Techno
- Pedagogical Content Knowledge (TPCK) Analysis –
An Introduction
Dr. SAM V.
DANIEL
Associate Professor
Mount Tabor
Training College, Pathanapuram
What is TPCK?
TPCK,
Techno-Pedagogical Content Knowledge, is a Content Knowledge specially
processed for the purpose of teaching by incorporating appropriate
instructional strategies (Pedagogical) and technological tools (Techno). Koehler
and Mishra defined TPCK as “a theoretical Framework that describes the
relationships between Content Knowledge (CK), Pedagogical Knowledge (PK) and
Technological Knowledge (TK).” (Koehler and Mishra, 2009). It is the knowledge needed by a teacher for effective
teaching of the Subject in a technology enhanced learning environment. From the
above definition, it is clear that there are three basic knowledge domains (CK,
PK and TK) out of which seven knowledge domains needed for
effective technology integration can be derived. They are – CK, PK, TK, PCK,
TPK, TCK and TPCK. CK refers to subject-matter knowledge and the ability to
identify content-specific learning goals. PK refers to the theoretical and
methodological knowledge needed to develop appropriate instruction. TK refers
to teachers’ knowledge and proficiency with technology tools. The three domains
CK, PK and TK are combined to form four additional constructs such as: PCK, TPK,
TCK and TPCK. Technological Content
Knowledge (TCK) refers to the reciprocal relationship between Technology and
Content, the understanding that technology tools can be used to support
content-specific learning goals. The relationship between pedagogy and
content, or PCK, refers to the practitioner knowledge needed to develop and
deliver effective content-specific instruction. Technological Pedagogical
Knowledge (TPK) relates to the understanding of how Technology can influence
teaching and learning. When knowledge of Technology, Content and Pedagogy blend
together effectively, the result is TPCK—a unique body of knowledge that
supports a teacher’s ability to accommodate TK within CK and PK to develop
effective technology-integrated lessons (Harris et al., 2009). TPCK is a
judicious blending of the knowledge of ICT in the teaching of a subject.
Application of TPCK Analysis in Class
room teaching
Use of TPCK in Course Designing
TPCK
Framework can be used by teachers as a means for designing ICT integrated
Curriculum, Technology driven teaching learning activities and Web-based
Assessment Tools. Further, teachers can incorporate online course projects and
assignments and online tests as part of the course. TPCK is helpful for them to
explore different tools and design lessons that demonstrate ways that they can
use technology in conjunction with content and pedagogy to support student
learning.
Use of TPCK
in planning Lessons
Teachers can use the TPCK Framework as a guide to
plan their lessons for teaching.
They use it:
q To decide the learning outcomes to be attained
through the lesson.
q To choose appropriate learning experiences
and pedagogical strategies related to the implementation of the lesson in the
class.
q To identify specific activities that will comprise
the learning experience.
q To select appropriate assessment strategies
for the lesson and
q To choose technology tools that match their
content and pedagogy.
Use
of TPCK in Teaching - An Example from Social Science
To
cite an example from Social Science Subject, let me introduce the topic
'Population Growth in India'.
Step I.
As a teacher,
it is our first duty to select a portion of subject matter from the text book.
Suppose we select a portion containing the nature of population in our country.
For the last several decades, our population had been growing alarmingly. The
growth of population in our country during a decade is about 16 crores which is
more than the total population of some advanced countries like Japan. This
knowledge is termed as: Content Knowledge (CK).
Step II. For teaching the above
learning points, let us convert them into a teaching content by incorporating
them with teaching methods and learning activities. For this, we analyse the
content into concepts facts and terms. To teach the alarming growth of
population in our country, we prepare a histogram showing the population in
every decade from 1901 to 2011. Students observe this diagram and find out the
increase in population in every decade. From the chart, they can find out the
rate of growth of growth of population in every decade. We can also use a Pie
Diagram showing the population of major countries of the world for getting a
clear comparison of the population of different countries of the world. By
observing the above devices, students can have a clear understanding about the
nature of our population and that of other countries. This knowledge is now
called: Pedagogical Content Knowledge (PCK). Here, we have converted the CK
into PCK.
Step III. Now,
in order to make our teaching more effective, we incorporate some technological
aspects in this knowledge. For this, we download the images, videos and other
information from internet with the help of a computer and prepare a power point
presentation material for its effective transaction in the class. A video
showing the evil effects of over population in coastal and other back ward
areas is incorporated in the presentation. In this way, we can integrate
technology in the pedagogical content knowledge. Now this knowledge is termed
as Techno-Pedagogical Content Knowledge (TPCK).
Conclusion
TPCK
is an effective frame work to make the teaching – learning process learner
friendly. It also helps in reducing the complexity of the subject matter. It is
a modern innovative instructional strategy that integrates ICT judiciously with
the so called pedagogical content Knowledge. It takes into consideration
individual differences in the class. It converts the conventional teacher a
modern ‘Techno-Pedagogue’, who is well versed in using technology integrated
materials in the teaching learning process.
References
Jackson, P. W. (1968). Life in the classroom. New York:
Holt, Rinehart and Winston.
Koehler, M. J.
& Mishra, P. (2009). What is technological pedagogical content knowledge? Contemporary Issues in Technology and
Teacher Education, 9(1), 60-70.
Mishra, P. & Koehler, M. J. (2006). Technological
pedagogical content knowledge: A framework
for integrating technology in teacher knowledge. Teachers College Record,
108(6), 1017-1054.
