My Understanding of TPACK

When I first heard about this model for technology integration into teaching learning, TPACK, I thought it to be simplistic and almost stating the obvious, but as in the last class when we learnt about TPACK in detail and even did a small exercise of developing a quick lesson plan, I understood the complexity in this simple straightforward model. So in this blog I describe the model as I have understood i.e in my own words.

TPACK model talks about the core knowledge areas and their interrelationships which need to be taken into consideration while integrating technology into the curriculum or the teaching learning in the classrooms. The TPACK model is represented by a Venn diagram with three overlapping circles. The three main circles form the basis of the TPACK model, CK (Content knowledge), the PK (the Pedagogical Knowledge) and the TK (Technological Knowledge).  

 By CK (Content Knowledge) we mean the knowledge of the subject matter or the content of a particular subject domain. It includes concepts, theories knowledge of procedures, evidences for proofs etc. For example, history, natural sciences or language. Each of these disciplines differs in their nature and has their own epistemology or ways of knowing. For example, the nature of science as a discipline will influence what is worth knowing in science and therefore how to teach science. Science essentially is to know phenomena through systematic inquiry. Therefore scientific inquiry or experiments is central to how knowledge is formed in science and that is the most essential thing children need to cultivate. A scientific bent of mind!

PK (Pedagogical Knowledge) means the knowledge of how to teach. It means the understanding of human learning processes, various stages of cognitive development, various techniques and strategies to be adopted for teaching various levels. How to teach would therefore also affect the class structure, teacher and student role etc. What I have experienced, knowledge about different pedagogies not sufficient, how they get enacted with different students in different contexts is essential for a teachers understanding. Therefore I feel understanding and not only knowledge of pedagogy is what makes PK in teachers. This essential comes through trial and errors and years of experience.

TK (Technological Knowledge) is the knowledge about technological devices, how they function and their implications in our everyday lives, how they help and hinder some of our work and relationships. It is not only about how a mobile or camera works, but about how that technology is used to make tasks simpler or what implications therefore does it have on other aspects. This has implications on my daily working and flexibility it provides. The model also depicts the interrelations among each of these parts, which are equally essential as knowing these individual parts.

PCK (Pedagogical Content Knowledge) essentially is the core of teaching. What is to be taught and how is it to be taught. This though seems simplistic is the most nuanced skill of the teacher. Some of the essential questions which teachers struggle with are- which pedagogy is best suited for which kind of subject or concepts., how to structure the learning process for the learners so that they achieve the required knowledge and skills and so on.

The TCK (Technological Content Knowledge) is the interaction between technology and content. This knowledge means an understanding of what content is best taught with what kind of technology. It also means how technology has influenced that discipline. It also means knowledge of how technology can constrain teaching some content and vice versa. Not all technologies are useful in teaching all kinds of content. This nuances interrelation requires teacher to have both thorough technological and content knowledge.

TPK (Technological Pedagogical Knowledge) is knowledge of how technology can be used in teaching. In what ways using technology affects pedagogy or the way of teaching learning. Does it have implications on teacher role, communications, class management etc. similarly how pedagogies can become different when used with technology. For example, in a science classroom, bring in one computer would change the way teacher teachers respiratory system. She used charts and models of the respiratory system supported by her explanation. Now she can just use a CD or an online stimulation/movie which explains its functioning with demonstrations too.

And now the TPACK, which is the convergence of all the three circles. TPACK is achieved when the teacher is able to integrate the three in seamless ways with each other. Its achieved when the choice of content, the choice of pedagogy and the choice of technology synchronize to let learning happen.  TPACK model has one most essential component. The Blue line which talks about the context. Context is very important as it defines what and how each of these elements would be played out.

Thus the TPACK is a simple model which points out to the essential basis or knowledge foundation to integrate technology into classrooms.  It talks about the three components and how they play out with each other. One can really place the teacher and say she knows TCK and PCK but not TPK. And then one can really focus on supporting teachers in parts where they are weak.

However its interesting that this model talks about knowledge and not competencies – a mix of knowledge, skills and attitude. It does talks about application of content, pedagogical and technical knowledge in practice, but the model does not represent it. And there is no mention of teacher beliefs about technology, about education, although it is seen that these are essential barriers to integration of technology. Is it that through addressing the knowledge gaps , the model seeks to address skill and attitude gaps? If yes, how ?