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 & Education, 55(4), 1656-1662.
Segall, A. (2004). Revisiting pedagogical content knowledge: the pedagogy of content/the content of pedagogy. Teaching and teacher education, 20(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!