Flexibility – Pedagogy – Technology combined with TPACK

Over the past four weeks we have learnt different topics such as: Flexibility in learning, Pedagogical approaches, Technology integration and TPACK (Technological Pedagogical and Content Knowledge). In each topics there was lecture, detail discussions and assignments  which helped us to know more about the course. Let us combine them and see the added value of  TPACK in short.  

 Now a days, there are a lot of chances available for students so that everyone can get skill & knowledge not only on a traditional way of education  but also with different kinds flexibility supported by  technology. Technology helped learning by making  more flexible, but it doesn’t mean that only for distance learning but much more. In addition, the different kinds of flexibility learning can be also supported by variety of pedagogical approaches to achieve the required learning goals. And the carefully selected technology to address the specific content  by using an appropriate pedagogical approach become the paramount factor to attain the desired educational goal. However, for all listed benefits,  there is one and main area of binding , the teacher, whose  role become the main factor for the successful achievement of any educational system. According to the TPACK model, a good teacher is expected to be competent  in the areas such as, Content knowledge (CK), Pedagogical knowledge (PK), Technological Knowledge (TK), Technological Content Knowledge (TCK), Technological Pedagogical Knowledge (TPK) and Pedagogical Content Knowledge (PCK). But, how the TPACK can be combined with the topics leaned so far?

 Flexibility – Pedagogy – Technology - TPACK

According to Collins and Moonen (2001), flexible learning is a movement away from a situation in which key decisions about learning dimensions are made in advance by the instructor or institution, toward a situation where the learner has a range of options from which to choose with respect to key dimensions. The value of flexibility is to have a variety of opportunities for the learners in order to attend in a different way, such as, locations, different courses, interactions, form of communications, or study materials. In this case, the teacher is the main decision factor to facilitate & make the system available. As clearly stated, the availability of technology & infrastructure in school, the readiness for teacher & the cooperation of institutions in all areas become the main factors for flexibility of learning. What else?

As discussed before on the other post, pedagogy has been called "the art and science of teaching," the "knowledge and skills that practitioners of the profession of teaching employ, in performing their duties of facilitating desired learning’s in others", as Dunkin explained. Now a day, the innovation of new technology and its availability brings an advantage for the current application of different kinds of pedagogical approaches. A lot of pedagogical approaches can be supported by different ways of technological integrations, which leads the learner to me more motivated. Some of the approaches are,  Self study, Discussion, Authentic activities, Collaborative learning and Resource-based learning. These and other kinds of pedagogical approaches are mainly integrated with relevant  kinds of technology with an active role of Teacher.

Flexibility learning which is designed in a way with relevant pedagogical approach, supported by different  technology, brings a valuable  impact for an educational change. To be more clear, there are main areas which have to be discussed, Content, Pedagogy & Technology.

·         For any kind of education a clearly known content is expected, which means on the other word, the actual subject matter that is to be learned or taught.

·         On the other hand, the pedagogy which is the processes and practices or methods of teaching and learning and how it encompasses (among other things) overall educational purposes, values and aims need to be clearly known. This is a generic form of knowledge that is involved in all issues of student learning, classroom management, lesson plan development and implementation, and student evaluation. It includes knowledge about techniques or methods to be used in the classroom; the nature of the target audience; and strategies for evaluating student understanding.

·         Then how to use standard technologies such as books and chalk and blackboard, as well as more advanced technologies such as the Internet and digital video comes. This would involve the skills required to operate particular technologies. In the case of digital technologies this would include knowledge of operating systems, and computer hardware, as well as the ability to use standard set of software tools such as word processors, spreadsheets, browsers, email etc.

We can see one example : A college teacher need to give Business Administration course for his diploma students in different mode. Some of his students are learning off-campus while some of them are in-campus and the others are by far distance in other country. This may be a challenge for the teacher on how to manage all the issues in order to address as per the students demand. The school is equipped with the required technology & the system can work.

First of all, the actual subject matter that is to be learned or taught should known by the teacher as discussed before. The teachers must know and understand the subjects what he teach, including: knowledge of central facts, concepts, theories and procedures within a given field; knowledge of explanatory frameworks that organize and connect ideas; and knowledge of the rules of evidence and proof as Shulman explained. This is considered as the Content Knowledge (CK). Then, which processes and practices or methods of teaching and learning and how it encompasses (among other things) overall educational purposes, values and aims need to be clearly known by the teacher (PK). Finally, the teacher need to know how to select the standard technology which can support his learning activity as per the required content & the teaching method (TK). So that, he can address the required content with any kind of flexible way, with the appropriate kind of approach supported by the standard technology. It will give him also an additional benefit to create a various ways of approach, even for those students who are in-campus to have group discussion, chat room, or other ways of online contact.

To sum up, the whole topics learned during the last four weeks, which are flexibility, pedagogy & technology tells us how the teaching and learning process become smooth and handy to foster a countries education system. And the TPACK, which has an added value and has great impact towards the teacher’s competency and his knowledge for implementation. In short, the whole topic tells us, the teacher with Technological Pedagogical and Content Knowledge become the main area to be seen carefully, so that the whole education process will function properly.

TPACK - on my own word

Two months ago, one CIMA student who was  joined his master program for 2009/2010, explained about the TPACK on his last defense of his thesis work . At the time, I have been there to attend the session and I heard the first time what TPACK mean. More or less, I have got an idea even though with some confusion. Now, I thought,  it is my turn to explain what TPACK mean, from what I have learned so far, during  the lecture and reading some articles. Moreover, I am very glad to  post on my weblog,  an explanation of what  TPACK means  and some details based on my own word.

TPACK- an abbreviation for Technological Pedagogical & content Knowledge-  is mainly focus on the required knowledge for a  Teacher on his subject matter (Content), pedagogy and the way how to integrate with the required Technology. In this case, it may be necessary to raise the issue of knowledge in each of the area (Content, Pedagogy & Technology). To make it easy, Let us take an example of one Technical school giving “Maintenance & Repair”  as a main course and a teacher is responsible to give a topic “basic assembly and disassembly” for one week. In order to effectively address the subject matter to students with the required skill & knowledge, the teacher should be capable and competent in the following areas.   

First, the teacher should be more familiar, expert and also multi-dimensional  on how to assemble & disassemble variety of mechanical parts in order to properly address for his students. He should be more experienced in both the concepts, procedures, theoretical & practical aspect of the topic, so that for any raised questions & problems he is there. This will assure how much the teacher’s content knowledge (CK) is.  The second important point is, the capacity to choose effective and may be easiest  method to address the course to the students, so that the students can acquire the required skill & knowledge. In this case, the teacher need to have knowledge about the methods, how to manage the classroom, how to prepare lesson plan and how to evaluate his students. This is clearly meant Pedagogical Knowledge (PK). The kind of instructional media (Technology) become the next issue where the teacher need to know to effectively address his lesson. In the case of traditional pedagogical approach, the teacher may use chalk, books & blackboard and he may be expert on how to operate them. In addition, in practical session, he may show the students in laboratory on how to assemble & disassemble parts (real situation). On the other hand, he may choose another way of using technology, like showing the students by using simulation techniques, or different medias. Whatever it is, the main point is weather the teacher is capable and familiarize with that technology or not, so that he can be flexible with the different pedagogical approaches. It can be how to operate computer, how to use different software, how to manage the right kind of software and may be devices. This clearly tells us what Technological knowledge (TK) mean.

The teacher need to know, not only the subject matter he teach, but also how could he use different kinds of technology applications. The teacher can choose different kinds of simulation applications to address his subject for his students in different ways. To do this he need to have Technological Content Knowledge (TCK). Using different ways of pedagogical approach for the specified subject & choosing an appropriate technology i.e. web technology, chat room, discussion forum, etc. to address the chosen approach needs the teacher’s Technological Pedagogical Knowledge (TPK). On the other hand, the teaching approach need to fit with the content of what the teacher learn the students. In this case, the teacher will be expected to have knowledge on choosing the right pedagogical approach for the specified type of content and this shows the teacher’s Pedagogical Content Knowledge (PCK).

Finally, TPACK which means, the technological pedagogical and content knowledge where a teacher need to cope up with, to integrate an appropriate technology in his educational system for the better attainment of his specified goal.  The knowledge  about his subject matter (content), the knowledge how to choose different methods and approaches based on the content and the knowledge on how to choose the required technology based on both the subject matter & learning approach and the knowledge how to use & operate that technology to foster the required skill & knowledge for his students, in short mean TPACK.

My Reflection on: Flexiability, Pedagogy & Technology

It may be my first time to see such lot , deep & very important topics covered properly within short period of time. For me, the past three weeks were really very interesting, where  I have been more familiarized with the different new topics. Moreover, it was  a good chance for me to rewind my mind and  recall what was looking like my past experience in my school time. It was completely different.  During the last three weeks lecture : flexibility in learning, pedagogical approach and the use of technology were discussed in detail. The discussion on the importance of flexibility with its definition and the different kinds of flexibility in learning process was clear and completely different from what I have in my mind before. Before, it was my understanding that flexibility in learning means distance education. But now, I get a clear idea that my previous perception was not right!.  Especially after doing my assignment and uploaded to my first weblog, It creates me a feeling like I ride two horses once. Because, that was a chance for me to know more about the topic through reading several relevant articles and then to know  how to interact with the new envirnoment (weblog). 

The topic Pedagogy & pedagogy approach was the other very important discussion which I have gotten a lot of idea in it. It was started with the general overview of what pedagogy means, its definition  and proceed through the different pedagogical approaches. In the discussion, the importance of each pedagogical approaches have been covered. It was also a good chance for me to find different articles to be more clear on each approaches because of the assignment given. In that case, I have seen different important models of pedagogical approaches and their importance and on this base how can they integrate with technology.  The benefit of technology integration with education and its pedagogical advantage was also the main issue during the last lecture. How the teaching in different models of pedagogical approach can be managed (through Course Management System) and on this base how the technology can be applied was also the main issue which has been addressed during the lecture.

In general, all the topics covered during last three weeks were very important and creates for me good chance to interact with the new environment. Moreover, the methods, the assignments which leads me to read more and  the interaction with weblog, which I like them all very much !!

Summary of different kinds of pedagogical approaches

Pedagogy & pedagogical approach

Pedagogy has been called "the art and science of teaching," the "knowledge and skills that practitioners of the profession of teaching employ in performing their duties of facilitating desired learning’s in others" (Dunkin, 1987, p. 319) cited in Fisser, P.(2010) . As Fisser, P. (2010) added that, the increasing use of technology in education has also led to a rethinking of current pedagogical approaches. In the past educational institutions have provided little choice for students in terms of the method and manner in which programs have been delivered. Now a day as Boer (2004) indicated, ICT applications provide many options and choices and many institutions are now creating competitive edges for themselves through the choices they are offering students. These choices extend from when students can choose to learn to where they learn. In this topic, five different kinds of pedagogical approaches and the way how to support them by Course Management System (CMS) explained.  

A Tip to Course Management System (CMS)

A Course Management System (CMS) is a tool that allows an instructor to post information on the web without that instructor having to know or understand HTML or other computer languages(Meerts, J. 2003). A more complete definition of a CMS is that it provides an instructor with a set of tools and a frame work that allows the relatively easy creation of online course content and the subsequently teaching and management of that course including various interactions with students taking the course. More…

5 kinds of pedagogical approaches

Important elements in the models of Mason and of Bourne, McMaster, Rieger, and Campbell are self-study, discussions, authentic activities, collaborative learning, and resource-based learning. These elements can be explained as follows according to Boer (2004):

Self-study. When learners can make choices with regards to their learning route as well as their place and pace of learning (King 1993; Parsloe, 1986;), self-study is often the resulting approach. This type of learning is mostly designed for individual students and focuses on reading. Assessment can be self-organized via Web-based tests. Communication with other students, and/or instructors is limited. Courses can be delivered to learners in pre-packaged forms (Pickles, 2001).

Discussions. Learning through discussion and debate is a popular way of using Web technology within education. Gilbert and Moore (1998) make it clear that interaction is of great importance within education, and discussion and debate involve peer interaction. Oliver, Omari, and Herrington (1998) report that Web-supported learning environments for on- and off-campus students often focus on particular communication approaches, such as discussion groups, use of chat rooms, and document sharing.

Authentic activities. Gay (1997) sees that Web technology can offer an ideal venue for practicing constructivist principles. Reeves (2002) and Herrington (2002) argue that in Web-supported learning environments it should be “the task that matters most” rather than content transmission. Tasks should and can be more authentic, instead of academic. Other researchers support this emphasis on authentic and active pedagogy. Sfard (1998) speaks about the change from a dominance on a knowledge acquisition approach toward a focus on a participative approach. The students’ role can be either focused on acquisition or shift toward contribution (Collis &Moonen, 2001), where the students will actively contribute to the learning materials and discussions within a course in a way that their contributions become part of the learning materials for other students, in their own cohort and future cohorts.

Collaborative learning. The term "collaborative learning" refers to an instruction method in which students at various performance levels work together in small groups toward a common goal (Anuradha A. Gokhal,2005). The students are responsible for one another's learning as well as their own. Thus, the success of one student helps other students to be successful. According to Johnson and Johnson (1986), there is persuasive evidence that cooperative teams achieve at higher levels of thought and retain information longer than students who work quietly as individuals(cited in Anuradha A. Gokhal,2005) . The shared learning system gives students an opportunity to come together for discussion, take responsibility, and thus become critical thinkers. In addition, these approaches encourage questions-and-answers among the students.

For such kind of learning, a web based approach i.e, an online group discussion forum or in the form of chat can be applied. Green, Eckel, and Barblan (2002) mentioned the use of Web technology to foster active and group learning both in and out of the classroom. Sfard (1998) also supports this approach.

Resource-based learning: Ling (1997) sees that the student can be more active as pedagogy moves towards resource-based learning supported by Web technology. This means that delivery of information can be more teacher-independent than in conventional face-to-face teaching.

To Sum up:   

As we can see from the explanation , all listed approaches can be addressed to the learner through integrated web technology system, which leads the education to more flexible way of learning approach. However, to make it practical the instructors should think in depth about the redesign of their courses, the goal, content design approach, organization, methods, strategies and emphasize more authentic, complex, and collaborative tasks. In addition, both the teachers as well as students need to be familiar with it. As Boer (2004) clearly explained, a blend of traditional teaching delivery and the use of Web technology, as well as a blend between traditional teaching pedagogies and new pedagogies, would integrate the best of two worlds. Finally, the availability of a well designed technology, very less complex, easy to adapt and user friendly interface or CMS in the school leads to a better accomplishment of  those pedagogical approaches.

Important !!

How CMS is used ?

When the CMS is used to guide the students’ learning by making them aware of the learning objectives of the course, the outline and schedule for the lessons, important dates especially those for tests and assignments, summaries of important content, examples of credible resources, and opportunities for review and practice; it is not only convenient, but it helps them to manage, organize and keep tract of information; it helps them to learn (Valerie Lopes, 2008). To see more please Click here

References

Anuradha A. Gokhal.( 2005, November1). Collaborative Learning Enhances Critical Thinking, Vol.7. Virginia: Virginia Tec.  Retrieved from http://scholar.lib.vt.edu/ejournals/JTE/jte-v7n1/gokhale.jte-v7n1.html

Boer. (2004). Pedagogical-flexible models for CMSs.

Fisser, P. (2009). Lecture of September 29, 2009. Pedagogies for flexible learning supported by technology.

Lopes, V. (2009, December). Course Management Systems and Campus-Based Learning, No.29. Canada: Canadian Society for the Study of Higher Education Retrived from http://www.csshe-scees.ca/pf/PF_29_Lopes.pdf

Meerts, J.(2003, October 20). Course Management System (CMS). EDUCAUSE Evolving Technologies Committee, Wesleyan University Retrieved from http://www.google.nl/#sclient=psy&hl=nl&rlz=1R2SUNC_enNL397&q=Course+managment+system.pdf&aq=f&aqi=&aql=&oq=&gs_rfai=&pbx=1&fp=afc721cb2df68bb7

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