Have you ever wondered why teachers have different methodologies to teach
the same content? Teachers have different patterns of knowledge in order
to teach efficiently according with their teaching perspectives. Through the
research we have been digging It is clear that there are 7 forms of knowledge,
those are:
Content Knowledge (CK)
It is the way general education took place among teachers in S XIX, which
is: the body of information that teachers implement and teach a particular
content. This particular material is expected to be learned by students,( by
heart in general). This way of teaching include contents such as, English
language arts, mathematics, science. The Content Knowledge make reference to
the facts, theories, concepts or principles, taught and learned ( rote memory)
instead of teach in a way that students are able to relate skills, like
reading, writing, reasoning or researching
Pedagogical Knowledge (PK)
It is the knowledge that every teacher should have about the methods, manners,
and practices to relate teaching learning, focusing on student interests,
values, goals and from those perspectives catch their attention. Teachers, in
this area have the knowledge that is involved in every matter of student’s
learning, as well as the way to manage the classroom, plan in a meticulous way
the mastery classes, the way to develop a plan, or strategy in order to
implement it in class and overall student evaluation, (that should be
formative).
These teachers embrace technique’s or methods knowledge in order to be
developed in classroom, and overall hold strategies to evaluate students
development. A teacher mastering a good pedagogical knowledge knows how
students build their knowledge in order to acquire skills. A good pedagogic
should be capable to have wide knowledge of cognitive structures, social
interaction and development theories with the aim to apply them to students in
their classroom.
Technology knowledge (TK)
When data about technologies are acquired, this technologic tools or resources
can go from the classic books, blackboards, projectors, to the technologies
that nowadays we are using such as Internet, mobile devices, and laptops,
whatsoever. In order to use from the simple chalk to the more advanced iPad it
is of overriding importance have the skills and knowledge to use all of them,
e.g. in digital ones would be essential to master operating systems, or
computer hardware among others.
Pedagogical content Knowledge (PCK)
Blending pedagogical & content knowledge, will give as a result to know
the way to teach the item we want to transmit. If we go back to 1850, we can
learn that some teachers, such Giner de los Ríos or the first psychopedagogist
Herbart realised that a good content won´t be retained by students
properly if the way to transmit it was not well though and planned. Back there
teachers started realising that mastering any content would not be enough to
catch the student’s attention, but they were minorities on implementing the
PCK. In 1986 the idea of PCK (A mixture of pedagogy and content) was built on
Schulman’s.
Technological Content knowledge (TCK).
If teachers are able to teach the content using technologic resources
(TCK), they will know how the subject matter can be changed by the application
of technology. But is it plausible to teach a good content writing on the
blackboard or through a projector? Will the student master a subject if a
teacher coach students a subject such sciences just with a innovative
application without, planning the time to teach them accordingly to use the
application or without knowing the different student’s levels?
Technological Pedagogical Knowledge (TPK).
Finally, the result of mixture technological and pedagogical knowledge
The teachers that implement (TPK) have the knowledge about how a range of
technological tools can support teaching. But, what about a good content? Maybe
in Kindergarten TPK will be useful or even in the first year of primary
education. Imagine being the best pedagogic, using a math application without
the right knowledge in maths, how would be the teacher transmit their students
in a 2º grade equation that Y can be also X?
As a necessity to integrate all these practices together, In 2006 TPKC was
born. “This is a blending of technology pedagogy and content. A bit later, It
was renamed TPACK, the knowledge of the three subject content, forming an
integrated total package”. (Thompson & Mishra, 2008).
TPACK focuses in complex interaction between the teacher’s knowledge of
content pedagogy and technology. It is the wisdom and understanding of the
interaction between CK, PK and TK. It is the way to use a good content, in
order to transmit it well to the students in a catchy way, and of course
knowing which kind of technological resources use depending on the goal to
master. That means that technology is not helpful unless the teacher knows how
to implement it according to subject, its difficulty, his student’s
motivations, capabilities etc.
This data below could be a similar approach in % of a well though TPACK
depending on student's ages.
First year of primary education. Subject:
Maths.
Pedagogy 65%, content 15 %, technology 20%.
Secondary education, subject: Maths.
Pedagogy 30%, content 40 %, technological tools 30%.
Maths at University.
Pedagogy 10%, content 50%, technological app, such excel 40%.
Cardboard schema
Here we can see the pictures
taken by our journalists doing the first groupal activity of the course in our
first two weeks.
We don't have the poster in digital format but here you can see the final product of our cardboard explaining TPACK
So many memories
Roles
On this
task the research processes were developed jointly. Perhaps in our first week
the results won’t be optimal, since our knowledge is still limited.
Nevertheless as time passes by and we learn from mistakes done, we will cross
our path of learning. Apart from
each one main task, all the members were assigned different investigation
tasks, in order to build our blog accordingly, so Raquel was in
charge to look for TPACK social media and organization. She also opened our
tweeter section; Rocío wrote the seven components of TPACK; Rosana was in charge of creating the mind map and read all the information
downloaded by the group; Cristian was in charge to look for
information about the TPACK development in Europe; María was the one
who associated the components with the subjects that we are facing this year;
Fernando was assigned to investigate everything related to mind map.
He compiled the information about the main features of this method; and
finally, Feli created our presentation page, assigned us
different tasks to research, she also researched about TPACK history, researchs
in USA, and she wrote about it as well as our final results.
Roles distribution:
Feli: Facilitator.
Raquel and Rocio: Journalist.
Fernando: Translator.
Cristian: Curator-Farmer.
María: Analyst.
Rosana: Star
Feli: Facilitator.
Raquel and Rocio: Journalist.
Fernando: Translator.
Cristian: Curator-Farmer.
María: Analyst.
Rosana: Star
What have we learned?
Tpack is a
way to teach that integrate technological, pedagogical and content knowledge
perfectly. It consists on including pedagogical techniques that use
technologies in constructive ways to teach content. However, it doesn’t mean
that these three knowledges should be integrated in the same amount, since
depending to the cognitive development of our students we can include more
amount of content, pedagogy or technology.
It is proved that a teaching more interactive, creative and practice produces an acquisition more effective and long-lasting. And technology lets it us. But… why don’t every teachers use it? Saying “we don’t have the resources necessaries” is the easy answer, and in some case it could be true. But, what about the teachers who don’t want to innovate or introduce new applications? Many teachers deny changing their traditional teaching without thinking the improvement of their students. It seems that they are afraid of improving.
Everything turns out the same: lack of money and lack of time. However, we think that the most important thing is willing to work. Introducing new things require time and dedication and it is not easy finding out people with it.
Teaching is not an easy task. We should be open-minded to new ways to teach. Joining pedagogy, technology and content is the best way to teach and at the same time, the most effective to learn. But, to be honest, doing the perfect mixture is not easy at all.
Concretely in our case, we are going to be teachers of primary education, so our teaching will have more pedagogy than other thing, at these stages, children require mainly pedagogy. We should be good pedagogist in order to know the path our students would take, the difficulties they would go through, and the way to make the subject appealing for them. A good pedagogist will know the correct activities to carry out with their students, what technology will be the indicated and how transmit the content.
Technology was created to facilitate our lives; so,
why is not it facilitate our teaching?
Self-evaluation
Here we have our table with the
marks of all the member of the group and the group.As you can see, all of us
have the same mark because we think that all of us have made our
job well, give everybody good ideas, using our creativity and
trying to get the maximum mark. Our point of view is that we had made a good
job in this activity, however, nothing and nobody
is perfect. We could make it better in the sense that it was the begining, we
did not know how to do it, and with few days for do it
because we had to know how we had to make the roles, the
blog, make an account of twitter... so we worked very hard.
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