The technology in modern classrooms. An experience before and after of knowing about TPACK.

   When we had to prepare the activities, we already had in mind the types of activities we wanted to use. Bearing in mind the connectivity in the institution, we considered only using the cell phone for students to do the tasks. They all could do both of them. One of the activities consisted of having students to watch a video and write what they saw. The other one requires students to match the written word with a picture. After preparing and presenting the activities, we were told about the framework of TPACK and there are some issues to analyse.

   First of all, TPACK is an innovative structure created by Punya Mishra and Matthew J. Koehler that aims to integrate technology in the classroom. We can combine technology and the content and pedagogy of our classrooms, as suggested in the picture above.  According to Mishra and Koehler (2009), TPACK should guide curriculum development and teacher education. In the picture, it is possible to identify the three overlaps that are necessary for effective teaching: Pedagogical Content Knowledge, Technological Content Knowledge and Technological Pedagogical Knowledge. “The interaction of these bodies of knowledge, both theoretically and in practice, produces the types of flexible knowledge needed to successfully integrate technology use into teaching.” (Mishra and Koehler, 2009)

  Teaching with technology is a demanding task nowadays considering the challenges that the new technologies presents to the educators. (Mishra and Koehler, 2009) As there are too many innovations and advances and not so much training about it, most teachers see something that they like or consider interesting and they automatically want to implement it in some lessons. Consequently, they forget about the content (Content Knowledge) and how to teach them according to the needs and abilities of the learners (Pedagogical Knowledge).

   Even though the activities were well selected for the level of the students, they were too short and perhaps too simple.  They did not present a challenge for the students. Moreover, the activities could have been completed without the use of the technology. Although we wanted to present something different, we could have thought more motivating and interesting activities.

References:

> Koehler, M. J., & Mishra, P. (2009). What is technological pedagogical content knowledge? Contemporary Issues in Technology and Teacher Education. Michigan State University.