TPACK revisited
Posted by learningconversations in e-Learning commentary, e-Learning Literature, Links to other bloggersIn a previous posting, the importance of the affective domain of T,P and C knowledge was raised in the currently popular TPACK model of teachers’ professional knowledge (see diagram below sourced from TPACK.org ).
Punya Mishra recently commented on our pre-service teachers’ ‘ideas videos’, and discussed the background to his coining of the term ‘ivideos’. He suggested these films are designed “to evoke powerful experiences about educative ideas”. We noted a high degree of emotional investment, motivation and interest in these tasks amongst our student teachers and postulate that these outcomes were a catalyst in their TPACK development. Social-cultural theories of motivation and interest (e.g, see Pressick-Kilborn and Walker, 1999) will be useful in analysing these processes in the future.
Furthermore, I recently noted two interesting ACEC 2010 papers by Prestridge and Phillips, revisiting the notion of teachers’ beliefs and their crucial role in influencing how teachers use technology in the classroom. These two papers, and the literature they draw upon, emphasise teachers’ complex, dynamic belief systems, including their (espoused and enacted) beliefs about teaching and learning and the potential role of technology in mediating the learning process. Shifting these beliefs is fundamental to pre-service teachers’ TPACK development.
Tags: attitiudes, interest, learning, literacy, motivation, professional, teachers, technological, TPACK
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[...] learningconversations in Uncategorized A re-occurring theme at this time of year is teachers’ technological pedagogical content knowledge (or TPACK) and a rationale for keeping up-to-date with associated professional knowledge [...]
[...] In this article we argue that there is great value in having teachers engage in such creative, design tasks since it allows them to “transform ideas and practice by immersing themselves in deep pedagogical consideration of subject-matter, significance, audience, learning, epistemology, and aesthetics.” Some evidence of this comes from a blog post by Dr. Kearney, based on his experience of having his students create their own iVideos. He says that, We noted a high degree of emotional investment, motivation and interest in these tasks amongst our student teachers and postulate that these outcomes were a catalyst in their TPACK development. [You can read the entire blog post here.] [...]
[...] In the tradition of ‘teachers as designers’ and ‘teachers as filmmakers’ (explained in a previous post and more recently in a post by US scholar Punya Mishra ) they created ‘ideas videos’ [...]