The TPACK model relation to Flexibility, Pedagogy and technology: What is the added value of TPACK?

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.