As we advance further into the
21st century, technology is becoming more and more integrated into our
society. Smart phones are now commonplace, tablets are replacing or
substituting for computers and laptops, and social media has become second nature.
The rapid and widespread adoption of these technological innovations has
completely changed the way we conduct our daily lives, including how knowledge
is accessed, digested and taught in our classrooms. With the world literally at
their fingertips, today’s students need teachers and administrators to
re-envision the role of technology in the classroom. To make the students ready
and equipped for the 21st Century we have to develop in them the 21st Century Skills,
which is possible only with a fusion of the traditional three R’s with four
C’s: critical thinking, creativity, communication, and collaboration. The four
C’s and three R’s are effectively developed with the integration of technology
in education. The teachers should therefore be equipped with the technology in
order to be competent to meet the requirements of the techno society.
The
need for including techno-pedagogy in curriculum needs no further
justification. I am sure that, any change in any field will have to overcome
the resistance of a few who are static to the dynamics of the society due to
their stagnant thoughts. With time they will surely fade out giving space to creative
and vibrant people. We should always remember that we teachers of the present era
are techno-migrants who have to deal with the students who are techno citizens,
who are better equipped. So equip yourself for survival or be prepared to just
perish.
Overall,
integrating technology into the classroom helps prepare our students for the
elaborate world they will face going forward, and there are specific benefits
to using technology in the classroom:
Ø
It can keep students focused for longer periods
of time
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It makes students more excited to learn
Ø
It enables students to learn at their own pace
Ø
It prepares students for the future
The
integration of technology in education surely promotes student achievement and prepares
them for global competitiveness by fostering educational excellence and
ensuring equal access. Acquiring techno-pedagogical proficiencies will make
teaching and learning a pleasurable exercise as it would lessen the pressure on
the teachers and enable the students to delve deeper into domain of knowledge.
Technological
pedagogical content knowledge refers to the knowledge and understanding of the
interplay between CK, PK and TK when using technology for teaching and learning
(Schmidt, Thompson, Koehler, Shin, & Mishra, 2009). It includes an
understanding of the complexity of relationships between students, teachers,
content, practices and technologies. (Archambault & Crippen, 2009).
TPACK or TPCK
Technological
Pedagogical Content Knowledge (TPACK) attempts to identify the nature of
knowledge required by teachers for technology integration in their teaching,
while addressing the complex, multifaceted and situated nature of teacher knowledge.
TPACK
consists of seven different knowledge areas: (i) Content Knowledge (CK), (ii)
Pedagogical Knowledge (PK), (iii) Technology Knowledge (TK), (iv) Pedagogical
Content Knowledge (PCK), (v) Technological Content Knowledge (TCK), (vi)
Technological Pedagogical Knowledge (TPK), and (vii) Technological Pedagogical
Content Knowledge (TPCK). All of these knowledge areas are considered within a
particular contextual framework.
“Reproduced by permission of the publisher, © 2012 by
tpack.org”
At the
heart of the TPACK framework, is the complex interplay of three primary forms
of knowledge: Content (CK), Pedagogy (PK), and Technology (TK). The TPACK
approach goes beyond seeing these three knowledge bases in isolation. The TPACK
framework goes further by emphasizing the kinds of knowledge that lie at the
intersections between three primary forms: Pedagogical Content Knowledge (PCK),
Technological Content Knowledge (TCK), Technological Pedagogical Knowledge
(TPK), and Technological Pedagogical Content Knowledge (TPACK).
Content Knowledge (CK)
Content knowledge may be defined as “a thorough grounding in
subject matter” or “command of the subject” (American Council on Education,
1999). It may also include knowledge of concepts, theories, conceptual
frameworks as well as knowledge about accepted ways of developing knowledge
(Shulman, 1986).
Pedagogical Knowledge (PK)
Pedagogical knowledge includes generic knowledge about how
students learn, teaching approaches, methods of assessment and knowledge of
different theories about learning (Harris et al., 2009; Shulman, 1986). This
knowledge alone is necessary but insufficient for teaching purposes. In addition
a teacher requires content knowledge.
Technology Knowledge (TK)
Technology knowledge refers to an understanding of the way
that technologies are used in a specific content domain. Within the context of
technology integration in schools, it appears to most often refer to digital
technologies such as laptops, the Internet, and software applications. It is
the knowledge of the teacher about the operation of these technological devices
like slide projectors, LCD projectors, visualisers etc. and the use of software
in developing instructional materials.
Pedagogical Content Knowledge (PCK)
Pedagogical content knowledge is knowledge about how to
combine pedagogy and content effectively (Shulman, 1986). This is knowledge
about how to make a subject understandable to learners. Archambault and Crippen
(2009) report that PCK includes knowledge of what makes a subject difficult or
easy to learn, as well as knowledge of common misconceptions and likely
preconceptions students bring with them to the classroom. It is the knowledge
of the efficacy with which content can be transacted in class.
Technological Content Knowledge (TCK)
Technological content knowledge refers to knowledge about
how technology may be used to provide new ways of teaching content (Niess,
2005). For example, digital animation makes it possible for students to
conceptualize how electrons are shared between atoms when chemical compounds
are formed. It is the knowledge of how to judiciously integrate technology in
the effective transaction of a lesson.
Technological Pedagogical Knowledge (TPK)
Technological pedagogical knowledge refers to the
affordances and constraints of technology as an enabler of different teaching
approaches (Mishra & Koehler, 2006). For example online collaboration tools
may facilitate social learning for geographically separated learners.
