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Halil Kayaduman

Relationship between TPACK and Technology Integration in education - 17 views

started by Halil Kayaduman on 23 Mar 13
  • Halil Kayaduman
    #1 Halil Kayaduman on 23 Mar 13
     
    Hello everybody,

    I wonder how tpack and technology integration related to each other? These are same thing to reach same purposes or one of them is a sub-domain of the other?
  • Matti Pirttimaa
    #2 Matti Pirttimaa on 23 Mar 13
     
    That's a good question. TPACK is a theoretical framework, and perhaps technology integration is only one part or a sub-domain of it. I like TPACK framework because of the flexibility and large coverage of it. Still, technology itself is quite many sided concept. For example, what is technology within TPACK framework in technology education? In general, the "T" means different kinds of educational technology: devices and hardware, digital learning environments, software, knowledge presentation tools, social media and so on… Do you know any other meanings? Further, in technology education the "technology" is also a part of the learning contents. For example, it could be knowledge about how to use a cnc-cutter. What is the suitable rotational speed of the cutter, e. g. So, technology is very large and discipline situated concept :).
  • Evrim Baran
    #4 Evrim Baran on 24 Mar 13
     
    Matti, using TPACK in the context of "Technology Teacher Education" is quite interesting. This is where the boundaries and intersections become fuzzy. For instance in the Computer Education Teacher Education or Craft/Technology Teacher Education contexts, the technology is the content. I am curious to hear about our students from the CEIT department. Do you see any distinctions from the TCK, TPK, and TPACK within the domain of technology/craft teacher education? If yes, could you give some examples?
  • Matti Pirttimaa
    #5 Matti Pirttimaa on 25 Mar 13
     
    Thanks for your comment Evrim. I try to give an example. Technological content knowledge: The teacher has knowledge about electronics and programming. He expects the students to learn this knowledge. The teacher is capable of using different kinds of software to make ICT based material for the students learning. Pedagogical content knowledge: The teacher knows, that the students need some kind of learning material, with which they can learn the expected knowledge contents. He knows that for students to learn, they need illustrations, patterns and explanations about the contents (electronics). The teacher knows also, that engaging the students in spontaneous practice and conversations with each other, they would learn better. Technological pedagogical knowledge: The teacher is aware, that the students have used a virtual learning environment with their own classroom teacher in different projects and contexts. So he expects that using this environment is a good idea also in technology education electronics project. He makes learning material inside the virtual learning environment, and plans exercises about how the students will use the environment. He expects that students are capable to communicate through the environment. TPACK: The teacher doesn't have earlier experience about this kind of using virtual environment in technology education. The students are not accustomed for using it in technology education: they think that the lessons are just for practice and making artifacts and different kinds of things with their own hands and tools. So, in this sense the teacher has a lack of TPACK. The point is that working culture inside/outside the classroom doesn't enable so rapid changes. The better co-operation with other teachers and support by the classroom teacher may help in the transformation of learning praxis.

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