Since the
use of technology has become a major issue in everyday lessons, we consider
really important to mention two significant models all teachers should take
into account when designing their units including technology.
One of
these is TPACK (Technological Pedagogical Content Knowledge). In this model there
are three main components of teachers’ knowledge: content, pedagogy, and
technology. According to Koehler, M. J., & Mishra, P. (2009), "equally important to the model are the interactions between and
among these bodies of knowledge." They assert that:
Content
knowledge (CK) is teachers’ knowledge about the subject matter to be learned or
taught.
Pedagogical
knowledge (PK) is teachers’ deep knowledge about the processes and practices or
methods of teaching and learning.
Pedagogical
content knowledge (PCK) is when the teacher interprets the subject matter,
finds multiple ways to represent it, and adapts and tailors the instructional
materials to alternative conceptions and students’ prior knowledge.
Technology
knowledge (TK) enables a person to accomplish a variety of different tasks
using information technology and to develop different ways of accomplishing a
given task.
Technological
content knowledge (TCK) is an understanding of the manner in which technology
and content influence and constrains one another.
Technological pedagogical knowledge (TPK) is an
understanding of how teaching and learning can change when particular
technologies are used in particular ways.
"Then, TPACK
is the basis of effective teaching with technology, requiring an understanding
of the representation of concepts using technologies; pedagogical techniques
that use technologies in constructive ways to teach content; knowledge of what
makes concepts difficult or easy to learn and how technology can help redress
some of the problems that students face; knowledge of students’ prior knowledge
and theories of epistemology; and knowledge of how technologies can be used to
build on existing knowledge to develop new epistemologies or strengthen old
ones." (
The second
model, but not less important is SAMR (Substitution, Argumentation,
Modification, and Redefinition). A team of teachers from Canada, in their blog Educational Technology and Mobile Learning, states that it is a framework through
which you can assess and evaluate the technology you use in your class. In
a substitution level, teachers or students are only using new technology tools
to replace old ones. Though augmentation is a different level, we are
still in the substitution mentality but this time with added functionalities.
At the modification level technology is being used more effectively not to do
the same task using different tools but to redesign new parts of the task and
transform students learning. Redefinition means that students use
technology to create imperceptibly new tasks.
The first time we heard about these models, we though they would be impossible to accomplish. It is really hard work, but they are not impracticable. Designing a lesson including technology and taking into account these guides is time consuming but worth it. You need clear objectives and purposes, plan everything according to the students' needs and take into account every detail as regards technology in the classroom and the various ways in which you can profit from it. They are extremely useful and will improve the teaching and learning process for sure!
We hope it helps!!!
Virgi and Giuli
Sources:
Koehler, M.
J., & Mishra, P. (2009). What is technological pedagogical content
knowledge? Contemporary Issues in Technology and Teacher Education,
9(1), 60-70.
http://www.educatorstechnology.com/2013/06/samr-model-explained-for-teachers.html
