OLTD 502 – Final Assignment – TPACK and M-Learning
In yesterday’s post I talked about Geoff Stead’s view of smartphones as elaborate “digital Swiss army knives” – full of all the tools one could hope for to represent learning, and aid in inquiry. While this technology offers us many ways in which we can integrate mobile tech into the classroom, it is still a tool first and foremost. How we plan for smartphone use, and how we formatively assess its strengths and weaknesses, will ultimately be more important. TPACK offers an easy way to break down the different elements of planning and learning that must be taken into consideration. According to TPACK, we can break this down into three forms of knowledge:
· Content Knowledge (CK) – “Teachers’ knowledge about the subject matter to be learned or taught. The content to be covered in middle school science or history is different from the content to be covered in an undergraduate course on art appreciation or a graduate seminar on astrophysics… As Shulman (1986) noted, this knowledge would include knowledge of concepts, theories, ideas, organizational frameworks, knowledge of evidence and proof, as well as established practices and approaches toward developing such knowledge” (Koehler & Mishra, 2009).
· Pedagogical Knowledge (PK) – “Teachers’ deep knowledge about the processes and practices or methods of teaching and learning. They encompass, among other things, overall educational purposes, values, and aims. This generic form of knowledge applies to understanding how students learn, general classroom management skills, lesson planning, and student assessment.” (Koehler & Mishra, 2009).
· Technology Knowledge (TK) – Knowledge about certain ways of thinking about, and working with technology, tools and resources. and working with technology can apply to all technology tools and resources. This includes understanding information technology broadly enough to apply it productively at work and in everyday life, being able to recognize when information technology can assist or impede the achievement of a goal, and being able continually adapt to changes in information technology (Koehler & Mishra, 2009).
In planning for m-learning lessons, we need to be careful not to lean too heavily on our knowledge of technology for the sake of putting smartphones in our student’s hands. Instead, we should be looking at the unique abilities inherent in the technology, and plan lessons that take advantages of the features that this mobile tech. affords both teachers and students.