The TPACK framework

It took me a while to post anything about TPACK. I wrote some up but just... didn't have much to say, and felt I should add more. Here goes, at last.

Image source: http://tpack.org

For some reason, I had trouple understanding the diagram at first. I didn't know what I was looking for. Something clicked after some in-class discussion and I realised that it does have meaning to me. ICT can't be an isolated 'extra', tacked on to your learning design in order to satisfy onlookers and meet external requirements. It's an integral part of the teaching and learning process (at least, in 21st century Australia, it really should be).

TPACK helps emphasise this by encouraging teachers to consider 3 interrelated aspects of their role:

1. Content - it's important to know what you are trying to teach!
2. Pedagogy - it's important to know HOW you will teach the content. What strategies will you use? How will you apply learning theory? How will you differentiate instruction?
3. Technology - it's important to support the use of technology (particularly, in this context, ICTs) - not only by students but also other staff.

TPACK as a framework is a nice way of presenting this trichotomy and reminding us that technology isn't just a stand-alone feature or activity. The central area of overlap in the diagram is key, as that is where all three aspects come together.

Leah posted this video (uploaded by Roycekimmons on 22-03-11), which made me curious about the dotted line around TPACK. My research located this image, also sourced from http://tpack.org:

What I prefer about this diagram is that it makes me specifically aware of the contextual issues surrounding use of TPACK.

The only issue I have with TPACK is that I already feel like I'm juggling too many frameworks! Luckily the TPACK premise feels like common sense to me. It's a useful image for explaining the concept. It is not something that I will necessarily be keeping pinned above my desk, however.