Growing in TPACK is a constant and ongoing process. Every day in the classroom is a new opportunity for me to refine my content knowledge, streamline my pedagogical approach, and optimize technology use. For my project, I’ve had to work hard on all three.
What makes teaching with technology so challenging, or “wicked,” is that it’s an area that is full of interrelated and constantly changing variables. These variables include all of the aspects of the SITE model, including different and changing learners, levels, content, pedagogy, and environment/sociological conditions. What makes this most challenging for me is the climb up the SAMR model. While I’m comfortable using technology, I still struggle to find uses that aren’t simply online replacements for what I already do in the classroom. And in first grade (and all grades), I don’t want to use technology for technology’s sake. It needs to be meaningful. So, here’s where I am in TPACK with my current project. First a little background….my project began as an attempt at using an in-class flipped model for first grade math, in which students would watch leveled screencasts for instruction, then use the bulk of in-class time for math groups, independent work, and partner practice. The amount of work required to create screencasts for each lesson became prohibitive, so I tried to find a different use for this technology. As a result, my project has since evolved into creating a reference library of screencasts that are available for students at an in-class center. Rather than learning initially from the screencasts, the screencasts exist as support for students who need to reinforce a concept or are ready for a head start on a new concept. Because they can be used both to reinforce or to learn, they support differentiation. However, they’re not designed to replace initial in-class instruction. So, how do I apply TPACK to this wicked problem? The pedagogical content knowledge (PC) part is probably the easiest (although “easy” is relative). This is the sweet spot in which I know what I’m teaching and how best to teach it. For example, in a math lesson about the “counting on” strategy in math, I need to know the strategy (i.e., identify the bigger number, then “count on” the smaller number). I also need to know the best way to teach it for each of my learners. The technological content knowledge (TC) is harder. This is where technology enhances or supports the acquisition of content knowledge. In my project, the technology is really acting as a teacher replacement. My students can use the screencasts to refresh their knowledge of concepts or skills, rather than asking me. So, technology is support the acquisition of learning, but at the most basic level of SAMR. By far, the most challenging aspect of the “wicked problem” is technological pedagogical knowledge (TP): This is the intersection of pedagogy and knowing the optimal way to employ technology so that students can learn. This is the most challenging area for me, as I’m really using the screencasts as a video lesson. They’re not maximizing the use of technology to facilitate instruction in a new and innovative way. With my limited classroom time and huge amount of content to cover, I’d love to find ways that that my first graders could benefit from all that technology has to offer in knowledge acquisition and skill development. The tricky part is finding these ways….and in finding the time to find these ways!
7 Comments
Kristin Pruitt
11/26/2016 06:44:00 pm
Lori- I appreciate your beautiful break down of the TPACK. I agree with your assessment as well and find the technological pedagogical part the most difficult. Doesn't everything always boil down to time!? Time to research, time to find, time to play, time to test run and make sure it's a worthwhile tool and not just a cool tool.
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Florencia
11/26/2016 07:31:51 pm
Lori,
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Joe Madigan
11/28/2016 09:45:49 pm
I've read three or four of these, and including my reflections, everyone seems to be focusing on the TP part of the TPACK. We have a lot in common, and what I think is really cool, is how everyone seems to be willing to look a their teaching strategies to improve. I appreciate how we're all willing to RISK, REFLECT, REVISE and REPEAT...
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Devorah
11/28/2016 10:45:41 pm
I wouldn't look at your screencasts/videos as technology for technology's sake. Look at it this way, you have many kinds of learner in your classroom. For your intro lesson, you introduce the math concept. This is a passive, auditory lesson. Some of your students will respond well to this. For lesson #2, the reinforcement lesson, you let them use the videos and more hands on, technology lesson. This is more interactive and visually stimulating. Some of your students will respond better to that. This is how technology can become a tool for delivering content, as opposed to just a replacement. Don't focus on the content, focus on the learners and who can gain most from the different methods of delivering the content.
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1/9/2017 12:49:41 am
Thank you, Devorah, for the reminder that the focus needs to be on the learners not on the contents. Your response is spot on; I needed that reminder, too! And like everyone else, I also struggle with the TPK aspect.
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Jenny
12/11/2016 09:31:23 am
I am so impressed with your break down and thoughts of TPACK and also find many of the same parts challenging. I think we as a cohort are far ahead of many of our colleagues in these areas, especially in using technology because it's cool or technology for the sake of technology. I'm sorry that creating the screencasts has become too labor intensive but creating a library of them and over time creating your own will lead to an amazing resource that students will benefit from for years to come.
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1/9/2017 12:53:25 am
Thank you, Lori, for breaking down the TPACK; for me, the wicked TPK is a challenge, too. Please consider sharing your reference library with other teachers in our district and around the globe who might need them!
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