My Personal Reflection Regarding to Designing A Lesson Plan with TPACK Integration

This time I will reflect on the Designing A Lesson Plan with TPCK integration. I divide my reflection into three parts, the process of designing a lesson plan, working with TPACK and how to stimulate the teacher to integrate technology in education.

The process of designing a lesson plan

Since I became a teacher, I usually use a lesson plan created by others. It seems easy as the format is already available and I only fill it based on the subject I am going to teach. In the Pedagogy for Flexible Learning Supported by Technology course, I worked in a group to design a lesson plan with TPACK integration. This is a new thing for me. I realize that to come to the last result of the lesson plan, actually, there are many phases to go through.

The first phase I recognize in designing a lesson plan was analyzing the context and the content. In analyzing the context, i analyzed the curriculum like grading system, school infrastructure like the availability of computer and internet, and student and teacher‘s capabilities regarding to the use of technology.  In my opinion, this information is very important for an educational designer before s/he starts designing a lesson plan.

The next phase, I recognize was how to get all that information. All this information about the school is easily to get as two of my friends are from the country we chose as our context. i realized before started designing a lesson plan with TPACK integration i should know the teacher’s TPACK knowledge. In the group, then, we prepared a questionnaire adapted from Punya and Mishra to measure teacher’s TPACK.  

The next phase was designing a lesson plan. In designing a lesson plan, we used the design model suggested by Dick and Carey but we tried to modify it. Our modification model more emphasizes on the students and teacher prior knowledge of technology.  Why technology is important for the teachers? Because i assume that the teachers have already sufficient knowledge about the pedagogy and content. So finally we chose Encarta as our technology.

After that we prepared a series of lesson with TPACK integration to teach the earthquake. Since the earthquake is a broad topic therefore we divided it into several lesson plans for several meetings. Out of the series of the lesson plan, we picked one lesson plan and explained in detail as the exemplary lesson plan. This includes subject, class/semester, time allocation, topic, objective, lesson materials, method, media, and teacher and student activity. The detail activities together with time allocation presented in this exemplary lesson plan will guide the teacher in the before, during and after teaching process.  We expect that this exemplary lesson plan will assist the teacher if they would like to make another lesson plan for another meeting.

The last phase I recognize in our designing lesson plan process was making evaluation instrument for the implementation of the lesson plan with TPACK integration in the class. We used a rubric form to evaluate CK, PK, TK, PCK, TPK, TCK and TPACK of the teacher.

Working with TPACK

In my opinion designing a lesson plan with TPACK integration is quite similar with designing a regular lesson plan. What makes them different is there is an integration of technology. Yet, there are additional considerations before we design it. For our case, in Ethiopia, we firstly consider the context especially the availability of the technology and the teacher knowledge about technology. We assume that the teacher there already have sufficient knowledge pedagogy and content. So, by firstly knowing the technology aspect there, we then chose the pedagogy and content. We finally chose Encarta as our technology, lecture and collaborative learning as our pedagogy and Earthquake as our content.  Next consideration is we should make sure that the teachers have enough knowledge about combining the aspects between PCK, TPK, TCK and TPACK. This can be a case that a teacher have enough knowledge about technology but does not know to integrate that technology in his pedagogy or the teacher who knows the content well but does have enough knowledge to support his content.  

In my opinion to solve this problem, we should provide the teacher with the teacher professional development. In this professional development, teachers will learn how to use the technology in teaching, experience teaching with technology in the first hand, and reflect on that process.  Moreover, the teacher should be provided with the exemplary lesson plan so they have a picture how to prepare a lesson plan with TPACK integration

My ideas how to stimulate teachers to integrate technology in education are

1.     There should be a document policy about regarding with the ICT integration in the school.

2.     There should be supports from the school principle and management. This means a school management should give more time to teacher to learn about technology by reducing the teaching time.

3.     There should be enough technological infrastructures and an ICT coordinator who knows how to use the technology and how to integrate the technology in the teaching. So, the teacher can ask for the assistance of the ICT coordinator regarding those aspects anytime they need.

4.     There should be a teaching professional development regarding TPACK for the teacher. In this professional development. The teachers should feel the benefits of using technology in education. The teachers should be assured that there is nothing wrong with the teaching method they are using now (no technology integration) and convinced that by using technology their teaching activity will be easier and more appealing to the students.

What is TPACK?

TPACK is defined as the knowledge framework for teachers on how to use the technology in teaching a particular content. This framework also integrates the pedagogical approach as one the aspects. TPCK which is more popular with the TPACK, stands for Technology, Pedagogy and Content Knowledge (Koehler,& Mishra, 2009). Before elaborating further about the integration among these three aspects, I would like to elaborate each component separately.

Technology.

Technology refers to all kind of technology. This can be analog or digital, traditional or modern one. Yet TPACK seemingly focuses on the newer technology for instance the use of computer, internet, i pod, and mobile phone as the tool to support the learning process.

Content.        

This refers to the subject or subject matter that a teacher usually teaches in the class. Geography, language, Math and Chemistry are its examples

Pedagogy

Pedagogy, I define as a teaching method the teachers used to teach a particular content. Broer (2004) defines pedagogy as the art of teaching.

From the articles I read and the lectures I followed, I found the term like technology knowledge, content knowledge and pedagogical knowledge. What do these terms mean?

Technology knowledge

Technology knowledge refers to the capability of the teachers to understand the information and technology broadly enough, apply it in their work and daily lives, recognize if the technology can assist the achievement of the goal and continually adapt to the changes of technology (Koehler,& Mishra, 2009).

Content knowledge

The content knowledge refers to the teachers’ knowledge about the subject matter to be leant. This includes the knowledge of concept, theories, ideas, organizational framework, knowledge of evidence and proof as well as practices and approaches towards developing such knowledge (Shulman, 1986).

Pedagogical knowledge

Pedagogical knowledge is the teacher’s deep understanding about the processes and practices or method of teaching and learning. It includes knowledge about understanding the nature of the students, strategies for evaluating the students, understanding cognitive, social and development of the theory and how they apply to the students in the class room (Koehler,& Mishra, 2009).

            Now I try to discuss the how technological knowledge, content knowledge and pedagogical knowledge interact one another.

Technological content knowledge

This term means the teacher should understand the manner in which technology and content influence and constrain one another. Teachers need to understand which specific technologies are best suited for addressing subject matter and how content influences or even changes the technology (Koehler,& Mishra, 2009).

Technological, pedagogical content knowledge

This requires an understanding of how teaching and learning can change when particular technologies are used in the particular ways. This includes knowing the pedagogical affordances and constrains of a range of technological tools as they relate to disciplinarily and developmentally appropriate pedagogical designs and strategies (Koehler,& Mishra, 2009).

Finally, it can be concluded that TPACK is knowledge emerged from the interactions among content, technology and pedagogy. TPACK is the basis of effective teaching with technology; requiring the understanding of using technology; pedagogical ways of using technology in constructive ways to teach the content: knowledge of what makes concepts are easy or difficult to learn and how technology can help redress the problem students face (Koehler,& Mishra, 2009).

How TPACK benefits the teachers?

With TPACK teachers have the flexibility in teaching. The process of teaching itself becomes varied and interesting to the students. Teachers have many options of teaching to teach a certain topic. Topics that seems hard to be understood by the students becomes easier to explain. Teachers can use the hand of technology to support the subject matter they teach and pedagogical approach they use.  

Sources

Koehler, M. J., & Mishra, P. (2009). What is technological pedagogical content knowledge? Contemporary Issues in Technology and Teacher Education, 9(1), 60-70. 

Shulman, L.S. (1986). Those who understand: Knowledge growth in teaching. Educational Reseacher, 15(2), 4-14.

My Reflection

This reflection is the continuation of my previous reflection posted Monday, 11 October 2010. This time my reflection focuses on the TPACK. In my opinion TPACK approach is the concrete example of what I have learnt so far in this course. TPACK gives more room for the teachers to be flexible in teaching. Let me give an example about flexibility related to the delivery and logistic. A teacher may just records his lecturer then distributes it to the students when he is not able to attend the class. If the teacher has a good understanding about TPACK, the effect of recorded lecturer will be the same with the face to face meetings.

From the example above I can see clearly the use of technology in supporting education. However, I just imagine how this example works in the developing countries. What kinds of technology should avail? What kinds of technological knowledge the teachers and the students should master? Can the current technology and current technological knowledge of the teachers and students support the implementation of the TPACK?

Now let me talk about the pedagogical approach. In the collaborative learning and problem based learning, one common characteristic both these two approaches have is the students should work in group.  I, myself, believe that when working in group there should be a real interaction among the students. However, it can be the case that students cannot meet together while they have to do a collaborative learning. Now as a teacher I have to choose, not teaching them using a collaborative learning or still teaching them using collaborative learning with the hands of technology. In my opinion if I already know what technology best supports the nature of the subject matter and the pedagogical approach, I would let the students study using collaborative learning even though they are separated. This sounds very promising, yet, I myself have never experienced it. I become curious. Is integrating the pedagogical knowledge with technological knowledge simple like it seems? Or yes It is simple but it needs much effort and creativity. 

A reflection on the combination of the topics flexibility, pedagogical approaches and the use of technology

From the lecture “pedagogy for flexible learning supported by technology” I got much insight. Let me start with flexibility.  The flexibility on education opens my understanding that actually teaching and learning process does not merely happen in the  same class room.  When we were discussing about flexibility of learning, what first time crossed in my mind was distance learning. This was true as this is one of the aspects of flexible learning. Now I know that actually there are more aspects regarding flexible learning. Let me give me the examples the flexibility of time, content, entry requirement, instructional approach and resources. Each of them has its advantages and disadvantages. These knowledge will give me insight what should I take into my consideration if I deal with those flexibility.

Secondly, it is about pedagogical approach. Learning about different kind of pedagogical approaches also enlightens my perspective about the differences between the pedagogical approach and the method of delivery. Now I understand in the method of delivery, a teacher can use the pedagogical approach. Moreover, i found that several approaches have the same characteristics, for instance between collaborative and problem based learning. What these two approaches have in common is that the student should work in a group to solve the problem. Another similarity is the role of the teacher. They are acting more as a tutor than a teacher for instance, in  the collaborative learning, inquiry learning and problem based learning. I also found out that actually a teacher can combine all the approaches when teaching. This may depend on the nature of the student, the nature of the topic and the context and require creativity of the teacher.  Again, this is about the flexibility.

 From the one of my friend’ blog she wrote that in the problem based learning, the students can choose the topic they would like to discuss.  I just wonder how the teachers who are bounded with the determined topics can accomplish their lesson plans, if the students can choose their own topic.

Another aspect I learnt from this course is about the use of technology in teaching and learning process. I just realize that technology here is not only limited to the latest technology or information but also to the earlier technology like camera. In my opinion, the use technology is only to facilitate the learning process, and make it more varied. I am personally concerned if the use of technology will hinder the teaching process itself. Teachers who are not familiar with the technology can be less confident if they have to use technology in their teaching process and this is a problem.  Therefore, applying technology in teaching, the teachers at least should have skills and knowledge about pedagogy and technology. 

A Web Quest: the Pedagogical Approach Based on the Technology.

This is one example of pedagogical approaches supported by the internet, I found in the internet. It is said that the process of creating a Web Quest is very simple. This uses hyperlink to create a document. Even though I do not know exactly what hyperlink is, to create it someone at least must be able to operate word, power point or excel program. So, it is quite easy.

On example in the Web Quest is Dinosaurs Before Dark. In this example, students are asked to mention characteristics of each kind of dinosaurs. But before that, students are provided with the information such as a short story about the life of dinosaurs along with the picture. To know more about a specific type of a dinosaur, the student can click to the link provided. Then, they have to follow the quiz based on the information they got from the short story. There is a reward, if the students can finish the quiz. After a quick exploring, I got the impression that this game belongs to problem based learning. Students have to find the answer of the problem by themselves. Even though there is no explanation how many students should play this game, I may say that this game can be played either individually or in group.

I think this web quest is a good example of pedagogical approached based on the technology. This game let the student to find the solution own their own. The role of technology is only facilitating. The students will be very motivated and committed to play because any taken steps are their own decision. The using of picture will give the students a real description about each kind of dinosaurs. Lastly through the reward system in this web game, students can evaluate their progress and be more motivated if they found that they still make mistakes.

Link:  http://webquest.org/index-create.php

Five kinds of pedagogical approaches

The feedback of my first writing about distance learning gives me understanding about delivery method and pedagogical approach. Now, I can conclude that in the delivery method the teachers may choose any pedagogical approaches based on the content of the subject, the nature of the students or the delivery method itself. Now, I am trying to describe five pedagogical approaches and how it fits with the web technology:

1.      1. Self study. 

ThThis approach will allow the students to choose their own learning route, place and pace of the study (Boer, 2004). The characteristics of self study approach (Boer, 2004):

-          It is designed to the individual student.

-          It is suitable for learning reading.

-          Assessment can be conducted by Web-based test.

-          Communication with students and teachers is limited.

-          Courses can be offered to learners in pre-packaged form.

The implementation  of self study using web-technology:

I think self study approach is very suitable in web technology. Students can access schedule, course materials, and assignment without face to face meeting with the teacher. For the  assessment, a teacher can post questions to the students and the students will answer and send them to the teachers.

2.     2.  Problem based learning

The characteristics of problem based learning:

-          In group, students try to solve a meaningful problem

-          Students should be able to use their prior knowledge.

-          Students should be able to acquire new knowledge.

-          Teacher acts a coach. (Barret, 2005)

The implementation problem based learning using web-technology:

Even though it is said that web technology can foster actively group learning both in and outside of the classroom (Boer, 2004), i personally disagree. I think that group discussion should happen in direct interaction (face to face).

3.     3. Collaborative learning

The characteristics of collaborative learning:

-          There is interaction among students.

-          Problem is solved through a series of activities done in group.

-          Discussion among peers

-          The equal delegation of job among the students

-          Teacher acts as a coach. (Soller, Goodman, Linton, Gaimari, 1998)

The implementation of collaborative learning using web technology:

Since the nature of this approach is the almost same with problem based learning, it seems less ineffective if the discussion between peers and group are conducted via discussion board in the web.

4.      4. Inquiry Leaning.

The characteristics:

-          There  is an interaction between students and teacher through question and answer

-          Students should able to solve their problem own their own.

-          Teachers act as a tutor (Hmelo-Silver, Duncan, & Chinn, 2007).

The implementation using web technology:

Through web technology the interaction between teacher and students can be built but in my opinion, the real interaction where students can get the direct explanation from the teacher will work more effectively than explanation using email or discussion board.

5.     5.  Experiential Learning.

The Experiential Learning Cycle

Source: http://wilderdom.com/experiential/elc/ExperientialLearningCycle.htm

    The implementation using web technology:

This approach may be suitable with web technology. In this approach students, after experiencing a situation, will do the reflection. The reflection, then, is written down in the web technology as the mind tool. This reflection is accessible for students and teachers for the transfer learning.

References:

Barret, T.Mac Labhrain, I. Fallon, H. (2005.Hand of inquiry and problem based learning.(Eds). Galway:CELT,

Boer, W.F. de (2004). Flexibility support for a changing university. Doctoral dissertation. Faculty of Educational Science and Technology, Univeristy of Twente. Enschede, NL: Twente University Press.

Hmelo-Silver, C. E., Duncan, R. & Chinn, C. A. (2007). Scaffolding and Achievement in Problem-Based and Inquiry Learning: A Response to Kirschner, Sweller, and Clark (2006). Educational Psychologist, 42(2), 99-107. doi:10.1080/00461520701263368

http://wilderdom.com/experiential/elc/ExperientialLearningCycle.htm

Soller, Amy., Bradley, Goodman., Linton, Frank., Gaimari, Roberth. (1998). Promoting Effective Peer Interaction in an Intelligent Collaborative Learning System. Springer Verlag, London, UK.

Distance Learning: a pedagogical approach

The article written by Allan Tait, “Planning student Support for Open and Distance Leaning”talks about various factors to design long distance learning. Here, Alan discussed several important factors, a designer should take into account if she would like to create an effective distance learning class. These factors are student characteristics, course or program demands, geography, technology, scale and management systems (Allan, 2000).

The reason why I choose long distance learning is because through long distance learning space and time is not barrier anymore. It is really amazed me.  Therefore, I wish by understanding all those factors, many Indonesian students can study in “abroad” without leaving their family or countries behind.  

References:

Tait, Alan(2000) 'Planning Student Support for Open and Distance Learning', Open Learning: The Journal of Open and Distance Learning, 15: 3, 287 — 299.