Dylan Rogers, the Editor In Chief at Schoology Exchange, wrote a blog post entitled The TPACK Framework Explained where he discussed not only TPACK itself, but also the importance of incorporating this philosophy into the classroom and how it can benefit educators and help them to improve the overall student experience.
Rogers shares that it can be easy for many educators to assume that simply adding a tech tool to their lesson plan will improve the efficacy of the lesson, but in reality, teachers should be aware that the "relationship between technology, content, and pedagogy, and the purposeful blending of them is key". He points out that TPACK impacts educators because it enables them to use technology more effectively in their classrooms and helps them develop what he calls "digital pedagogies". Rogers shares an excellent example of how an educator might use TPACK to improve their strategy for a particular lesson and enhance the student experience through the use of technology, collaboration and exploratory learning. But he is also quick to acknowledge that educators do not need to run full force at this philosophy and apply all of it to everything they prepare at all times. He points out that "this framework can help [teachers] think more strategically about how [they] are using technology in the classroom". While some teachers may benefit from application to each and every lesson, others might do just as well to use TPACK as a tool for revision and only employ it occasionally in order to refine and reimagine certain lessons. Either way, Rogers encourages educators to try out the philosophy and points out that there is a good deal to be gained from its implementation.
Rogers shares that it can be easy for many educators to assume that simply adding a tech tool to their lesson plan will improve the efficacy of the lesson, but in reality, teachers should be aware that the "relationship between technology, content, and pedagogy, and the purposeful blending of them is key". He points out that TPACK impacts educators because it enables them to use technology more effectively in their classrooms and helps them develop what he calls "digital pedagogies". Rogers shares an excellent example of how an educator might use TPACK to improve their strategy for a particular lesson and enhance the student experience through the use of technology, collaboration and exploratory learning. But he is also quick to acknowledge that educators do not need to run full force at this philosophy and apply all of it to everything they prepare at all times. He points out that "this framework can help [teachers] think more strategically about how [they] are using technology in the classroom". While some teachers may benefit from application to each and every lesson, others might do just as well to use TPACK as a tool for revision and only employ it occasionally in order to refine and reimagine certain lessons. Either way, Rogers encourages educators to try out the philosophy and points out that there is a good deal to be gained from its implementation.
In his blog post entitled, Rethinking SAMR, TPACK, And Using Technology Well, educator and author Matt Miller shares his thoughts on TPACK. He discusses the impact this education philosophy has had on him and his personal views and practices, saying that TPACK helped him to keep things balanced when he was in the classroom. The philosophies presented by TPACK helped Mr. Miller--when he was a classroom teacher--to ensure that his fundamentals were in place and that he was putting any technology available to effective use in order to maximize learning outcomes. Interestingly, Miller also notes a caveat. He came to realize that while he did want to make the most of learning opportunities, he did not need to max out every possible application of philosophies like TPACK or SAMR every single time he entered the classroom. Miller recognizes that there are times--depending on the lesson--when different aspects and different parts of the systems would be most effective. He resolved to think of himself more as a carpenter rather than a mountain climber. He did not feel the need to reach the pinnacle of each education paradigm with every interaction, but rather knew that his students were best served if he was careful to "plan the course and choose the best tools possible to construct the best experience".
I agree with Miller that philosophies like TPACK work best and serve our students best when they are seen as tools to be brought out as needed, and not when they are seen as rigid requirements to which teachers must adhere. Though Rogers suggests that TPACK can be applied to each and every lesson, he also acknowledges that it is not necessarily the singular key to unlocking great learning outcomes.
I'm curious to find how this will play out for me as an individual. I wonder if it will feel a great deal different to employ a philosophy like TPACK in my own classroom compared to the way I was educated. I'm interested to explore the possibilities that incorporating technology and pedagogy to bolster content will open for my future students.
It's possible that there will be some challenges to implementing TPACK in my own philosophy of education. I can identify with Miller feeling the pressure to scale the mountain of these ideals at every attempt. I also agree with Rogers that so many teachers "see technology as a silver bullet" for education rather than as a tool that can act as an aid to enhance learning.We as educators cannot simply throw tech--even good tech--at students and expect that to bring about results. The application of technology to an educational environment must be purposeful and precise. It is a challenging balance to strike.
Personally, I do hope to apply the TPACK philosophies to my lessons in the future. I think it's an excellent tool that will serve myself and my students well. TPACK serves to help educators approach learning more holistically. It seems to have a significant impact on learning outcomes because it takes in to account not only an educator's knowledge base, but also their teaching methodology as well as how they employ technology to support these two factors. It strives to bring these three educational keys into harmony so that the end result is an effective teaching strategy that produces the best outcome for both teachers and students. I look forward to seeing the fruit of this philosophy in my classroom.
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