It
is well known, and perhaps well accepted, that the knowledge base for teaching
in the 21st century is the technological
pedagogical content knowledge (TPCK, later referred to as TPACK for ease
of remembering it as a word). However, as Harris, Mishra and Koehler (2009) argued, TPACK is not a
professional development model; rather it is a framework for teacher knowledge.
Planners of professional development for teachers may use it by illuminating what
teachers need to know about technology, pedagogy, and content and their
interrelationships. More importantly, the TPACK framework does not specify how
this should be accomplished, recognizing that there are many possible
approaches to knowledge development of this type.
Some
attempts were made to determine the effectiveness of the TPACK framework in
teacher training programs. For instance, the study by Guzey and Roehrig (2009) examined the development of TPACK in four in-service
secondary science teachers as they participated in a professional development
program focusing on technology integration into K-12 classrooms to support
science as inquiry teaching. The study introduced to the science teachers such
tools as probeware, mind-mapping tools (CMaps), and Internet applications like
computer simulations, digital images, and movies. The researchers then
concluded that the intervention program had positive impacts to varying degrees
on teachers’ development of TPACK. Contextual factors and teachers’ pedagogical
reasoning affected teachers’ ability to enact in their classrooms what they
learned in the program.
Another
study (Chai, et al., 2012) examined
pre-service teachers’ perceived knowledge of TPACK and cyberwellness through
structural equation modeling. The study also examined the relationships among
Singaporean pre-service teachers’ perceptions of the constructs pertaining to
TPACK, and their perceived ability to integrate cyberwellness knowledge when
designing web-related learning. At the conclusion of the study, the researchers
argued that the pre-service teachers’ confidence to integrate their cyberwellness
knowledge into their teaching may play an important role in influencing how
they plan and design web-based learning. Cyberwellness knowledge may be an
important knowledge component to foster when considering the future development
of teachers’ TPACK for web-based learning.
There
are, however, some theoretical arguments made by some researchers and practitioners
who are not finding the TPACK framework completely
effective in their work with teachers. Some among these are Krista Moroder and those
who expressed their agreement to her blog posted on 3 November 2013. Whereas Moroder agrees with the notion that
TPACK looks at the collaboration between technology, pedagogy, and content and that
teachers need knowledge of all three, she does not agree with how this framework
is presented (see the blog and the corresponding comments at http://www.edtechcoaching.org/2013/11/ed-tech-frameworks-why-i-dont-use-tpack.html).
The
ICT-enhanced teacher development model (Engida, 2011) is thus developed as one
of the approaches for the professional development of teachers recognizing
TPACK as the knowledge base for teachers and as the backbone of the ICTeTD. The
ICTeTD model is expected to serve as the guide for the preparation of pre-and
in-service teachers for the 21st century. The tetrahedral framework recognizes
and indicates the progressive, transformed and dynamic nature of TPACK.
Furthermore, the entire knowledge base for teachers is embedded within a
context (see Engida, 2011, p. 19).
Base
on the ICTeTD model and the corresponding standards (Engida, 2012), we developed
training modules for various subjects such as History, Geography, Biology,
Chemistry, Mathematics, Physics, and Literacy (we can do so for any subject in
the curricula). The basic idea behind these documents is that teacher training
in the 21st century needs to be designed in such a way that they develop
technological, pedagogical content knowledge (TPCK or TPACK) as one package if
they are to be successful and effective teachers. In addition, as teachers and
their contexts vary to a great extent, there is a need for a progressive
development which we classified as Emerging
TPCK, Applying TPCK, Infusing TPCK and Transforming TPCK.
We are also developing assessment instruments for these TPCK-based ICTeTD developmental stages which we can apply as pre-and post-test for measuring gains by teachers and decide the effectiveness of the interventions. There are also observations and interview instruments so that the data obtained from training participants would be triangulated.
We
are thus looking for partners who would like to collaborate with us in testing these
modules and data collection instruments in any part of the teacher development areas
in Africa. We also encourage cross-cultural comparisons within and outside Africa.
References
Chai, Ching Sing, Koh, Joyce Hwee Ling, Ho, Hsin
Ning Jessie and Tsai, Chin-Chung (2012). Examining pre-service teachers’
perceived knowledge of TPACK and cyberwellness through structural equation
modeling. Australasian Journal of Educational Technology, 2012, 28 (Special
issue, 6), 1000-1019.
Engida, T. (2012). ICT-enhanced Teacher Standards for
Africa. UNESCO-IICBA: Addis Ababa. http://www.eng.unesco-iicba.org/sites/default/files/ICTeTSA.pdf
Engida,
T. (2011). ICT-enhanced Teacher Development Model. UNESCO-IICBA: Addis Ababa. http://www.eng.unesco-iicba.org/sites/default/files/ICT-enhanced%20Teacher%20Development.pdf
Guzey, S. S., & Roehrig, G. H. (2009). Teaching
science with technology: Case studies of science teachers’ development of
technology, pedagogy, and content knowledge. Contemporary Issues in
Technology and Teacher Education, 9(1), 25-45.
Harris, J., Mishra, P. and Koehler, M. (2009).
Teachers’ Technological Pedagogical Content Knowledge and Learning Activity
Types: Curriculum-based Technology Integration Reframed. Journal of Research
on Technology in Education, 41(4), 393–416.
Mishra, P. and Koehler, M. (2006). Technological
pedagogical content knowledge: A framework for teacher knowledge’, Teachers
College Record, 108 (6), pp. 1017–1054.
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