An evaluation of the impact this project had on my TPCK.

It is argued that Technological Pedagogical Content Knowledge (TPCK) is necessary to effectively teach with ICT (AACTE, 2008). Further, TPCK is a process to support authentic learning and requires content to be delivered through such technological processes (Mishra & Koehler, 2006). This project has allowed me to develop a broader technological repertoire and awareness of the technology I can use in my subjects to achieve superior outcomes through rich tasks.

In developing my artefact my focus was to align my content knowledge with my pedagogical knowledge to consider the teaching strategies I could use that would allow ICT to be integrated effectively. With the new skills I attained in this course I was able to choose ICT resources that would enhance the content in an engaging manner.  The Integrated Learning Space I created through Edmodo and the Prezi’s I developed were a major learning curve but allowed me to create rich tasks I can use in my teaching. Creating Youtube clips, visual stimulation, hyperlinks and learning how to insert those into my Prezi are now part of my TPCK and will only develop through further applications over time. What I realised when embedding ICT strategies into my TPCK, was that the manner I integrate ICT in my lessons will greatly influence the success of the lesson.

The combination of my TK and CPK allowed me to determine various social impacts of technology on my classroom.

Students are ‘over’ death by Powerpoint. Slides are a great way to display notes, visual images and to prompt teachers on what they are to cover, but should not be the total format of your lesson. Older colleague teachers call these “props” that “us” new teachers use when we are unable to teach effectively. There is also the issue with the older scheme teachers who lack confidence or knowledge of new technology or are nervous about adopting change. I found there were times that I would ask students to assist me if I was stuck with the computer but they were only too willing to help and looked pleased to demonstrate their ability and confidence to me.

While the process of inclusion can be cultivated through technological tools, it requires adaptations in educational approaches and strategies from educators (Benigno, Bocconi & Ott, 2007). Some teachers believe there are dangers inherent with employing social networking technologies in the classroom, however there have also been proven educational value, validating the powerful learning opportunities they provide. It is up to educators to be aware of any dangers and leverage the positive influence of such promising technologies for educational gain (Benigno et al, 2007).

Technology in the classroom allows students to develop skills like teamwork as well as various software systems and programs they are likely to use after school life. Technology in the classroom can influence the social relations between students and their teacher as well as amongst peers as it encourages communication, cooperation and collaboration amongst the class (Klopfer, Osterweil, Groff & Haas, 2009). Kellner & Share (2005) espouse that technology also creates opportunities to share individual ideas, perceptions and insights in addition to developing the social skills in preparation for civic participation in a democratic society.

Communicating through social networking and collaborating through technology is the way forward for our students and it is our duty to ride this technological wave with them. The combination of TPCK is therefore essential to effectively integrate technology in our lessons to support authentic learning through engagement and willing participation of students (Mishra & Koehler, 2006).

References:

AACTE, 2008. American Association of Colleges for Teacher Education. When Multiple Technologies Take Learning to a Higher Level: The Technological Pedagogical Content Knowledge (TPCK) Framework and Curricular Exemplars. Accessed from: http://aacte.org/Publications/ on 22/12/02.

 

Benigno, V., Bocconi, S. & Ott, M. (2007). Elearning papers. Inclusive education: helping teachers to choose ICT resources and to use them effectively. CNR, Institute of Technology, Italy. No 6. November 2007. ISSN. 1887-1542. Accessed from www.elearningpapers.eu on 20/10/12.

Kellner, D., & Share, J. (2005). Toward critical media literacy: Core concepts, debates, organisations, and policy. Discourse: Studies in the Cultural Politics of Education, 26(3), 369-386.

Klopfer, E., Osterweil, S., Groff, J. & Haas, J. (2009). Using the technology of today, in the classroom today: The instructional power of digital games, social networking and simulations and how teachers can leverage them. The Education Arcade. Accessed from on 17/10/12 from: http://education.mit.edu/papers/GamesSimsSocNets_EdArcade.pdf

Mishra, P. & Koehler, M. (2006). Technological Pedagogical Content Knowledge: A new framework for teaching knowledge. Teachers College Record 108 (6), 1017–1054.