TPACK CONSTRUCTS

1. TPACK CONSTRUCTS • Content Knowledge (CK) • Pedagogical Knowledge (PK) • Pedagogical Content Knowledge (PCK) • Technological Knowledge (TK) • Technological Pedagogical Knowledge (TPK) • Technological Content Knowledge (TCK) • Technological Pedagogical Content Knowledge (TPACK)

2. TPACK Standards Niess et al., 2009, p. 3 • An overarching conception about the purposes for incorporating technology in teaching of specific subject matter • Knowledge of students’ understandings, thinking, and learning of a specific subject with technology • Knowledge of curriculum and curricular materials that integrate technology in T & L of subject area • Knowledge of instructional strategies and representations for T & L in subject area with technologies

3. Content Knowledge Harris, Mishra, & Koehler, 2009, p. 397 • CK - Knowledge about the subject matter that is to be learned or taught

4. Pedagogical Knowledge Harris, Mishra, & Koehler, 2009, p. 397 • PK – Knowledge about the process and practices of teaching and learning, encompassing educational purposes, goals, values, strategies, and more; a generic form of knowledge that applies to student learning, classroom management, instructional planning, implementation, and student assessment • knowledge of techniques or methods used in the classroom, the nature of the learner’s needs and preferences and strategies for assessing student understanding. • understanding of cognitive, social, and developmental theories of learning • ability to apply this understanding in the classroom with students.

5. Technological Knowledge Harris, Mishra, & Koehler, 2009, p. 398 • TK - Ways of thinking about and working with technology that can apply to all technological tools, regardless of when they emerged • Fluency of Information Technology (FITness) is a broad understanding of technology to increase productivity • Continuous evolution of knowledge

6. Pedagogical Content Knowledge Harris, Mishra, & Koehler, 2009, p. 398 • PCK – Knowledge of T & L content-based curricula, as well as assessment and reporting of threat learning. An awareness of students prior knowledge, alternative teaching strategies in a particular discipline, common content-related misconceptions, how to forge inks and connections among different content-based ideas, and the flexibility to look at ideas and problems in various ways.

7. Technological Pedagogical Knowledge Harris, Mishra, & Koehler, 2009, p. 398 • TCK - Knowing the pedagogical affordances and constraints of a range of technological tools and resources as they relate to disciplinarily and developmentally appropriate pedagogical designs and strategies. • Weighing benefits and limitations • Understanding context needed to support activity types used

8. Technological Content Knowledge Harris, Mishra, & Koehler, 2009, p. 399-400 • TCK - Understanding the manner in which subject matter can be constructed within and across disciplines; which technologies are best suited for addressing which types of subject matter, and how content dictates or shapes specific educational technological uses, and vice versa. • New technologies changes what we consider content • Technology effects cognition by engendering different mindsets or ways of thinking • Technology offers new metaphors and languages for thinking about human cognition and the world.

9. Technological Pedagogical & Content Knowledge Harris, Mishra, & Koehler, 2009, p. 401 • TPACK – understanding and communicating representations of concepts using technologies; pedagogical techniques that apply technologies appropriately to teach content in differentiated ways according to students’ learning needs; • knowledge of what makes concepts difficult or easy to learn and how technology can help redress conceptual challenges • knowledge of students’ prior content-related understanding and epistemological assumptions, along with related technological expertise or lack thereof • knowledge of how technologies can be used to build on existing understanding to help students develop new epistemologies or strengthen old ones

10. Activity Types Harris, Mishra, & Koehler, 2009, p. 404 • Activity Types are referred to as Activity Structures which are comprised of activity segments. • Activity Segments are the individual parts of a lesson that has a focus, format, setting, participants, materials, duration pacing, cognitive level, goals, and level of student involvement

11. Activity Type Definitions • Knowledge Building Activities (Pg. 409) – Students build content-related understanding through information-based processes • Knowledge Expression Activities – help students deepen understanding of content-related concepts using various types of communication • Convergent Thinking Processes – ask students to create, respond to, or complete structured representations of prior knowledge building • Divergent Thinking Processes – help students extend their content-related understanding via alternative forms of communication including: Written, Visual, Conceptual, Product-oriented, and Participatory

12. TPACK Developmental Model Themes Niess et al., 2009, p. 4

13. TPACK Developmental Model Niess et al., 2009, p 3 • Recognizing (Knowledge) – ability to use the technology and recognize the alignment of the technology with content but don’t integrate the technology into T & L of mathematics • Accepting (Persuasion) – Form a favorable or unfavorable attitude toward T & L of subject • Adapting (Decision) – Engage in activities that lead to a choice to adopt or reject T & L in subject area with an appropriate technology • Exploring (Implementation) – Actively integrating T & l of subject area with an appropriate technology • Advancing (Confirmation) – Evaluating the results of the decision to integrate T & L of subject area with an appropriate technology.