TPACK Model
Reproduced by permission of the publisher, © 2012 by tpack.org. Retrieved from http://tpack.org.
TPACK: A Simple Guide
The acronym, TPACK, stands for Technological Pedagogical and Content Knowledge. Teachers use this knowledge to teach technology infused lessons. In TPACK, knowledge is often represented as a cloud because of the complex process the brain uses to make connections through constructivism.
As teachers we must possess content knowledge (CK) about a particular subject area. In particular, we must be aware of the facts, concepts, theories, and mental models in our discipline. Additionally, teachers need to be aware of the analogies and theoretical frameworks used to teach the theories, facts, and concepts within their discipline area. Furthermore, teachers should be knowledgeable about the procedures of their discipline.
In addition to content knowledge, teachers must also show evidence of pedagogical knowledge (PK); in other words, they must have knowledge on how to teach. Pedagogical knowledge includes the ability to plan, establish rules and procedures, create groupings to enhance learning, effective classroom management, and a variety of teaching strategies.
The overlap of content knowledge and the pedagogical knowledge required to teach that content is known as the Pedagogical Content Knowledge (PCK). Effective teachers are able to link the content with the most effective way of teaching that content.
Technology and education have simultaneously evolved over the years. Because the infusion of technology is so prevalent in society, teachers must also develop a strong Technological Knowledge (TK) to enhance and support their lessons. Technology not only influences the way we teach, our pedagogy, but also affects the content we teach. Teachers need Technological Content Knowledge (TCK) such that we know about the technology tools that are a part of a particular subject area and the ability to repurpose these tools for other content areas. Furthermore, Technological Pedagogical Knowledge (TPK) is the knowledge required for deciphering how to plan and implement technology as a means of instruction.
When teachers are able to effectively acquire and utilize all three types of knowledge simultaneously, they are using their Technological Pedagogical and Content Knowledge, also known as TPACK.
While Technological Knowledge may appear to be independent of the other knowledge areas, emphasizing the acquisition of knowledge about a particular technology independent of how it relates to content and pedagogy, does not build TPACK. In fact, the only aspects of Technological Knowledge that are relevant to teaching are the areas in which technology overlaps with content and pedagogy, TCK and TPK respectively. Mastery of the tools and technology are not necessarily relevant in the classroom. Focusing learning to emphasis technology in relation to classroom learning is the most effective method of building TPACK. For practical purposes, we as teachers can build TPACK by learning about the appropriate tools and how to use those tools for instruction.
As teachers we must possess content knowledge (CK) about a particular subject area. In particular, we must be aware of the facts, concepts, theories, and mental models in our discipline. Additionally, teachers need to be aware of the analogies and theoretical frameworks used to teach the theories, facts, and concepts within their discipline area. Furthermore, teachers should be knowledgeable about the procedures of their discipline.
In addition to content knowledge, teachers must also show evidence of pedagogical knowledge (PK); in other words, they must have knowledge on how to teach. Pedagogical knowledge includes the ability to plan, establish rules and procedures, create groupings to enhance learning, effective classroom management, and a variety of teaching strategies.
The overlap of content knowledge and the pedagogical knowledge required to teach that content is known as the Pedagogical Content Knowledge (PCK). Effective teachers are able to link the content with the most effective way of teaching that content.
Technology and education have simultaneously evolved over the years. Because the infusion of technology is so prevalent in society, teachers must also develop a strong Technological Knowledge (TK) to enhance and support their lessons. Technology not only influences the way we teach, our pedagogy, but also affects the content we teach. Teachers need Technological Content Knowledge (TCK) such that we know about the technology tools that are a part of a particular subject area and the ability to repurpose these tools for other content areas. Furthermore, Technological Pedagogical Knowledge (TPK) is the knowledge required for deciphering how to plan and implement technology as a means of instruction.
When teachers are able to effectively acquire and utilize all three types of knowledge simultaneously, they are using their Technological Pedagogical and Content Knowledge, also known as TPACK.
While Technological Knowledge may appear to be independent of the other knowledge areas, emphasizing the acquisition of knowledge about a particular technology independent of how it relates to content and pedagogy, does not build TPACK. In fact, the only aspects of Technological Knowledge that are relevant to teaching are the areas in which technology overlaps with content and pedagogy, TCK and TPK respectively. Mastery of the tools and technology are not necessarily relevant in the classroom. Focusing learning to emphasis technology in relation to classroom learning is the most effective method of building TPACK. For practical purposes, we as teachers can build TPACK by learning about the appropriate tools and how to use those tools for instruction.
SAMR Model
Image the creation of Dr. Ruben Puentedura, Ph.D. http://www.hippasus.com/rrpweblog/
SAMR Model
The SAMR model is a framework for teachers to assess and evaluate technology for use in the classroom. There are four levels within the SAMR model: substitution, augmentation, modification, and redefinition.
In the substitution level, new technology is being used to replace an existing technology. For example, if someone were to use a cellphone within the confines of their house, solely for the purpose of a telephone, they are simply replacing their landline. Similarly, if schools use Google Docs to replace Microsoft Word as a word processor, this is an example of substitution. The new technology is being used to perform the same task.
Augmentation is similar to substitution in the sense that the new technology is being used to perform the same task, only with added features. In the example of the cellphone, the user is still limited their cellular use to speaking on the phone but may use the added feature of mobility by carrying their cellphone with them while running errands. In the Google Docs example, an added feature may be autosave.
In the third level, modification, the technology is being used more effectively to redesign certain aspects of the task to transform student learning. In our example of the cellphone, the user may still be using the phone for communication purposes but may expand this to include text messaging. In Google Docs, students may be asked to collaborate with other students and to share feedback over the cloud.
Finally, in redefinition, the technology is being used for a novel task that was once unimaginable. In our cellphone example, the user may use the phone for social media, as a camera, or even a day timer. Google Docs may be used to connect with other students to discuss learning through the chat and comments section and then imbed it in the classroom website.
In the substitution level, new technology is being used to replace an existing technology. For example, if someone were to use a cellphone within the confines of their house, solely for the purpose of a telephone, they are simply replacing their landline. Similarly, if schools use Google Docs to replace Microsoft Word as a word processor, this is an example of substitution. The new technology is being used to perform the same task.
Augmentation is similar to substitution in the sense that the new technology is being used to perform the same task, only with added features. In the example of the cellphone, the user is still limited their cellular use to speaking on the phone but may use the added feature of mobility by carrying their cellphone with them while running errands. In the Google Docs example, an added feature may be autosave.
In the third level, modification, the technology is being used more effectively to redesign certain aspects of the task to transform student learning. In our example of the cellphone, the user may still be using the phone for communication purposes but may expand this to include text messaging. In Google Docs, students may be asked to collaborate with other students and to share feedback over the cloud.
Finally, in redefinition, the technology is being used for a novel task that was once unimaginable. In our cellphone example, the user may use the phone for social media, as a camera, or even a day timer. Google Docs may be used to connect with other students to discuss learning through the chat and comments section and then imbed it in the classroom website.