Before
technologies like useful tools in education field, teachers had to know about
the content of the subject and about the pedagogical didactic methodology that
they had to use in the class. It is named CK (Content Knowledge), all the
knowledge about the subject that a teacher knows in order to teaching. It does
not depend on the level, from pre-primary to university studies. Obviously,
pre-primary’s teachers has to know less content that university’s teacher. All
the knowledge that teacher have to know about pedagogical didactic methodology
are named PK (Pedagogical Knowledge).
Not all the pedagogical methodologies are valid or they are the most
convenient for each subject, so it dependent on several factors, such as the
subject, the age of the students, the school's identity or geographical
factors, and the teacher must select which of these methodologies it is the
most convenient. If we put together this two types of knowledge, PK and CK the
result is what is known as PCK (Pedagogical Content Knowledge).
With the
introduction of new technology in our daily lives, we don’t feel obligated
to include those tools in the world of education. Technology can represent
reality in different ways. For this reason it acquires significant potential
value in presenting a greater variability and therefore a greater chance of
learning. We call TK (Technological Knowledge) to the knowledge of the
applications that make greater our productivity and make us achieve our goals.
We may be able to select among the wide range of varieties of applications that
presents the technologies applied to education, those whose characteristics
best suited to the content of our subject. This selection of the most suitable
content to technological applications is what is called TCK (Technological
Knowledge Content).
Just as does
the TCK, we can select applications or tools technologies that are best suited
to teaching methodologies that we developed in the classroom. That is why our
methods must be adapted to a variety of new approaches to improve the
objectives in the classroom. Some of these tools are better adapted than others
and therefore they will give good results at work. The selection of tools and
methodology for this purpose is the decision of the teacher supported her/his
experience and that from his/her colleagues. Such selection of technological
tools and methodology is what is called TPK (Technological Pedagogical
Knowledge).
If we put
together that methodologies, they are suitable for every type of content while
we think that technology tools or applications are the most likely to get more
and better performance, our work as teachers have improved. A union of these
three variables is known by the name of Technological Pedagogical Content Knowledge
(TPCK). We should remember that although this methodology can be used for any
level of education and that could be confused, it will depend on the variables
that teachers choose.
For this activity we wanted to make it clear that the most important thing
is how they should be chosen and related the three components of TPACK. For
this, we design a poster where you could see that not all content or teaching
methods or technological tools are useful or selectable within an educational
context. As a colour wheel, used for children to learn the art primary and
secondary colours or light colours, we represented each of the variables within
the TPACK ( CK , PK and TC ) , their intersections , ( TPK, TCK and PCK ) and
the union of these in the TPACK . we represented each variable by the icon we
thought most representative : CK with a book , representing the contents, the
various fields of knowledge , the subjects ; PK with a human figure represented
as teaching methodology applied ; TK with a computer and accounting technology.
The result is showed in the following illustration:
• TPACK:
Conceptual model that provides teachers a mental framework for thinking about
the different areas of knowledge related to effective teaching and the
interaction of knowledge and skills which are necessary for the effective
integration of technology.
TPACK framework is
composed of three primary forms of knowledge: TK- Technological Knowledge,
PK- Pedagogical Knowledge and CK- Content Knowledge. They are essential to
good teaching and learning and they are also essential for the successful use
of technology in the classroom.
• Technological
Pedagogical Knowledge (TPK) is a comprehension of how teaching and
learning can change when we use technological tools. This includes knowledge of
the advantages and limitations of such tools to promote or restrict certain
kind of pedagogical designs and strategies.
• Technological
Content Knowledge (TCK) is an understanding of the mode in which Technology
and Content influence are hold back one to another. Teachers need to become an
expert of the subject and also they need to have an appropriate comprehension
of the mode in which the subject material can be changed by the application of
technologies.
• Pedagogical
Content Knowledge (PCK) includes the essential part of the activity of
teaching, learning, curriculum, evaluation and reporting, such as the
conditions that promote learning and the links between curriculum, assessment,
and pedagogy.
• Method: as the free dictionary
by farlex said: a method is a “way of doing something, especially a
systematic way; implies an orderly logical arrangement (usually in steps)”.
So the TPACK
would greatly help the teaching-learning process
Analyzing
the TPACK:
The moment of
expose our work to the rest of the classmates, we think it has been the most
grateful part because it was the moment in which our star, like a represent of
all the group, showed very well the work we made during all the week.
According to
the worst part of the activity has been how to carry out it. For us, it has
been a very complicated matter, because we didn't found the adequate way to
express all the information in the poster, what materials use or what would be
the correct style...
Talking about
the best moment we think it was the time we spent in class all together, trying
to coordinate and organize us, working as a group.
About the
worse, undoubtedly, organizing the work has been the most difficult task.
Firstly, because it is a new way of work to which we are not used. Secondly,
because this has been an activity, which needs so much time to make it
properly, and due to time, it was difficult for us to carry out like a whole
group.
How to answer
the question what we have learnt? Well
this first week of the subject not only has achieved the expected goals, we
think it has helped us to discover new things and new ways of learning. Besides
having explored the concept of TPACK and making a conceptual map, we have
created our groupal blog and our twitter account, and we have also learnt (or
at least tried), to organize a groupal work, dividing it in smaller individual
tasks, as well as distributing the time.
According to
what we need to conserve as a group we could say that maybe the reason is
because it is about something innovative and dynamic, but the truth is that all
the components of my group are deeply involved into the subject, motivated and
eager to improve and make new things. This is something essential for the
functioning of the group.
As a group we need to improve lot of things.
Working in group is not an easy task, because it entails effort and a good
understanding among all the components of the group. That is the reason why we
consider that all of us need to convert all our individual goals into a common
objective, improving our communication and even being critical with ourselves,
because it is the only way to improve day after day.
And finally,
according to the question how this
content is related to other contents in the course and in our degree, first,
the concept of TPACK, a different methodological approach, which we'll work
with in a future as teachers. Second, how to create a proper mind map, that it
is going to be useful in the rest of the degree, and even as teachers.
In conclusion for this activity we could say that teaching is a very
responsible task. The teacher should not be presented in front of a group of
children without being aware of this responsibility. Improvisation can be a
resource at some point in time but should not be usual. Therefore, TPACK
provides a tool to become aware of it. So far we were aware that the
methodology should be adapted to the content that you want to teach. Not all
methods are valid, depending on the group of students who have front and
circumstances. That content must also be selected for each type of student. But
now, with the inclusion of new technologies in our lives and in the classroom
as a resource that opens up new dimensions to education, we raise again the
need to know and use applications that are most useful for each content of each
subject and applications that are most useful to develop a methodology or
another.
Irene Martínez
|
Mariano Castillo
|
Ana De Lara
|
MªJosé Herrero
|
Javier Marín
|
Natalia Martínez
|
Alicia
Lova
| ||
Irene
Martínez
|
9
|
9
|
9
|
4
|
9
|
9
|
9
| |
Mariano Castillo
|
8
|
10
|
10
|
7
|
9
|
9
|
8
| |
Ana De Lara
|
8
|
10
|
10
|
7
|
9
|
9
|
8
| |
Mª José Herrero
|
9
|
9
|
9
|
8
|
9
|
8
|
9
| |
Javier Marín
|
8
|
9
|
9
|
8
|
7
|
8
|
8
| |
Natalia Martínez
|
9
|
10
|
10
|
7
|
8
|
9
|
8
| |
Alicia Lova
|
9
|
9
|
9
|
9
|
9
|
9
|
9
| |
Mark for this Activity.
What is your perception of the group work on this activity?
This was the first practice we had to do in this subject and altough we needed time to know how to focus on it, we got it and in the end we did a good job together. It was a good oportunity to learn what type of methods we should use when we are teachers in some years time in order to be a good professional and teach in a motivating way.
