Hi, fellas! Today, I’m gonna put here my answers to the questions posted on the activity 1.1 of Module 2. I was quite a bit late on this, but yeah, I should still reflect on my learning. So, guys, I do encourage you to give me your feedback on my answers for I need it to reflect more on this. Thank you and God bless 🙂

  1. According to Mishra & Koehler (2006), “merely introducing technology to the educational process is not enough.” Why is it not enough? What other matters or concerns teachers should look into and consider in relation to use and integration of instructional media and technology?

Integration of Technology into educational process requires a deeper knowledge of technology. The teach must consider questions like: How would technology addresses the difficulties of the content, how technology could be used to supplement the pedagogy employed, how would technology provides pathways that could clearly conveys the content, what technology should be used in the pedagogy that will be employed to the content being tackled, and so on. Hence, it requires more thinking, planning and designing in order to fully use technology in such a way that will not destroy or distract the teaching-learning process. As per Mishra & Koehler (2006), “merely introducing technology to the educational process is not enough”. You must consider the pedagogy and content. This three goes hand in hand one way or another. If something has changed, the other two would be affected. Hence, you should not only use new technologies for the reason of that being new, you must consider the content being taught, how will help the content and not distract it while also consider the pedagogy that will be employed and how technology could be used in the teaching-learning process. Lastly, merely introducing technology to the educational process could lead to the students just learning technology and not the intended content that they must learn. (Mishra & Koehler, 2006)

2. How can the understanding of TPACK framework help teachers effectively integrate technology into teaching? How can teachers develop their TPC knowledge?

Understanding TPACK guides the teacher on the things he/she must consider before entering a teaching-learning process. With TPACK, the teacher could effectively utilize technology as it supports the pedagogy that will best suit to the delivery and acquisition or creation of the content in the teaching-learning process. Moreover, it helps a teacher to be critical with the things he/she will be employing or using in each class. With critical thinking to the teaching-learning process comes a better learning not only for the student but also for the teacher. Further, if the teacher fully understands TPACK, he/she might not fall into using technology carelessly. He/she could effectively utilize technology with great consideration of its effect on the pedagogy and content. He/she would not also use technology that would distract the learning process or technology that is not fitted for the content. He/she could critically choose the most effective technology in complement with the content and pedagogy. However, developing Technological Pedagogical Content Knowledge entails effective program that would let the teacher think of ways how the three could complement each other. You do not only let teachers know the knowledge that each component requires. You must expose the teacher to real world problem and let them while guiding them in solving the problem. But beforehand, you must introduce to them the concept so that they have a working definition that they may grasp or set as a guide. Then experiential learning follows. After this, you could ask the teachers to reflect on the learning experience that they have encountered then let them initiate discussion. (Mishra & Kohler, 2006)

3. Give an example or describe a situation wherein TPC knowledge is effectively applied in teaching? Explain why you think this is a good illustration of TPACK.

Teacher Johnny is teaching theater class. He is actually teaching basic acting (specific content). He is thinking of pedagogy that would best fit the content. He thought of having workshop type learning environment, and so he decided to design a workshop outline (pedagogy). Through the process of designing, he thinks of how could the students best explore their talent in acting while supplementing them the basics of acting. So, he decided to first have an icebreaker. This icebreaker would let his students know more about each other through games. Then he thought of what technology could he use to supplement the learning experience. So after designing the outline, he enumerates the tools that he should use to fully deliver the workshop on basic acting. Then he came up with having lots of materials to be used such us projector or TV, chairs, chalkboard, different office materials and more (technology). He thought that, if he uses a lot of materials their imagination would not flourish, and so he decided to minimize it and just use TV for a better projection of his slides that will be used to wrap up and for the discussion in the workshop. He thought that by using TV, he can have presentations that would supplement his instruction in the workshops and flourish the learning experience they had experienced. He also thought that during the workshop, lots of ideas would emerge as they reflect on each activity so he think of a way how could he note those ideas and project it for the class to monitor their learning and so, he decided to use his laptop connected to the TV for them to see clearly the progress of their experience. Lastly, he thinks of how could he assess his students learning and help his student to develop metacognition, so he thought of letting his students write their diary. But, he wants it to become more interactive and let each other learn from one another, so he decided to use an online blogging site where his students could comment on the works of one another. This experience exemplifies an effective utilization of TPACK since the three component: the content, pedagogy, and technology, were used to complement each other and let not one to overpower another component. With such, participative and experiential learning, it is important that the three components are evaluated throughout the process to monitor its effectiveness.

Reference:

Mishra, P., & Koehler, M. J. (2006). Technological Pedagogical Content Knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017-1054. doi: 10.1111/j.1467-9620.2006.00684.x. Retrieved at http://onlinelearningcurriculumcommittee.pbworks.com/f/mishra.pdf)

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