Week 9: Planning lessons with technology

Blog: Post to your blog your ideas about the TPACK framework.

I would say that my strengths are content and technological knowledge. However, I feel that I need to develop strong pedagogical knowledge in order to be able to be able to successfully integrate my content and technological knowledge into lessons.

From a more theoretical perspective, it’s interesting to note that the TPACK framework may be of limited use from a diagnostic perspective due to the collinear nature of the content, and pedagogy components which is a relic of the original PCK model (Segall, 2004), and has continued on into the TPACK model, where only the technological component appears to be able to be reliably assessed (Archambault and Barnett, 2010). Archambault and Barnett (2010) performed a factor analysis on surveys, which aimed to assess the different components of TPACK of almost 600 online teachers, and discovered that the only reliable factor was that of technology. Therefore, what this suggests is that whilst the TPACK model can be a useful tool for teachers to informally investigate the requirements for integrating technology into their classrooms, it may fall short of being a reliable, robust model that can be used for formally diagnosing and assessing components of teachers’ practice.

Archambault, L. M., & Barnett, J. H. (2010). Revisiting technological pedagogical content knowledge: Exploring the TPACK framework. Computers & Education55(4), 1656-1662.

Segall, A. (2004). Revisiting pedagogical content knowledge: the pedagogy of content/the content of pedagogy. Teaching and teacher education20(5), 489-504.

Lesson planning ideas

Blog: Lesson planning takes practice.

From my recent experience, I found the lesson planning process somewhat cumbersome and inefficient. However, there were some very useful components. Having clear aims for the class – and making those aims explicit to students at the beginning of class – was really helpful. Also, breaking the class into sections – introduction, body, and conclusion – was also handy.

I would say for people yet to do their first teaching practical, that setting goals for the class and breaking lessons up into clear tasks, are both very important. I found that it was most challenging with the younger classes (years 7 and 8), and that having clear goals and tasks broken up into small segments really helped the flow of the class. Having these set out in lesson plans is very helpful. Just remember to always write your plans in pencil (metaphorically speaking): it can all change once you start the class!


4 thoughts on “Week 9: Planning lessons with technology

  1. Hi Jon,
    Thank-you for your tips about lesson planning and that breaking them into manageable chunks works best. I am currently doing EED408 subject (successful teaching) and one of our assessment tasks is to do a sequence of learning activities, not a whole lesson plan. It has made me think about the important aspects of a lesson which also overlaps with the 5Es model. Have you come across the tes.com website? It has some great resources and lesson plans ideas.
    I hope you enjoy your day.

    Liked by 1 person

  2. Thanks Jaclyn,
    Yeah, I have looked at the Tes site before. I know there’s a bit of a legal debate as to whether teachers can actually charge for their worksheets and resources – as if they are employed by the Department of Education, from my understanding the Department actually owns all of their intellectual property. It does have some excellent resources, however.


  3. Hi Jonathan ,
    Couldn’t agree more with you about TPACK, it really is a thing that shouldn’t be as highly regarded as it is. As most working and experienced teachers would likely agree it’s a gauge of how much a teacher knows and is a really stupid way of assessing and displaying someone’s knowledge. Im glad I could find someone who had the same opinion as myself regarding the topic.


  4. Thanks, Jonathan, for your comments on TPACK- it is so much more interesting to read a diversity of views on others’ blogs. I have no formal experience in teaching but in the lesson plans I have designed I have divided the time according to function; about 10 minutes for review (or to determine students’ prior knowledge), no more than 10 minutes for the instruction activity, 10 to 20 mins on constructivist activities, followed by student reflection activities.


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