Integrating Technology into Teaching TPACK Steve Swan University of Louisville

Integrating technology into teaching can be viewed as a “wicked problem”. TPACK  Requirements are incomplete, contradictory, and changing  Unique, no two wicked problems are the same  Solutions are difficult to realize  Solutions are not “right’ or “wrong”  Solutions do not have “stopping rules”

If we teach today as we taught yesterday, then we rob our children of tomorrow. ~John Dewey ~John Dewey

If you accept your limitations, you go beyond them. Brendan Francis Behan

“Much of education today is monumentally ineffective. All too often we are giving young people cut flowers when we should be teaching them to grow their own plants.” John Gardner

NETS (National Educational Technology Standards) Teacher Standards for Teaching with Technology 1. Facilitate and Inspire Student Learning and Creativity 2. Design and Develop Digital-Age Learning Experiences and Assessments 3. Model Digital-Age Work and Learning 4. Promote and Model Digital Citizenship and Responsibility 5. Engage in Professional Growth and Leadership International Society for Technology in Education (ISTE), 2008

What does history tell us… v=B9gB6AP3BEs

Teacher Knowledge Content Content Knowledge (CK) is knowledge about the actual subject matter that is to be learned or taught. The content to be covered varies greatly by age level and subject- matter.

Teacher Knowledge Pedagogy Pedagogical Knowledge (PK) is deep knowledge about the processes and practices or methods of teaching and learning and how it encompasses (among other things) overall educational purposes, values and aims.

Teacher Knowledge Pedagogical Content KnowledgeLee Lee Shulman (198Those Who Understand: Knowledge Growth in Teaching, Lee Shulman (1986 Lee Shulman (1986 Content Pedagogy PCK In considering the relationship between content and pedagogy, the key question is how disciplines differ from each other and whether disciplines can or should be taught through the same instructional strategies.

Teacher Knowledge Pedagogical Content Knowledge Relationship Discipline Differences “How are content knowledge and general pedagogical knowledge related?” If those preconceptions are misconceptions, which they so often are, teachers need knowledge of strategies most likely to be fruitful in reorganizing the understanding of learners, because those learners are unlikely to appear before them as blank slates.

Teacher Knowledge Pedagogical Content Knowledge Relationship Discipline Differences

Teacher Knowledge Technology Understanding the impact of technology (TK) on the practices and knowledge of a given discipline is critical if we are to develop appropriate technological tools for educational purposes.

Teacher Knowledge for the 21st Century Technological Pedagogical Content Knowledge Technology, Pedagogy, and Content Knowledge The Total Package for Teaching in the 21st Century! Content Pedagogy TPCK Technology TPACK

Teacher Knowledge for the 21st Century TPACK is the intersection of all 3 bodies of knowledge Understanding goes beyond the knowledge of each in isolation. Instead it is how they interact with each other Content Pedagogy TPCK Technology TPACK

A Comprehensive Framework for Teacher Knowledge (CFTK) Complexity of Individual Aspects and Their Interactions Ronau, R., N., Rakes, C., R., (2011). A Comprehensive Framework for Teacher Knowledge (CFTK): Complexity of individual aspects and their interactions. In Ronau, R., N., Rakes, C., R., & Niess, M. L. (Eds.), Educational Technology, Teacher Knowledge, and Classroom Impact: A Research Handbook on Frameworks and Approaches. (pp ). IGI Global, Hershey, PA.

TPACK Stages (Niess et al., 2009) PK CK TK PCK PK CK TPACK TK Recognizing (Knowledge) Accepting (Persuasion) Adapting (Decision) Exploring (Implementation) Teachers are able to use technology and understand how it could be used for subject matter yet do not integrate it. Teachers form a(n) (un)favorable attitude toward using technology for teaching and learning subject matter. Teachers implement tech in their classroom instruction, leading them to a choice to adopt or its use for teaching that content. Teachers make revisions in their curriculum as a result of the technology capabilities and evaluate the results. Teachers actively integrate technology, designing their own ideas

P O I Subject Matter Ronau et al. (2009, February): P r e s e n t a t i o n o f C F T K f o r C a p t u r i n g t h e K n o w l e d g e C o m p o n e n t s Pedagogy Orientation Discernment Environment Individual Context E S Field D Mode Language Arts Mathematics Science Social Studies Language Arts Mathematics Science Social Studies Lesson Planning Assessment Curriculum Mapping Lesson Planning Assessment Curriculum Mapping Cognitive Domain Reflection-in-Action Reflection-on-Action On-the-Spot Decision Making Cognitive Domain Reflection-in-Action Reflection-on-Action On-the-Spot Decision Making Affective Domain Beliefs Attitudes Confidence Dispositions Affective Domain Beliefs Attitudes Confidence Dispositions Classroom/Teaching Policies District/School/Class Climate Classroom/Teaching Policies District/School/Class Climate Personal Characteristics Experiences Learning Styles Personal Characteristics Experiences Learning Styles

P O I CFTK Dimensions, Aspects, and Interactions Context E S Field D Mode Two-Aspect InteractionsThree-Aspect InteractionsFour-Aspect Interactions Five-Aspect InteractionsSix-Aspect Interaction X Y Z

Thinking about TPACK -Borrowing from PCK An overarching conception of what it means to teach particular content topics; Knowledge of students’ understandings, thinking, and learning of particular subject matter topics; Knowledge of curriculum and curriculum materials with learning and teaching subject matter topics; Knowledge of instructional strategies and representations for teaching and learning particular content topics. Grossman, 1989,1990 An overarching conception of what it means to integrate technology to teach particular content topics; Knowledge of students’ understandings, thinking, and learning of particular subject matter topics with technology; Knowledge of curriculum and curricular materials that integrate technology with learning and teaching subject matter topics; Knowledge of instructional strategies and representations for teaching and learning particular content topics with appropriate technologies. Niess, 2005 PCKTPACK

Preparing Teachers to Teach with Technology - Guiding Development of TPACK The challenges Digital emigrants from 20th century 20th century learning in K-12 20th century college subject matter teaching 20th century teacher preparation programs Teacher educators Cooperating teachers 20th century school classrooms, curriculum, instruction Technology access TPACK developmental process

Impossible?

Integrating technology into teaching can be viewed as a “wicked problem”. TPACK Teaching with technology is a WICKED PROBLEM!

Integrating technology into teaching can be viewed as a “wicked problem”. TPACK Wicked Problems require CREATIVE SOLUTIONS

Integrating technology into teaching can be viewed as a “wicked problem”. TPACK Creativity is seen as Novelty Novelty must be joined to Purpose

Creative Solutions are Novel, Effective, and Whole (NEW) TPACK -Novel Fresh, unusual, unique, surprising, startling, astonishing, astounding, germinal, trendsetting, radical, revolutionary, influential, pioneering - Effective Valuable, important, significant, essential, necessary, logical, sensible, relevant, appropriate, adequate, functional, operable, useful, user-friendly - Whole Organic, ordered, arranged, organized, formed, complete, elegant, graceful, charming, attractive, refined, complex, intricate, ornate, interesting, understandable, meaningful, clear, self- explanatory, well crafted, skillful, well made, meticulous

Creative Solutions are Novel, Effective, and Whole (NEW) TPACK Go to Movie v=FOYCmPUVFfs

Creative Solutions are Novel, Effective, and Whole (NEW) TPACK Schools develop a creative way to showcase their understanding of Elementary Science and Social Studies g/

Creative Solutions are Novel, Effective, and Whole (NEW) TPACK Teachers working in a challenging school try using technology and a different pedagogy to teach their content. Home e+Hypothalamus

Putting it all together… TPACK v=s_bgeohrV_k

TPACK Framework Activity It’s ALL About the CONTEXT

TPACK Framework Activity

Content knowledge Pedagogy Knowledge Technology Knowledge TPACK Solution