Technological, Pedagogical and Content Knowledge (TPCK)
I have read one article on TPACK which given by Amber and watch 12 minute movie program on TV (which I liked very much). Please watch the TV program it is enthusiastic!. The TV program talks about TPCK, however, beyond that the system of the presentation (multimedia: picture, movie and sound) shows how technology uses to manage your presentation.
The article also talk about the definition of TPCK and its sub components (Content Knowledge, Pedagogical knowledge, Pedagogical content knowledge, Technology knowledge, Technological content Knowledge and finally Technological Pedagogical knowledge). The application of knowledge in teaching involves many different conceptual structures and perspectives that play out in novel and unique ways even in instances that may seem superficially similar. The push to integrate technology in teaching further complicates matters by bringing an additional domains of knowledge (technological knowledge) into the mix (Koehler, and Mishra, 2008) . Development of teachers on technological, pedagogical and content knowledge (TPCK). TPCK is a frame work for teachers knowledge for technology integration in teaching/learning process. The development of TPCK is critical to effective teaching with technology (Koehler and Mishra, 2008). Hence, there is a demand to know more about TPCK to manage your course using technology.
References
Koehler, M. J., & Mishra, P. (2008). Introducing TPCK. In: AACTE Committee on Innovation and Technology (Ed.) Handbook of Technological Pedagogical Content Knowledge (TPCK) for Educators. (pp. 3 - 29). New York: American Association of Colleges for Teacher Education and Routledge. Available at http://punya.educ.msu.edu/publications/koehler_mishra_08.pdf
Hi Seyum!
ReplyDeleteThank you for sharing this radio/video!
I was wondering: What do you think about this technology component Mishra and Koehler added to the framework (TK)? Before any technology, like for example simulations, existed we also used ‘technology’ to explain complicated concepts to students. Think about explaining the concept ‘moment’ (M = Force* moment arm). A teacher could also explain this by using a wooden board with nails in it, placed on equal distance around the middle. With equal weights, the students could find out that using the same weights but different distances, results in an unbalanced wooden board.