics.
Content and instructional approach represent two of the circles of the TPACK model and the technology circle is related to flexibility in delivery and logistics. Time and materials relate to the context of the teacher which can be found in the outer circle of the TPACK model.
I think that flexibility can grow as the teacher has more knowledge of each domain and the combinations of the domains. When the knowledge of these domains become bigger, the more room there is for flexibility to be integrated. So knowledge about flexibility is an integral part of the model and can be found in each circle, when the circles get bigger, the more room there will be for flexibility.
References
Collis, B.. & Moonen, J. (2001). Flexible learning in a digital world: Experiences and expectations. London: Kogan Page.
Harris, J., Mishra, P., & Koehler, M. (2009). Teachers' technological pedagogical content knowledge and learning activity types: Curriculum-based technology integration reframed. Journal of Research on Technology in Education, 41(4), 393-416.
Koehler, M. J., & Mishra, P. (2009). What is technological pedagogical content knowledge? Contemporary Issues in Technology and Teacher Education, 9(1), 60-70.
Monday, October 19, 2009
Reflection on how TPACK can be combined with the topics that have been discussed so far
Friday, October 16, 2009
What is TPACK?
In this post I want to give insight into the TPACK concept. TPACK stands for Technological Pedagogical Content Knowledge. Mishra and Koehler (2009) have first introduced this model in 2006 (see figure 1). TPCK is the knowledge of the teacher on how to integrate technology in their lessons. To achieve TPACK the teacher has to have knowledge about (a) technology: the teacher has to know what kinds of technologies are available and how these technologies work. This part is thus about knowledge and skills about technology. (b) Pedagogy: the teacher has to have knowledge about teaching strategies, pedagogical approaches, how to use resources and the teacher needs insight in how the students learn. (c) Content: the teacher also has to know something about the content or subject that he or she is teaching. This knowledge is not only the knowledge that the students have to learn about the subject but goes broader than that. It’s the knowledge about, for example, theories, facts, frameworks and procedures.
(Source: http://www.tpck.org/)
As the model shows Pedagogy and Content are overlapping each other and form Pedagogical Content Knowledge, which is about how to teach specific subjects and about students misconceptions and difficulties about this subject. Pedagogy is also overlapping with Technology forming Technological Pedagogical knowledge. This is the knowledge about how to teach with the use of ICT, how to adapt your pedagogical strategies to technology. Besides that Technology is overlapping with Content, forming Technological Content Knowledge. This is the knowledge about how to use technology for teaching a particular subject. Which kind of subject is suitable for teaching with what kind of technology.
At last in the heart of the model all this comes together and forms TPACK. Therefore TPACK is the broad knowledge about how to use technology in a lesson about a particular subject according to the pedagogical approach you use. Looking at the model the circle can start at several points. A teacher can start with a specific subject and looks for a suitable approach for teaching this subject and thereby searches a kind of technology which fits with this subject and approach. He can also start with a specific approach, for example inquiry learning and then search a topic that is suitable for inquiry learning and a technology which fits this approach and subject. The starting point can also be technology, e.g. the teacher wants to do something with a simulation and searches for a suitable subject and approach to teach with a simulation. I think the model gives a clear overview of all the factors that are related with and influence proper teaching with the use of technology. In the next post I will discuss the added value of the TPACK model.
Koehler, M. J., & Mishra, P. (2009). What is technological pedagogical content knowledge? Contemporary Issues in Technology and Teacher Education, 9(1), 60-70.
Friday, October 9, 2009
Reflection on the combination of the three topics 'Flexibility', 'Pedagogies' & 'Technologies'
When I was thinking about the combination of technology, pedagogy and flexibility an experience of the course Atelier 1 came to mind. Petra gave us lectures about multimedia, those lectures where recorded and placed on the blackboard environment so students could look at it when they want and where they want. What surprises me when I look back is that all students still showed up at the lectures. They didn’t skip the lecture and choose to look at it in their own time at their own location. That makes me wonder about the statement of Collis and Moonen (2001) about who wants flexible learning. They say that students want flexible learning because they require educational programs to be tailored to their own situation, rather than fitting a standard model. Table 2.1 of Collins and Moonen show implications of being virtual as a way for flexible delivery, they show the pay-offs of doing so. But how can we explain that students didn’t made (fully) use of this flexible delivery? (Or is the way of using I described not the goal of this kind of flexibility?) What did you, Petra, as a teacher expected when you were going to work with this recordings?
Maybe this example is a case of implementation of flexible learning and getting used to flexible learning. The same way for using this kinds of technology to support flexible learning, or pedagogical approaches, as we saw last week (Nintendo, Wikipedia, Online games). In Atelier 1 this type of flexibility was introduced to this students for the first time and strange enough, I never saw it again in other courses. I’m interested in how to introduce flexible learning and how to get started. I hope to learn more about this and the factors influencing this process of implementation. And how about students saying they want flexible learning, but don’t use it when it’s available? Another important aspect I think is how to support teachers in providing flexible learning and to let if fit with their pedagogical approach.
Maybe this example is a case of implementation of flexible learning and getting used to flexible learning. The same way for using this kinds of technology to support flexible learning, or pedagogical approaches, as we saw last week (Nintendo, Wikipedia, Online games). In Atelier 1 this type of flexibility was introduced to this students for the first time and strange enough, I never saw it again in other courses. I’m interested in how to introduce flexible learning and how to get started. I hope to learn more about this and the factors influencing this process of implementation. And how about students saying they want flexible learning, but don’t use it when it’s available? Another important aspect I think is how to support teachers in providing flexible learning and to let if fit with their pedagogical approach.
Tuesday, October 6, 2009
Webquest as an example of a technology supported pedagogical approach
As a preparation for this weeks’ session I looked for an example of a pedagogical approach that is supported by some kind of technology that can be used in education.
I directly thought of an interesting concept for inquiry learning/ problem based learning: Webquests. In the first year of my study, I designed such a webquest myself. It’s a learning environment in which the learner is stimulated to solve a problem through several resources which are given in the webquest.
Technology is here used to provide a rich learning environment for a constructivism approach of learning.
See: www.webquests.nl
I directly thought of an interesting concept for inquiry learning/ problem based learning: Webquests. In the first year of my study, I designed such a webquest myself. It’s a learning environment in which the learner is stimulated to solve a problem through several resources which are given in the webquest.
Technology is here used to provide a rich learning environment for a constructivism approach of learning.
See: www.webquests.nl
Friday, October 2, 2009
Pedagogical approaches supported by a CMS
For this assignment I looked for five different kinds of pedagogical approaches:
- Workplace learning
- Collaborative learning
- Inquiry learning
- Problem based learning
- Task oriented learning.
Each of these approaches will be shortly described and the use of a Course Management System (CMS) to support these approaches will be discussed.
Workplace learning
Education and training is no longer seen as being solely the realm of educational institutions, but has to involve workplaces too. Workplace learning is always strongly related to practice and often driven by a specific problem which the learner wants to solve. Workplace learning can be divided in to two types of learning: informal- and formal learning. Formal learning are trainings and workshops on the workplace, arranged by management and often obliged to follow. Informal learning are all the kinds of learning at the workplace which are not structured. Peers or colleges play an important role in this. Examples of informal learning are: asking help from others, observing others, corridor conversations and mentoring relationships.
As mentioned before, social networks play an important role in solving these problems, this is where a Course Management System (CMS) could be providing possibilities to communicate with one another via a discussion forum or chat function. For observing work from peers and ask for feedback from peers or teachers a CMS could also be helpful.
Collaborative learning
Collaborative learning is an umbrella term for a variety of approaches in education that involve joint intellectual effort by students or students and teachers. Collaborative learning refers to methodologies and environments in which learners engage in a common task in which each individual depends on and is accountable to each other. Groups of students work together in searching for understanding, meaning or solutions or in creating an artifact of their learning such as a product. Collaborative learning activities can include collaborative writing, group projects, and other activities. Collaborative learning if often seen in many different pedagogical approaches and is mentioned above within several approaches. Because of the collaboration communication options can be provided in a CMS, like a forum ,chatting (response is faster). In a workspace students can save their documents and see documents of their peers to organize the learning process and easily put separate parts together.
Inquiry learning
Inquiry-based learning or also called discovery learning is learning that is based on student’s questions and curiosity. Pedagogy requires students to work together to solve problems, instead of receiving direct instruction from the teacher. The teacher’s job is to help students along the process of discovering knowledge themselves, they function as facilitators of learning instead of providing knowledge.
A CMS can offer support in creating a learning environment where learners can find resources for information to solve the problem. A teacher can provide learners with helpful documents, but the learners have to select and look for useful information themselves. Because of the collaboration a discussion forum or a shared workspace could be helpful.
Problem based learning
Problem-based learning (PBL) is a student-centered instructional strategy in which students collaboratively solve problems and reflect on their experiences. Problem based learning is driven by challenging open-ended problems and students work in small collaborative groups to solve them. The teachers takes on the role of facilitators, like it is the case with inquiry based learning. Students are encouraged to take responsibility for their group and organize the learning process themselves. To organize this learning process a workspace within a CMS can be helpful and as mentioned earlier for collaboration a discussion forum or chat-space could be useful. Information and resources can be provided in a CMS in the same way as with inquiry learning.
Task oriented learning
Characteristics of task-oriented learning are that a structured or open task (e.g. problem description, assignment, study tasks, small cases etc) is available within a meaningful context. A series of actions are needed to come to the desired result and different information tools are available.
Task oriented learning can be supported by a CMS by introducing the task in a meaningful context. The context and information tools can be made by several resources in the CMS as articles, websites or videos. The task description can also be placed in an ‘assignment’ space in a CMS. This can provide a description of the actions needed to come to the desired results. Methodologies, literature and theories can also be placed in a CMS.
Summary
As mentioned in this overview many ways of supporting a pedagogical approach via a CMS are possible. The main ways of support can be divided into (a) providing information and (b) providing communication options. With providing information you can think of: placing literature, methodologies, task descriptions and other contextual information. With providing ways to communicate with peers or teachers, a discussion forum, workspace, feedback space and a chat room are discussed. An example of a Course Management System which provides these functions is BlackBoard.
- Workplace learning
- Collaborative learning
- Inquiry learning
- Problem based learning
- Task oriented learning.
Each of these approaches will be shortly described and the use of a Course Management System (CMS) to support these approaches will be discussed.
Workplace learning
Education and training is no longer seen as being solely the realm of educational institutions, but has to involve workplaces too. Workplace learning is always strongly related to practice and often driven by a specific problem which the learner wants to solve. Workplace learning can be divided in to two types of learning: informal- and formal learning. Formal learning are trainings and workshops on the workplace, arranged by management and often obliged to follow. Informal learning are all the kinds of learning at the workplace which are not structured. Peers or colleges play an important role in this. Examples of informal learning are: asking help from others, observing others, corridor conversations and mentoring relationships.
As mentioned before, social networks play an important role in solving these problems, this is where a Course Management System (CMS) could be providing possibilities to communicate with one another via a discussion forum or chat function. For observing work from peers and ask for feedback from peers or teachers a CMS could also be helpful.
Collaborative learning
Collaborative learning is an umbrella term for a variety of approaches in education that involve joint intellectual effort by students or students and teachers. Collaborative learning refers to methodologies and environments in which learners engage in a common task in which each individual depends on and is accountable to each other. Groups of students work together in searching for understanding, meaning or solutions or in creating an artifact of their learning such as a product. Collaborative learning activities can include collaborative writing, group projects, and other activities. Collaborative learning if often seen in many different pedagogical approaches and is mentioned above within several approaches. Because of the collaboration communication options can be provided in a CMS, like a forum ,chatting (response is faster). In a workspace students can save their documents and see documents of their peers to organize the learning process and easily put separate parts together.
Inquiry learning
Inquiry-based learning or also called discovery learning is learning that is based on student’s questions and curiosity. Pedagogy requires students to work together to solve problems, instead of receiving direct instruction from the teacher. The teacher’s job is to help students along the process of discovering knowledge themselves, they function as facilitators of learning instead of providing knowledge.
A CMS can offer support in creating a learning environment where learners can find resources for information to solve the problem. A teacher can provide learners with helpful documents, but the learners have to select and look for useful information themselves. Because of the collaboration a discussion forum or a shared workspace could be helpful.
Problem based learning
Problem-based learning (PBL) is a student-centered instructional strategy in which students collaboratively solve problems and reflect on their experiences. Problem based learning is driven by challenging open-ended problems and students work in small collaborative groups to solve them. The teachers takes on the role of facilitators, like it is the case with inquiry based learning. Students are encouraged to take responsibility for their group and organize the learning process themselves. To organize this learning process a workspace within a CMS can be helpful and as mentioned earlier for collaboration a discussion forum or chat-space could be useful. Information and resources can be provided in a CMS in the same way as with inquiry learning.
Task oriented learning
Characteristics of task-oriented learning are that a structured or open task (e.g. problem description, assignment, study tasks, small cases etc) is available within a meaningful context. A series of actions are needed to come to the desired result and different information tools are available.
Task oriented learning can be supported by a CMS by introducing the task in a meaningful context. The context and information tools can be made by several resources in the CMS as articles, websites or videos. The task description can also be placed in an ‘assignment’ space in a CMS. This can provide a description of the actions needed to come to the desired results. Methodologies, literature and theories can also be placed in a CMS.
Summary
As mentioned in this overview many ways of supporting a pedagogical approach via a CMS are possible. The main ways of support can be divided into (a) providing information and (b) providing communication options. With providing information you can think of: placing literature, methodologies, task descriptions and other contextual information. With providing ways to communicate with peers or teachers, a discussion forum, workspace, feedback space and a chat room are discussed. An example of a Course Management System which provides these functions is BlackBoard.
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