Reflexion about Multimodal Class 2

 

Technological Teaching Models

TPACK Model

The TPACK model is expressed through an overlapping Venn diagram where the various knowledge cumulate in the optimal experience where pedogeological, content, and technological knowledge are balanced in the TPACK structure. 

Mishra and Koehler, researchers from Michigan State University, developed TPACK in the absence of other sufficient theories to explain or guide effective integration. Since its publication in 2006, TPACK has become one of the leading theories regarding and integration: research and professional development activities both draw from it heavily.

Components and dimentions

Content Knowledge (CK) – This describes teachers’ own knowledge of the subject matter. CK may include knowledge of concepts, theories, evidence, and organizational frameworks within a particular subject matter; it may also include the field’s best practices and established approaches to communicating this information to students.

Pedagogical Knowledge (PK) – This describes teachers’ knowledge of the practices, processes, and methods regarding teaching and learning. As a generic form of knowledge, PK encompasses the purposes, values, and aims of education.

Technological Knowledge (TK) – This describes teachers’ knowledge of, and ability to use, various technologies, technological tools, and associated resources. 

• Pedagogical Content Knowledge (PCK)—understanding the best practices for teaching specific content to your specific students.
• Technological Content Knowledge (TCK)—knowing how the digital tools available to you can enhance or transform the content, how it’s delivered to students, and how your students can interact with it.
• Technological Pedagogical Knowledge (TPK)—understanding how to use your digital tools as a vehicle to the learning outcomes and experiences you want.

What relevance does TPACK have in the classroom?

This model represents a shift in the approach to teacher training and how their skills, knowledge, and tools impact the teaching-learning process. Its importance lies in understanding that teachers are the real engine of change in the education system: the better prepared they are and the better technological, pedagogical and content training they have, the greater impact they will have on their students and, therefore, on society and its future.

For example, the knowledge of the subject or discipline they teach makes them an expert and they are able to solve the doubts and problems that arise in the classroom during the learning of the subject. From solving mathematical problems to understanding and explaining the interrelationship of historical events that led to war. His pedagogical knowledge will allow him not only to expose this knowledge to the learners but also to motivate them, energize the group to stimulate their attention, prepare the appropriate materials for each topic and evaluate the competencies of the students.