The TPACK model relation to Flexibility, Pedagogy and technology: What is the added value of TPACK?
In the previous post, I tried to explain the TPACK model with its components. And in this post, I will try to revise of what we have learnt so far and the relation with the TPACK model. Throughout the course, we have revised Flexibility, Pedagogy and Technology differently, and with the introduction of TPACK model, there is a chance of combining them.
Flexibility and the TPACK model:
In the article, (Collis & Moonen, 2001) it is stated that flexible learning has multi dimensions and describing what is flexible learning is a tough issue. Flexibility can be provided with multi dimensions in learning; such as with time, content, the delivery methods of instruction. Flexibility can applied in each types of knowledge in TPACK model, TK, CK and PK. The learners’ choices in the content of the course require the teacher to be compatible in Content Knowledge (CK) that the learner asks. In addition to that, if the learner is provided with flexibility in the way of teaching which the teacher use, then the teacher should be able to have required pedagogy knowledge (PK). The learner can be flexible in the use of technology as well in his or her courses. Therefore, the technological knowledge (TK) of the teacher should be compatible with the technological requirements of the learner.
The added value of TPACK in flexible learning can be that it allows the learner to learn in a flexible environment with a teacher who is competent in content, pedagogy and technology. Therefore, it provides opportunities for the learners in learning with a wide variety of learning styles. (Meyer & Rose, 2005) state that it provides multiple ways of engagement since the learners are offered varied levels of scaffolding throughout the learning task. And a flexible curriculum design stimulates a wide range of student interests, enhances motivation, and promotes positive interactions with the learning environment
Pedagogy and the TPACK model:
There are different types of pedagogical approaches used to facilitate the teaching and learning. The most suitable approach or combination of approaches for a course can be decided by a teacher who is competent with the objective of the course. Therefore, it is expected from a teacher who has knowledge about the advantages and disadvantages of the approach s/he has chosen. This will enable his or her to choose the most appropriate pedagogical approach or combination of these pedagogical approaches for his or her course. With TPACK model, chosen pedagogical approach can facilitate to organize the content, adapt and represent for his or her instruction (PCK) or with the input of technology, the pedagogical approach can be changed in a course (TPK).
The added value of TPACK model in pedagogy can be in such ways that with the help of technology integration to the course, the teacher can make his or her workload much easier. For example, technology can provide extra time for discussions outside the class; therefore, the teacher may support his or her lecture with online discussions. The TPACK model provides variety of pedagogical aspects to the teacher related to the content of the course with the integration of technology.
Technology and the TPACK model:
Technology-enhanced learning enables the learners to connect to others as well as continuous access to learning resources. In our course in which “Technology” subject covered, we have addressed different kinds of technologies and their possible use in the courses. Use of appropriate technology mostly related to the content and the pedagogical approach used in the course. With the TPACK model, technology can change the pedagogies (TPK) and the subject matter can change as well with the technology integration in to the course (TCK). Knowledge of students’ prior knowledge and knowledge of how technologies can be used to utilize existing knowledge to develop new knowledge.
The added value of TPACK model in technology can be that the technology use in the courses can provide variety of pedagogies for the teachers to be used in their courses. In addition, technology provides many content-related resources for the courses. This may allow the students to reach constantly to learning resources.
In this post, summary of Flexibility, Pedagogy and Technology has been covered with their relation to TPACK model. If the teacher knows how to apply TPACK model in his or her courses, then the quality of teaching may increase.
References:
Collis, B., & Moonen, J. (2001). Flexible learning in a digital world: experiences and expectations. New York: Routledge.
Meyer, A., & Rose, D.H. (2005). The future is in the margins: The role of technology and disability in educational reform. In D.H. Rose, A. Meyer, & C. Hitchcock (Eds.) The universally designed classroom: Accessible curriculum and digital technologies. Cambridge, MA: Harvard Education Press.
Koehler, M., J. & Mishra, P. (2009) What is Technological Pedagogical Content Knowledge? Contemporary Issues in Technology and Teacher Eduaction, 9(1), pp. 60-70.
Monday, October 19, 2009
The TPACK Model
The TPACK model:
Teaching is a complex practice which requires integration of different kinds of expert knowledge. The TPACK model endeavors to capture some of main qualities of knowledge for the teachers in order to let them integrate the technology to their teaching as well as taking in hand the complex, many-sided, and situated nature of teacher knowledge. This framework is based on the PCK model of Lee Shulman (1986) (as cited in Koehler & Mishra, 2009), Pedagogical Content Knowledge. As can be seen in Figure 1, at the core of TPACK model, there are three complex primary forms of knowledge and their relations between and among them:
Figure1- TPACK Model (source: http://tpack.org/)
Content Knowledge (CK) is defined as the knowledge a teacher has about the subject matter s/he teaches.
Pedagogical Knowledge (PK) is defined as the knowledge a teacher has about the ways of how to teach his or her students, how to manage his or her class and how to plan the lessons.
Technological Knowledge (TK) is defined as the knowledge a teacher has about the inclusion of technology in the lessons s/he teach in a useful way. The teacher has also the knowledge of adaptation of new technologies to the courses s/he teaches and therefore being updated with the new technologies.
In the joint of these three main components, there are new types of knowledge that a teacher requires to make the lessons s/he gives much flexible.
Technological Pedagogical Knowledge (TPK): is defined as the change in pedagogy a teacher has with the technology applications in his or her course.
Technological Content Knowledge (TCK): is defined as the change in the subject matter as teacher teaches with the application of technology in his or her course
Pedagogical Content Knowledge (PCK) is defined as the knowledge of pedagogy for a teacher to know how to organize, adapt and represent for his or her instruction.
And finally TPACK includes all the teacher knowledge with the integration of Content, Pedagogy and Technology.
To sum up, Koehler and Mishra (2009) state that there is no only one best way to integrate the technology into curriculum. It is a difficult job to combine all the knowledge together, and to reach TPACK all the time. For example, the teacher can start with a specific content with a suitable pedagogical approach for the subject matter, but then s/he may not be able to find the appropriate technology to support his or her lecture. However, if a teacher is able to combine these types of knowledge together, s/he can be professional in his or her course.
References:
Koehler, M., J. & Mishra, P. (2009) What is Technological Pedagogical Content Knowledge? Contemporary Issues in Technology and Teacher Eduaction, 9(1), pp. 60-70.
Tuesday, October 6, 2009
A CMS example at METU
The students and the instructors of Middle East Technical University(METU), use a CMS called "METU-ONLINE" (http://online.metu.edu.tr). This CMS is similar to Blackboard at University of Twente. The students automatically register to the system at the beginning of the semester. And later, they sign to the enviroment by using their university "User Name" and "Passwords". With the CMS, an instructor can upload the course-related files, announce the students grades, make announcements and post topics to be disscussed using Forum component. The students are able to reach the course files, post to the topic opened by the instructor, learn their grades online and chat with the peers.
METU-ONLINE can be used in Collaborative Learning and Task-Based Learning. For example, the instructors at the university can post topics under "Forum" part and let the students share each other's ideas or they can work collaboratively for the same assignment under Forum part. In addition, the students are able to Chat on the CMS. Or an instructor can use METU-ONLINE as a support the instruction. Therefore, it can be used in a Task-Oriented Learning like our course.
If you want to see my thesis' results about the effectiveness of METU-ONLINE in a course at the Political Sciences, you can contact with me :-)
METU-ONLINE can be used in Collaborative Learning and Task-Based Learning. For example, the instructors at the university can post topics under "Forum" part and let the students share each other's ideas or they can work collaboratively for the same assignment under Forum part. In addition, the students are able to Chat on the CMS. Or an instructor can use METU-ONLINE as a support the instruction. Therefore, it can be used in a Task-Oriented Learning like our course.
If you want to see my thesis' results about the effectiveness of METU-ONLINE in a course at the Political Sciences, you can contact with me :-)
Monday, October 5, 2009
5 types of Pedagogical Approaches and their use in CMS
In this post, five types of pedagogical approaches will be analyzed with covering the information how can each pedagogical approach be supported in a CMS. Namely, five pedagogical approaches chosen for this post are:
• Problem-Based Learning
• Workplace Learning
• Collaborative Learning
• Inquiry Learning
• Project Based Learning
Problem-Based Learning:
Problem Based Learning (PBL) is one of the pedagogical approaches that encourage the leaner to learn through the structured investigation of a scientific problem. The learner studies in small self-directed teams to define, perform, and reflect upon a research task which can be a ‘real-life’ problem. The tutor acts as a facilitator and resource person from whom the learner can take advice or guidance. With this approach, the learner is able to develop problem-solving skills by being active in the solving this scientific problem. The problems given to the learner is ill-defined with many potential solutions.
Course Management Systems can structure tools for knowledge manipulation and experimentation that supports problem solving in context. Blackboard application can be an example in which Problem Based Learning approach used. Blackboard has such applications as Forum which allows the learners to communicate, or ability of sharing the documents) therefore Blackboard provides tools that support problem solving.
Workplace Learning:
The Australian National Training Authority (ANTA 2002a) defines workplace learning as learning or training undertaken in the workplace. Therefore, workspace learning should provide the skills guiding to the capacity to innovate. Supporting and valuing the learning in the workplace is important because continuing learning is needed to continue to exist in a time of increasing competition.
Online and blended delivery of training and professional development is an important feature of the workplace. Blackboard can be an example of Workspace Learning environments because it provides students with an environment in which students can take peer opinions on a same subject. In the Blackboard workplace, the students can share their works which can be another example of providing students with workplace.
Collaborative Learning:
Collaborative Learning is grouping or sharing the learners for the purpose of achieving a learning goal. The learners who are at different performance levels can work together in small groups or in pairs in order to succeed a common goal. In this approach, the learners are responsible of others work as well as their own. Therefore, the success of one learner can help the other learners to be successful as well.
The tools in a CMS that enable collaborative learning include discussion forums, file exchange where students can share the contents of their personal folders with other students, and real-time chat. Some examples of course management systems that include collaborative learning opportunities include:
• Blackboard
• Moodle
In these environments, the learners can work collaboratively to achieve the common goal. These platforms enable the high-achievers and low-achievers to work collaboratively.
Inquiry Learning
In Inquiry Learning, the learners are responsible for determining what they need to learn, identifying resources and how best to learn from them, using resources and reporting their learning, assessing their progress in learning. There is a real-life related main question and sub questions posted by the teacher. The learners choose a topic, a problem related to the topic and to solve the problem they choose a method. As group, the learners state a hypothesis and make their own conclusions and make a reflection about what they have learnt from the topic.
Blackboards can be used as an example for Inquiry Learning in CMS. In Blackboard, the learners are able to reach provided by the teacher. With Blackboard, the students can work collaboratively while reaching the lecture notes, forums, and chatting on a subject posted by the teacher. The learner is given the chance of the selection of sources that seem to attractive to them. Therefore, the learners can inquiry the source that seems to related to his or her study.
Project Based Learning
Project Based Learning is "Real" world oriented and learning has value beyond the demonstrated capability of the learner. This approach encourages the learner to use higher order thinking skills and learn concepts with basic facts. The learner need to know concepts that they must learn, understand, and apply in order to complete the project. The teacher is a facilitator in this approach and student’s self-assessment is encouraged.
An important aim of Project Bases Learning is to incorporate technology into projects. At the university level, the learners can make hypotheses, collect and analyze data, and draw conclusions all from the research. CMS can allow the teacher to outline the research of the student to make conclusions for instructional purposes.
Conclusion:
There are different kinds of pedagogical approaches and 5 types of them summarized with the information about their use in CMSs in that post. On some settings only one approach can be used while there can be a combination of them as well. While applying pedagogical approaches in CMS and e-learning environments, it should be carefully chosen.
References:
Reeves, T. C. (1994). Evaluating What Really Matters In Computer-Based Education. In: M. Wild & D. Kirkpatrick (Eds.), Computer Education: New perspectives, pp. 219-246.
http://zone.ni.com/devzone/cda/tut/p/id/9394
http://www.educause.edu/EDUCAUSE+Review/EDUCAUSEReviewMagazineVolume40/FromCourseManagementtoCurricul/157977
• Problem-Based Learning
• Workplace Learning
• Collaborative Learning
• Inquiry Learning
• Project Based Learning
Problem-Based Learning:
Problem Based Learning (PBL) is one of the pedagogical approaches that encourage the leaner to learn through the structured investigation of a scientific problem. The learner studies in small self-directed teams to define, perform, and reflect upon a research task which can be a ‘real-life’ problem. The tutor acts as a facilitator and resource person from whom the learner can take advice or guidance. With this approach, the learner is able to develop problem-solving skills by being active in the solving this scientific problem. The problems given to the learner is ill-defined with many potential solutions.
Course Management Systems can structure tools for knowledge manipulation and experimentation that supports problem solving in context. Blackboard application can be an example in which Problem Based Learning approach used. Blackboard has such applications as Forum which allows the learners to communicate, or ability of sharing the documents) therefore Blackboard provides tools that support problem solving.
Workplace Learning:
The Australian National Training Authority (ANTA 2002a) defines workplace learning as learning or training undertaken in the workplace. Therefore, workspace learning should provide the skills guiding to the capacity to innovate. Supporting and valuing the learning in the workplace is important because continuing learning is needed to continue to exist in a time of increasing competition.
Online and blended delivery of training and professional development is an important feature of the workplace. Blackboard can be an example of Workspace Learning environments because it provides students with an environment in which students can take peer opinions on a same subject. In the Blackboard workplace, the students can share their works which can be another example of providing students with workplace.
Collaborative Learning:
Collaborative Learning is grouping or sharing the learners for the purpose of achieving a learning goal. The learners who are at different performance levels can work together in small groups or in pairs in order to succeed a common goal. In this approach, the learners are responsible of others work as well as their own. Therefore, the success of one learner can help the other learners to be successful as well.
The tools in a CMS that enable collaborative learning include discussion forums, file exchange where students can share the contents of their personal folders with other students, and real-time chat. Some examples of course management systems that include collaborative learning opportunities include:
• Blackboard
• Moodle
In these environments, the learners can work collaboratively to achieve the common goal. These platforms enable the high-achievers and low-achievers to work collaboratively.
Inquiry Learning
In Inquiry Learning, the learners are responsible for determining what they need to learn, identifying resources and how best to learn from them, using resources and reporting their learning, assessing their progress in learning. There is a real-life related main question and sub questions posted by the teacher. The learners choose a topic, a problem related to the topic and to solve the problem they choose a method. As group, the learners state a hypothesis and make their own conclusions and make a reflection about what they have learnt from the topic.
Blackboards can be used as an example for Inquiry Learning in CMS. In Blackboard, the learners are able to reach provided by the teacher. With Blackboard, the students can work collaboratively while reaching the lecture notes, forums, and chatting on a subject posted by the teacher. The learner is given the chance of the selection of sources that seem to attractive to them. Therefore, the learners can inquiry the source that seems to related to his or her study.
Project Based Learning
Project Based Learning is "Real" world oriented and learning has value beyond the demonstrated capability of the learner. This approach encourages the learner to use higher order thinking skills and learn concepts with basic facts. The learner need to know concepts that they must learn, understand, and apply in order to complete the project. The teacher is a facilitator in this approach and student’s self-assessment is encouraged.
An important aim of Project Bases Learning is to incorporate technology into projects. At the university level, the learners can make hypotheses, collect and analyze data, and draw conclusions all from the research. CMS can allow the teacher to outline the research of the student to make conclusions for instructional purposes.
Conclusion:
There are different kinds of pedagogical approaches and 5 types of them summarized with the information about their use in CMSs in that post. On some settings only one approach can be used while there can be a combination of them as well. While applying pedagogical approaches in CMS and e-learning environments, it should be carefully chosen.
References:
Reeves, T. C. (1994). Evaluating What Really Matters In Computer-Based Education. In: M. Wild & D. Kirkpatrick (Eds.), Computer Education: New perspectives, pp. 219-246.
http://zone.ni.com/devzone/cda/tut/p/id/9394
http://www.educause.edu/EDUCAUSE+Review/EDUCAUSEReviewMagazineVolume40/FromCourseManagementtoCurricul/157977
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