How to integrate technology into teaching

This week’s lecture introduced the TPACK model of Matthew Koehler and Punya Mishra, a framework for effective integration of technology into teaching. What it makes really appealing to me is the way technology is not seen as an add-on but as integrated into teaching.

The model is centered on the teacher’s knowledge about pedagogy (PK), about the subject content (CK) and about technology (TK). Each of these knowledge domains is equally important in the model.

Even more important are the interactions of these three knowledge domains. Actually, in teaching practice none of the domains exists solely. Teaching certain subject matter is not possible without the use of pedagogical and technological knowledge. All parts are addresses and one choice affects the other. For example, in the interaction of technology and pedagogy - technological pedagogical knowledge (TPK) - technology can make pedagogical approaches possible that were not attainable before (look at my post “Is Socrates still up to date in the digital age”). Of course technology can also put constraints on pedagogy, such as the use of a blackboard imposes a certain seating order and student-teacher interaction in class. Likewise, a certain pedagogy can also put affordances and constraints on technology. The other intersecting domains of the TPACK model are technological content knowledge (TCK) and pedagogical content knowledge (PCK).

Ultimately, at the heart of the model is the intersection of all three types of knowledge - technological pedagogical content knowledge (TPACK). Depending on the context and the target audience the teacher has to creatively and flexible apply content knowledge as well as pedagogical and technological knowledge in relation to maximize effective teaching.

Take a look at the TPACK model and become inspired:

Koehler, M. J., & Mishra, P. (2009). What is technological pedagogical content knowledge? Contemporary Issues in Technology and Teacher Education, 9(1), 60-70

A short reflective note

As you can see from my last posts, I was pretty occupied with flexibility in education and with pedagogical and technological issues over the last couple of weeks. Now it’s time for a short personal reflection. What is the influence of these components on education and how do they all fit together?

Flexibility, the use of technology and a learner-centered pedagogy are the corner stones of prospective education. There are a lot of new challenges education has to face now and in the future. Just to name some buzzwords: knowledge society, competencies like communication and social skills, life long learning... Students are also more diverse, concerning their interests, prior knowledge and their social and living situation. There is no one approach that fits all. Students do not want traditional education. They want education adjusted to their needs. The flexibility- technology-pedagogy triad can be a very effective means in achieving that. For example, flexibility and technology can create possibilities that were not attainable before (see my earlier blog posts about dialectic pedagogy and Elgg).

But it’s not that simple. What these three components also have in common is that they place a lot of implications on the organization and the teachers. Flexibility causes logistical problems and will take up more time and will cost more money. The same is true for current pedagogies. With learner-centered pedagogies the teacher will have to fulfill the role of a coach or facilitator. This is more time intensive than just standing in front of the class. Although technology can offer a lot of new possibilities it is also very expensive and it takes a lot of time to develop suitable software. And of course not all teachers know how to use the technology or might not even want to.

Stay tuned to my blog and learn along with myself more about the possibilities and implications of flexibility, technology and pedagogy.