This week in CEP 810, I revisited TPACK and the critical relationship that technology, pedagogy, and content knowledge should play in all lesson planning for the classroom. When designing student learning utilizing technology, teachers are often motivated by new shiny tools or apps. As an educator, we need to think critically about the way in which that tool will support the methods of learning and the content being covered. Although this was not a new concept to me, Dr. Kohler and Dr. Mishra recorded a video explaining TPACK in further detail.
In my activity, we had to apply TPACK to cooking, and having the right (or wrong) tools to complete a task. In this case, the technology was an ice cream scoop, a glass tea plate, and a wooden salad bowl. The content I was trying to learn or accomplish was making a peanut butter and jelly sandwich. Therefore the process was somewhat up to me how I achieved the task, different from how I typically would make a sandwich. The first challenge I faced was that we didn't have any jelly. So I attempted the task with just a peanut butter sandwich.
Here's my attempt:
In my experience, we can often adapt a tool or use something in a different way just to skate by and get the task done. However, when using the right tool, efficiency and accuracy are greatly increased. I think it is so easy to be eager to try a new technology just because it's new, however, we need to really ensure that the tool we are using is helping the learner through pedagogy to comprehend the content knowledge.
On their website, tpack.org, they have a plethora of resources about finding that sweet spot where TPACK truly occurs. They describe the difference between just TK, or CK, or PK, and having some overlap with TPK, TCK, or PCK.
As an instructional technology facilitator, it was my role to make sure that teachers were not distracted by technology, to lose sight of the curriculum goals or the best practices in pedagogy to get the students there. It is incredible the way that technology can motivate, engage, and truly transform the learning when done with purpose and intention.
I completely agree with your point that sometimes we are too eager to try new technology and do not make sure that the tool will truly help students to comprehend the content knowledge. You did a great job of repurposing the ice cream scoop and it made me think that sometimes we take or give give teachers a large amount of technology information or tools, when in reality we need to use the back of the scoop and give/take small amounts of information and tools at a time. Giving small amounts of tools and information at a time should help teachers to make sure they are using a tool that truly helps students.
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