TPACK
Resources
The task was about TPACK. We had to explain what TPACK is, its features, its elements and how it is related to our degree and how it would be useful to us as future teachers. We did that in a speed learnig way with the conceptual map below.
PRODUCT
ROLES
FACILITATOR: Eduardo Espinosa Celdrán
TRANSLATOR: Cristina Rodríguez Martínez
CURATOR: Pablo García
STAR: Jose Antonio Gómez Cortés
ASSISTANT: Anthony Carlson
ANALYST: Josefa Vélez García
ASSISTANT: Francisco Ángel Guillamón Martínez
JOURNALIST: Eduardo Gálvez López
ANALYST SUMMARY
In relation to the contents, we would say that these contents are related to other contents of the course and also to our degree. Indeed, we could say that those set the base to be a teacher. To start with the contents of the course, during the first half, we saw in Planning the official curriculum, and it established the inclusion of ITCs in schools, so TPACK is an approach to do it. Moreover, after reading the official curriculum, we were asked to read other approaches such as Gimeno’s (2010). This was the most surprising for us, because he critiques the curriculum in general saying for example“ese curriculum real es una posibilidad entre otras alternativas” (Gimeno, 2010). He refers to all the aspects of the curriculum, as for example, the contents. The contents change from the curriculum up to the students, because of the teachers’ interpretations and after that, their way to teach students this specific knowledge. This is PCK, according to Shulman´s definition, PCK is the notion of the transformation of the subject matter for teacher (Koehler and Mishra, 2009). Those are the most remarkable examples for us to link these contents to others of the course, but of course, there are much more. In the subject already mentioned, Planning, we saw all these concepts, we could understand how teachers should be, in terms of knowledge, emotional traits, commitments and so on. Because of that, in order to stick to TPACK and be a good teacher, it is necessary to be aware of these needs and commitments.
From our point of view, all of these contents are related to our degree. We must know all the tools, resources, devices and know how they work. This content is preparing us to face the reality and is also giving us ideas to develop in our classroom. We presume that this subject, School Organization has the aim to teach us concepts that we would need, and some of them could be the base of our profession but, in a dynamic and practical way. Moreover, in the case of doing this reflection, we are learning how to be critical to ourselves seeing our mistakes and the way to overcome them, and how all the contents can be connected to the others. Teachers have to be critical, because it is a way to create knowledge, for them and for their students. All that is written, said, or established does not have to be right and therefore, the only solution. There are lots more possibilities and, because of that, teachers and all the people in general must be critical in their field.
Finally, this is highly connected to society because we have to learn how to teach using TIC, according to the content of the official curriculum and that it has been done by the Government. Why is it this? Because technology is part of our lives and it is a necessity to learn about that. Nowadays it is all related to technology, children start using tablets, iPads, social network, smartphones and so on since they are one or two years old. Technology is a reality, it does not stop developing, which means we have to take advantage of all the help they can give us, in order to help us teach better and develop more skills from the children to prepare them for the future.
To sum things up, making an overview, we must improve our group organization but keeping our motivation. We have learnt what TPACK is, and its relations with this subject, others and the degree.
References:
Castañeda, L. [Linda Castañeda]. (2014, December, 31st) TPACK Technological Pedagogical Content Knowledge. Retrieved from: https://www.youtube.com/watch?v=qVT0pB_f2Zk
Concept maps. (n.d.). Retrieved from informationtamers.com: http://www.informationtamers.com/WikIT/index.php?title=Concept_maps
Dlaufenberg. (2014, April 17). Speed Learning: A Classroom Activity. Message posted to: https://laufenberg.wordpress.com/2014/04/17/speed-learning-a-classroom-activity/
Education, 9(1), 60-70. Retrieved from: http://www.citejournal.org/articles/v9i1general1.pdf
Fundación UNAM. (2013) ¿Qué es TPACK y por qué es importante? Retrieved from: www.fundacionunam.org.mx/educacion/que-es-tpack-y-por-que-es-importante/
Gimeno Sacristán, J. (2010). ¿Qúe significa el currículum? En Gimeno, J. (Comp): Saberes e incertidumbres sobre el currículum. Madrid. Morata. Pags. 21-35.
Koehler, M. J., & Mishra, P. (2009). What is technological pedagogical content knowledge? Contemporary Issues in Technology and Teacher
Kimmons, R. [Royce Kimmons]. (2011, March, 22nd). TPACK in 3 Minutes. Retrieved from: https://youtu.be/0wGpSaTzW58
Perandrés J. E. (2013). El modelo TPACK. Retrieved from: www.canaltic.com/blog/?p=1677
Shulman, L. (1986). Those who understand: Knowledge growth in teaching. Educational
Researcher, 15(2), 4-14.
Zabalza, M.A. (2012). ¿Existen los buenos profesores? ¿Cómo son? ¿Dónde están? En Zabalza, M.A. y Zabalza, Mª.: Profesore/as y profesión docente. Entre el "ser" y el "estar". Madrid. Narcea. (pp. 143-159).
From our point of view, all of these contents are related to our degree. We must know all the tools, resources, devices and know how they work. This content is preparing us to face the reality and is also giving us ideas to develop in our classroom. We presume that this subject, School Organization has the aim to teach us concepts that we would need, and some of them could be the base of our profession but, in a dynamic and practical way. Moreover, in the case of doing this reflection, we are learning how to be critical to ourselves seeing our mistakes and the way to overcome them, and how all the contents can be connected to the others. Teachers have to be critical, because it is a way to create knowledge, for them and for their students. All that is written, said, or established does not have to be right and therefore, the only solution. There are lots more possibilities and, because of that, teachers and all the people in general must be critical in their field.
Finally, this is highly connected to society because we have to learn how to teach using TIC, according to the content of the official curriculum and that it has been done by the Government. Why is it this? Because technology is part of our lives and it is a necessity to learn about that. Nowadays it is all related to technology, children start using tablets, iPads, social network, smartphones and so on since they are one or two years old. Technology is a reality, it does not stop developing, which means we have to take advantage of all the help they can give us, in order to help us teach better and develop more skills from the children to prepare them for the future.
To sum things up, making an overview, we must improve our group organization but keeping our motivation. We have learnt what TPACK is, and its relations with this subject, others and the degree.
References:
Castañeda, L. [Linda Castañeda]. (2014, December, 31st) TPACK Technological Pedagogical Content Knowledge. Retrieved from: https://www.youtube.com/watch?v=qVT0pB_f2Zk
Concept maps. (n.d.). Retrieved from informationtamers.com: http://www.informationtamers.com/WikIT/index.php?title=Concept_maps
Dlaufenberg. (2014, April 17). Speed Learning: A Classroom Activity. Message posted to: https://laufenberg.wordpress.com/2014/04/17/speed-learning-a-classroom-activity/
Education, 9(1), 60-70. Retrieved from: http://www.citejournal.org/articles/v9i1general1.pdf
Fundación UNAM. (2013) ¿Qué es TPACK y por qué es importante? Retrieved from: www.fundacionunam.org.mx/educacion/que-es-tpack-y-por-que-es-importante/
Gimeno Sacristán, J. (2010). ¿Qúe significa el currículum? En Gimeno, J. (Comp): Saberes e incertidumbres sobre el currículum. Madrid. Morata. Pags. 21-35.
Koehler, M. J., & Mishra, P. (2009). What is technological pedagogical content knowledge? Contemporary Issues in Technology and Teacher
Kimmons, R. [Royce Kimmons]. (2011, March, 22nd). TPACK in 3 Minutes. Retrieved from: https://youtu.be/0wGpSaTzW58
Perandrés J. E. (2013). El modelo TPACK. Retrieved from: www.canaltic.com/blog/?p=1677
Shulman, L. (1986). Those who understand: Knowledge growth in teaching. Educational
Researcher, 15(2), 4-14.
Zabalza, M.A. (2012). ¿Existen los buenos profesores? ¿Cómo son? ¿Dónde están? En Zabalza, M.A. y Zabalza, Mª.: Profesore/as y profesión docente. Entre el "ser" y el "estar". Madrid. Narcea. (pp. 143-159).
PRINCIPAL TERMS
Content knowledge: It is the knowledge that teachers have to teach in their subject such as maths, science, language and so on. It is composed of the concepts, theories, ideas, organizational frameworks, knowledge of evidence and proof, as well as practices and approaches in order to develop such knowledge. All in all, it is all curriculum areas set by the administration.
Pedagogical knowledge: It is the knowledge about processes, methodologies and psychological knowledge of teaching and learning. It is composed by aims and purposes. It defines how students learn and the accurate strategies depending on their development, cognitive or social skills in order to be applied in the classroom.
Technological knowledge: It is the information technology focused in work and everyday life either for teacher and student. It provides a spectrum of tools to improve knowledge and it offers a variety of ways to do each task in order to engage students with tech learning. This knowledge is always in movement and evolution so it is flexible and dynamic.
Information map: It is a method for showing information in a structured way. It was developed by Robert E.Horn at Harvard and Columbia Universities. It gives visual and immediate information based on the topic it contains. Besides, it shows the preferences of a specific concept in a structured manner in order to make the reader better unbeatable a given idea.
Speed learning: It is a method of learning in which students have to talk one to one in a short period of time about a topic of learning. This methodology it helpful to develop a faster way to solving problems and sharing ideas with others.
Diagram: It is a simplified drawing which represents a structure or describes something. It helps to see and develop the relation among different dimension and its relationships. Moreover, it is easy for explaining each part of a given concept and after trigger the result of their interaction as well as to go deeper into the concept's explanation.
Pedagogical knowledge: It is the knowledge about processes, methodologies and psychological knowledge of teaching and learning. It is composed by aims and purposes. It defines how students learn and the accurate strategies depending on their development, cognitive or social skills in order to be applied in the classroom.
Technological knowledge: It is the information technology focused in work and everyday life either for teacher and student. It provides a spectrum of tools to improve knowledge and it offers a variety of ways to do each task in order to engage students with tech learning. This knowledge is always in movement and evolution so it is flexible and dynamic.
Information map: It is a method for showing information in a structured way. It was developed by Robert E.Horn at Harvard and Columbia Universities. It gives visual and immediate information based on the topic it contains. Besides, it shows the preferences of a specific concept in a structured manner in order to make the reader better unbeatable a given idea.
Speed learning: It is a method of learning in which students have to talk one to one in a short period of time about a topic of learning. This methodology it helpful to develop a faster way to solving problems and sharing ideas with others.
Diagram: It is a simplified drawing which represents a structure or describes something. It helps to see and develop the relation among different dimension and its relationships. Moreover, it is easy for explaining each part of a given concept and after trigger the result of their interaction as well as to go deeper into the concept's explanation.
SELF EVALUATION
ENTIRE GROUP: 9. As a group we think that, although it wasn’t perfect, it was well done, and we did our best as a new group. We were happy with the results.
Josefa Vélez García: 9. I worked hard all the time, being worried about the development of the task, but I could have done it better. It was the first time and I did not know how it really worked. I played the role of Analyst and I think I did a good reflection of the task.
Jose Antonio Gómez Cortés: 9. It was the first task and I remember reading deeply the paper to understand everything perfectly. I was speaking to the mirror the entire evening before the presentation. I was the star for this activity and I found myself having to speak in English, which led to exhaustion after 8 sections of five minutes each. All in all, it was great taking into account that it was our first.
Eduardo Gálvez López: 8. It was the first task that we had to develop, so I felt a bit of insecurity because I was not completely sure about what I had to do exactly. “Journalist” was the role that I had. The mark I give is 8 because, although I think that I did a good work, I did it in the last day (I was travelling), so my work could have been better.
Fco. Ángel Guillamón Martínez: 7. I think I deserve a 7 is this task because as it was the first I did not know exactly what to do and I just participated helping creating the mind map for presenting TPACK, in addition I was assistant that week so I did not develop any specific role.
Eduardo Espinosa Celdrán: 8.I was the facilitator of FH on this week. As the first task I did not really know what I had to do as a boss. For that reason I tried to help everyone all the time and make things easy for all my mates, we worked very hard to have a good artifact. In addition I also helped the journalist by taking pictures on the presentation day.
Cristina Rodríguez Martínez: 7. I was the translator the first week. I read everything and participated but I couldn’t be in the presentation day because I had to work, and I didn’t feel very helpful in the elaboration of the artifact because Tuesday afternoon I couldn’t be present in the group meeting.
Pablo García Fernández: 7. I was the curator of this tasks. I didn’t know exactly how I had to do my task, so the first tree of references wasn’t very good, but i helped in everything I could. Even though the tree was not properly done I worked all the evening trying to do it in the best possible way, as I did with the references.
Anthony Carlson Rico: 8. I played the assistant role in this task, which we could say is a kind of “extra hands”. I had to help whoever needed helping. In the end, the artifact and the presentation were cool, and I think we all knew it had to be uphill from there.
Josefa Vélez García: 9. I worked hard all the time, being worried about the development of the task, but I could have done it better. It was the first time and I did not know how it really worked. I played the role of Analyst and I think I did a good reflection of the task.
Jose Antonio Gómez Cortés: 9. It was the first task and I remember reading deeply the paper to understand everything perfectly. I was speaking to the mirror the entire evening before the presentation. I was the star for this activity and I found myself having to speak in English, which led to exhaustion after 8 sections of five minutes each. All in all, it was great taking into account that it was our first.
Eduardo Gálvez López: 8. It was the first task that we had to develop, so I felt a bit of insecurity because I was not completely sure about what I had to do exactly. “Journalist” was the role that I had. The mark I give is 8 because, although I think that I did a good work, I did it in the last day (I was travelling), so my work could have been better.
Fco. Ángel Guillamón Martínez: 7. I think I deserve a 7 is this task because as it was the first I did not know exactly what to do and I just participated helping creating the mind map for presenting TPACK, in addition I was assistant that week so I did not develop any specific role.
Eduardo Espinosa Celdrán: 8.I was the facilitator of FH on this week. As the first task I did not really know what I had to do as a boss. For that reason I tried to help everyone all the time and make things easy for all my mates, we worked very hard to have a good artifact. In addition I also helped the journalist by taking pictures on the presentation day.
Cristina Rodríguez Martínez: 7. I was the translator the first week. I read everything and participated but I couldn’t be in the presentation day because I had to work, and I didn’t feel very helpful in the elaboration of the artifact because Tuesday afternoon I couldn’t be present in the group meeting.
Pablo García Fernández: 7. I was the curator of this tasks. I didn’t know exactly how I had to do my task, so the first tree of references wasn’t very good, but i helped in everything I could. Even though the tree was not properly done I worked all the evening trying to do it in the best possible way, as I did with the references.
Anthony Carlson Rico: 8. I played the assistant role in this task, which we could say is a kind of “extra hands”. I had to help whoever needed helping. In the end, the artifact and the presentation were cool, and I think we all knew it had to be uphill from there.
COMPETENCIES DEVELOPED
Competency 1. Analyzing the teaching practice and the conditional institutions that are surround it.
TPACK is a framework that allows teachers to include technologies in the classroom. We must understand how schools, classrooms, and the whole teaching process works before we can start changing it.
Competency 2. Participating in the definition of the educational project and general activity of the center according to criteria of quality management.
This task is related with this competence because in order to create a planification for preparing the classes it is necessary to know beforehand information related with TPACK, as it can be used as a base for the teacher when explaining.
Competency 3. Knowing the communication characteristics of audiovisual media , ICT in the teaching - learning process.
This activity has little representation here because it is focused on the theory of the teaching-learning process using new technologies, but not in the practice of knowing how a determinate “ICT thing” can be used in the aspect of communication.
Competency 4. Acquire the competences to carry out the design of multimedia and interactive means applied to the education of children aged 6 to 12.
This activity develops competence 4 as it shows us the way to introduce ICTs in the education efficiently, which is a framework or model: TPACK. We studied it and its interconnections deeply and then explored different mind map tools to represent it.
Competency 5. Promote the development of critical attitudes toward the mass media and the new screens of teaching-learning processes.
TPACK: In this task we could understand functions, limits and frameworks of the educational system, and we could reflect about the reality of them.
Competency 6. Foster habits for continuous formation into the teachers and attitudes of indagation and self-formation through ICTs.
We learnt how to promote our abilities with the interactions of the elements from this model of work, and how to use it in our classroom to display information and create communication.
Competency 8: Foster the cooperative work
This competence is related to the four tasks in the same way, because they all reward teamwork. Thanks to developing these tasks, and the others of the course, we learnt how to design, planificate and evaluate the learning process.
Competency 9: To know the political and legislative conditions of the educational activity.
To know models of improving the quality with applications to the school centers.
TPACK is a framework that allows teachers to include technologies in the classroom. We must understand how schools, classrooms, and the whole teaching process works before we can start changing it.
Competency 2. Participating in the definition of the educational project and general activity of the center according to criteria of quality management.
This task is related with this competence because in order to create a planification for preparing the classes it is necessary to know beforehand information related with TPACK, as it can be used as a base for the teacher when explaining.
Competency 3. Knowing the communication characteristics of audiovisual media , ICT in the teaching - learning process.
This activity has little representation here because it is focused on the theory of the teaching-learning process using new technologies, but not in the practice of knowing how a determinate “ICT thing” can be used in the aspect of communication.
Competency 4. Acquire the competences to carry out the design of multimedia and interactive means applied to the education of children aged 6 to 12.
This activity develops competence 4 as it shows us the way to introduce ICTs in the education efficiently, which is a framework or model: TPACK. We studied it and its interconnections deeply and then explored different mind map tools to represent it.
Competency 5. Promote the development of critical attitudes toward the mass media and the new screens of teaching-learning processes.
TPACK: In this task we could understand functions, limits and frameworks of the educational system, and we could reflect about the reality of them.
Competency 6. Foster habits for continuous formation into the teachers and attitudes of indagation and self-formation through ICTs.
We learnt how to promote our abilities with the interactions of the elements from this model of work, and how to use it in our classroom to display information and create communication.
Competency 8: Foster the cooperative work
This competence is related to the four tasks in the same way, because they all reward teamwork. Thanks to developing these tasks, and the others of the course, we learnt how to design, planificate and evaluate the learning process.
Competency 9: To know the political and legislative conditions of the educational activity.
To know models of improving the quality with applications to the school centers.