Exploring Technology Integration with the TPACK Framework
Welcome back! I have added another handful of acronyms to my growing acronym repertoire, among them SAMR (Substitution, Augmentation, Modification, Redefinition), TPACK (Technological Pedagogical Content Knowledge), and TIM (Technology Integration Matrix), all of which are frameworks for technology integration.
Each of the frameworks vary in language and approach; however, they all essentially tackle the question of, "How do I use technology in conjunction with content and pedagogy to help students reach the objective?" The frameworks help teachers integrate technology with purpose. The TPACK framework, in particular, draws focus to the importance of beginning planning with the end in mind.
TPACK: The Big Picture
The TPACK framework explores the interconnected relationship among key facets of teaching--content, pedagogy, and technology. Historically, as stated by McGraw Hill Canada (2019), teachers have treated technology as being separate from content and pedagogy; however, using backwards planning, we know that all learning tools and activities (including the use of technology) should stem from learning objectives, and in some cases, the learning objectives themselves are influenced by technology.
Image Source: Reproduced by permission of the publisher, © 2012 by tpack.org
The creators of TPACK, Punya Mishra and Matthew J. Koehler, present an approach to technology integration that fits within Grant Wiggin's and Jay McTighe's Understanding by Design Framework (UbD) because it is focused on using technology as a pedagogical tool to enhance content and facilitate learning towards the learning goal. Looking at technology integration in this way helps educators use technology with purpose rather than blind attempts to use as much technology as possible.
Image Source: Wiggins & McTighe's Understanding by Design
Where Am I?
Of the three areas, my weakest area is technology, particularly where it intersects with pedagogy. The curriculum I use relies very little on technology, so any technology I do implement is done as a modification or is supplemental to the curriculum. Furthermore, in the past, my school implemented an Ed Tech platform, Edmentum, which I ultimately used as a separate component from my curriculum. Using the TPACK framework, I could have made my implementation of Edmentum significantly more effective by using it in conjunction with content knowledge and pedagogical knowledge, rooting from my desired results. In a blog post The TPACK Framework Explained (with Classroom Examples), PowerSchool explains that it is too often assumed that "digital tools alone can improve education." My use of Edmentum in the past is an example of my falling into that assumption.
After diving into the TPACK framework, I looked at an upcoming lesson to attempt to get closer to the "sweet spot," the center where content, pedagogy, and technology are in sync, as described by Candace Robertson in her video "TPACK in 2 Minutes".
The Original Lesson
Learning Objective: Students analyze one poem for its significance in conveying how Josh's sense of self is challenged using effective evidence.
Learning Activity: Students select one poem from the text that demonstrates how the protagonist's sense of self is challenged through a conflict. Then, students write a paragraph using evidence from the text to explain how the protagonist's sense of self is challenged.
My Revised Lesson Using the TPACK Framework
Learning Objective: Students analyze one poem for its significance in conveying how Josh's sense of self is challenged using effective evidence.
Learning Activity: Students select one poem from the text that demonstrates how the protagonist's sense of self is challenged through a conflict. Then, students create Slides including 1) a GIF demonstrating how the protagonist feels in the poem they chose, 2) an explanation of why the protagonist feels that way, and 3) an analysis of how this poem challenges the protagonist's sense of self. To take this a step further, I ask students to post their Slides on a Padlet, where they must view and respond to their classmates' analyses.
By making these revisions, I use technology as a pedagogical tool to enrich and deepen the content. In doing so, students are also collaborating digitally with their peers.
Where I Go From Here
Using the TPACK framework in conjunction with backwards planning, I can more confidently and effectively integrate technology into my units and lessons. From there, I envision using the SAMR Model to evaluate my actual implementation of technology, knowing that the technology I am using directly supports my desired results. I plan to look at more of my upcoming lessons through the TPACK framework lens to see how I can better intertwine content, pedagogy, and technology.
Ultimately, technology is a tool that has the potential to help students achieve learning goals. It needs to be implemented with intentionality to avoid using technology just for the sake of using it. The TPACK framework helps me reflect on my practice and find ways to better build on the relationship among content, pedagogy, and technology.
Hello, thank you for sharing your personal reflection and experience in ELA. I think it’s great to use Backward Design when implementing technology. I agree that aimlessly using technology in the classroom is just as pointless as not using it at all. If all educators approach technology with intentionality, student learning and engagement will significantly improve across all grades and content levels. Thanks for sharing your insights.
ReplyDeleteBravo, Madison. I loved seeing your revised lesson after considering the TPACK framework. This is excellent for those that need to see it "in action."
ReplyDeleteFrom my time in High School to College and now Graduate School technology and specifically education technology has come so far. When I was in high school, computer classes were basely typing classes. During my undergraduate, I devices and Youtube started to become a thing, and I remember vividly how different it was when teachers started using Youtube clips in class. Now in Graduate School, everyone has all kinds of technology on them at all times, and kids in schools use apps to play learning games were we would have done worksheets. I would count myself high in the ability to use and figure out new technologies but low on how to integrate them into learning or im my case the library.
ReplyDeleteIt's great to hear that you're actively using the TPACK framework and backward planning to enhance your teaching practices and integrate technology effectively into your lessons. You've highlighted an important point about the need for intentionality in using technology as a tool for learning. Technology should always serve a purpose in enhancing the learning experience and achieving specific educational goals, rather than being used just for the sake of using it.
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