Technological Pedagogical Content KnowledgeA lecture by Dr Robert Parkes – Based on the Work of Mishra & Koehler (2006)

Teachers’ Knowledge:

Content Knowledge

Pedagogical Knowledge

Pedagogical Content

Knowledge

Shulman (1986)

Pedagogical Content Knowledge (PCK)

Mishra & Koehler (2006)Technological Pedagogical Content Knowledge (TPCK)

TPCK: A New way of thinking about Teachers’ Knowledge

Actual subject matter that is to be learned or taught

The central facts, concepts, theories and procedures within a given field

Explanatory frameworks that organize and connect ideas (eg Magnets & Electricity)

Rules of evidence and proof in discipline

Science and Philosophy of discipline/field

Discipline-specific methods of inquiry

Content Knowledge:

Processes and practices or methods of teaching and learning

Classroom management

Lesson plan development and implementation

Assessment and evaluation strategies

Nature of the target audience and how they learn: How students construct knowledge and acquire skills;

develop habits of mind and positive dispositions towards learning

Cognitive, social and developmental theories of learning and how they apply to students in the educational setting

Pedagogical Knowledge:

Standard technologies such as books and chalk and blackboard, as well as more advanced technologies such as the Internet and digital video

Operating systems Computer hardware Ability to use standard set of software tools such as

word processors, spreadsheets, browsers, email etc How to install and remove peripheral devices Install and remove software programs Create and archive documents Use ‘smart-board’ (new technology for the

classroom)

Technological Knowledge:

Second Order of Knowledge:

What teaching approaches fit the content

How elements of the content can be arranged for better teaching

Representation and formulation of concepts; what makes concepts difficult or easy to learn; students’ prior knowledge and theories of epistemology

Teaching strategies that incorporate appropriate conceptual representations, to address learner difficulties and misconceptions and foster meaningful understanding

What the students bring to the learning situation, knowledge that might be either facilitative or dysfunctional for the particular learning task at hand

Pedagogical Content Knowledge:

The manner in which technology and content are reciprocally related to each other

The manner in which the subject matter can be changed by the application of technology

Technological Content Knowledge:

The existence, components and capabilities of various technologies as they are used in teaching and learning settings, and conversely

How teaching might change as the result of using particular technologies

Understanding that a range of tools exist for a particular task, the ability to choose a tool based on its fitness, strategies for using the tool’s affordances

Pedagogical strategies and the ability to apply those strategies with technologies (ie. web-quests, computer mediated instruction like - Reader Rabbit, etc.)

Technological Pedagogical Knowledge:

Third Order of Knowledge:

Understanding of the representation of concepts using technologies

Pedagogical techniques that utilize technologies in constructive ways to teach content

What makes concepts difficult or easy to learn and how technology can help redress some of the problems students face

Students’ prior knowledge and theories of epistemology

How technologies can be utilised to build on existing knowledge and to develop new or strengthen old epistemologies

Technological Pedagogical Content Knowledge:

Using a venn diagram map out your own Technological Pedagogical Content Knowledge