Chapter 1

Jenny R. Couture
January, 2009

Chapter 1 in the
Handbook of Technological Pedagogical Content Knowledge
(TPCK) for Educators

Before reading the first chapter in the Handbook of Technological Pedagogical Content Knowledge (TPCK) for Educators, I had no idea what “technological pedagogical content knowledge for educators” meant. After reading only seven pages, I had to stop, take notes, and reflect. Many definitions were given, along with similar phrases throughout the chapter. Now that I’m finished chapter one, I’d like to take a minute to summarize my notes. Here is what I learned:
-Technological pedagogical content knowledge(TPCK) is a framework for teacher knowledge for technology integration. This is critical for effective teaching with technology.

-There are two types of technologies, analog and digital. Analog includes such things as the chalkboard, whiteboard, a pencil, or microscope. Digital includes the computer, blogging, and the internet.

-Technology is defined on page 5 as- “Tools created by human knowledge of how to combine resources to produce desired products, to solve problems, fulfill needs, or satisfy wants.”

Remember: Particular technologies have specific affordances and constraints- affordance- the perceived and actual psychological properties of any object in the world. constraints-

functional fixedness- the manner in which the ideas we hold about an objects function can inhibit our ability to use the object for a different function (our own biases). Creative uses of technology requires us to go beyond this f.f. (p. 6)

-Technology integration- The act of including technology in teaching, is not a new phenomenon. You have to consider constraints and affordances.

-”Teachers practice in a highly complex, dynamic environment that asks them to integrate knowledge of student thinking and learning, knowledge of the subject matter, and increasingly, knowledge of technology. Teaching is an example of an ill-structured discipline with a high level of variability. (p.4)”

-”The push to integrate technology in teaching further complicates matters by bringing an additional domain of knowledge (technology knowledge) into the mix (p.4).”

This books view of technology does not distinguish between older technologies and newer ones (hand held calculators, overhead projectors, blogs, and MP3 players).

-There are many reasons why introducing technology complicates the processes of teaching: social and institutional contexts that are unsupportive of teacher’s efforts to integrate technology. Inadequate training, no one way that works for all. Lots of affordances and constraints......... (6).

Technology integration is made even more complex by the kinds of social and institutional contexts in which teachers work (9).

Unfortunately the problem of tech. integration has become named the SEP syndrome-somebody else’s problem! Teachers and techies read diff. journals, visit diff. conferences, and have fundamentally diff. visions of the role of technology in the classroom.

-It is not easy for teachers to navigate between the two worlds, worlds in which norms, values, and language can be diff. (10). These false beliefs need to be broken down.

There is no perfect solution to the problem of integrating technology into a curriculum. Instead, integration efforts should always be custom-designed for particular subject matter ideas in specific classroom contexts.

-Teaching divides, complicate the issue of technology integration in classrooms. digital natives (the first generation of students to live and grow up entirely surrounded by digital technology) and digital immigrants(those who have migrated to the technology later in life). 2. Those who have access to the new technology vs. those who do not.

Wicked problems- continue to present an ever evolving set of interlocking issues and constraints (11). The diversity of teachers, students, and technology coordinators who operate in this social context bring diff. goals, objectives, and beliefs to the table, contribute to the wickedness of this problem.

Knowledge generation does not typically end with all possible problems are solved, but rather when external factors such as running out of time, money, information, support, or other resources come into play.

** This book argues “That at the heart of good teaching with technology are three core components: content, pedagogy, and technology and the relationships between them. These three knowledge bases for the core of the TPCK framework. (12)

The goal for describing each of these bodies of knowledge is not to engage in philosophical discussions about the nature of knowledge. knowledge design-useable knowledge.....see pg 13.

Content Knowledge: knowledge about he actual subject matter that is to be learned or taught.

Pedagogical knowledge: is deep knowledge about the processes and practices or methods of teaching and learning and encompasses overall educational purposes, values, and aims. A generic form of knowledge that applies to student learning, classroom management, lesson plan development and implementation, and student evaluation. It includes knowledge about techniques or methods used in the classroom, the nature of the target audience, and strategies for evaluating student understanding.

Pedagogical content knowledge: PCK covers the core business of teaching, learning, curriculum, assessment, and reporting, such as the conditions that promote learning and the links among curriculum, assessment, and pedagogy. 14

Technology knowledge: is always in a state of flux- so cannot really be defined. 15

Technological content knowledge- technology and knowledge have a deep historical relationship. Progress in fields have coincided with the development of new technologies. Understanding the impact of technology on the practices and knowledge of a given discipline is critical if we are to develop appropriate technological tools for educational purposes. TCK can be defined as an understanding of the manner in which technology and content influence and constrain one another. 15/16

Technological pedagogical knowledge- is an understanding of how teaching and learning changes when particular technologies are used. This requires getting a deeper understanding of the constraints and affordances of technologies and the disciplinary contexts within which they function. 16/17 Teachers need to reconfigure the way we look at newer technologies as they were produced for other purposes, yet can be tweaked to fit our needs. Keep an open mind.

Technological pedagogical content knowledge- is an emergent form of knowledge that goes beyond all 3 components. They argue that TPCK is the basis of effective teaching with technology and requires an understanding of the representation of concepts using technologies, pedagogical techniques, and knowledge of what makes concepts difficult or easy to learn and how technology can help redress some of the problems that students face: students’ prior knowledge, theories of epistemology, knowledge of how technologies can be used to build on existing knowledge and to develop new epistemologies or strengthen old ones. Solutions lie in the ability of a teacher to flexibly navigate the space defined by the 3 elements.

“Teaching with technology is a difficult thing to do well (p.20).” However, this book suggests that there are some general implications for teachers who try to achieve this equilibrium, and they explore what this view implies for teaching practices.


Teacher knowledge in practice, or teachers as curriculum designers:

Be inventive
Each “wicked problem” is unique and case-specific.
Teachers need to be flexible in order to succeed.
Teachers practice an art, making hundreds of decisions a day.
Curricula do not exist independent of teachers. Teachers help construct and enact it in the classroom. Teachers are not merely the creator of the curriculum, but is a part of it: Teachers are curriculum designers, because implementation decisions lie primarily in the hands of teachers in their classrooms...........see pg. 21
The process of enacting teaching (with or without technology) in ways that are uniquely shaped by their personalities, histories, ideas, beliefs, and knowledge, has been called bricolage. This emphasizes situational creativity and flexibility. Teachers constantly negotiate a balance between technology, pedagogy, and content in ways that are appropriate to the specific parameters of an ever changing educational context.

As you can see, I am coming into this class with little knowledge about computers. I did not grow up with one, and only remember taking a typing class in high school. I am definitely just getting my feet wet when it comes to this whole new world of technology!
While studying to become an Elementary Educator I never realized how important computer information would become for our students. Children really are going to need to know how to effectively use one in order to function in the 21st century work field. What’s hard, is that many of us, (who are very good teachers, who have a passion for teaching, who love children and being creative) know very little about computers, let alone how to teach computer lessons.
My thoughts about integrating technology into the classroom continue to change with time. Because I am a “digital immigrant,” I have always been uneasy with computers, new programs, and technologies in our schools. I loved analogue technologies because they were simple to use, require no wires, and were what I grew up with. As a title 1a/Reading Recovery teacher of eight years, I was never included (until now) into the technology classes. Just one year ago, for instance, all teachers, except for Title 1a teachers were given laptops. I had one PC in my room, which I used to type up report cards on. E-mail was introduced a few years ago, but hardcopies were sent, so I never learned to use mine. Once it was made mandatory, I cringed, learned, and . . . . loved it! It was not as scary as I had thought, and truly liked being able to hit “reply” and instantly send my thoughts back to the sender.
Learning that technology includes things such as digital cameras, e-mail, and the internet, has me more excited than ever about this whole new world. Unfortunately, I have not had the time, nor money needed to explore other technologies in our school. I also wonder what place technology has in a title 1/Reading Recovery classroom where time is limited, and procedures have been set?
Only time will tell. Keeping a positive attitude, being willing to learn, and being given the time and equipment needed, will be key in the future success of teaching ourselves and our students about computers.