Week 2

Digital Pedagogies & Learning Frameworks

Pedagogy: The art of teaching – the interaction between a teacher and a learner.

TPACK

Technological Pedagogical and Content Knowledge Framework

This framework was first adapted from the Pedagogical Content Knowledge framework proposed by Shulman; however a new dimension of technology was incorporated in order to accommodate for modern day changes in education. The TPACK framework is based upon the notion that merely introducing new technologies into the classroom is not enough. Teachers need to know how to incorporate and effectively utilise these technologies to enhance learning. TPACK provides a theoretical framework about the relationship between technology and teaching and how this can transform teaching practices.

Historically, knowledge bases of the classroom teacher have formed the focus of content knowledge while recently the focus has shifted to pedagogy and now to technology. The TPACK model provides a carefully considered interweaving of all these concepts, it represents a mutual blending of the different aspects. Rather than viewing these concepts individually, the model provides a holistic approach.

DEFINITIONS

Content Knowledge: Knowledge about the subject matter

Pedagogical Knowledge: Knowledge about the processes and practices or methods of teaching and learning

Pedagogical Content Knowledge: Knowledge of how elements of the content can be arranged for more effective teaching

Technology Knowledge: Knowledge about standard and advanced technologies, not just knowledge regarding current technologies rather the ability to adapt to changes

Technological Pedagogical Knowledge: Knowledge of the existence, components and capabilities of various technologies as they are used in teaching and learning – how teaching may change as a result of using particular technologies

Technological Pedagogical Content Knowledge: the basis of good teaching - technology, understanding of representation of concepts, pedagogical techniques, knowledge of prior leaning and experiences and knowledge of how technologies can be used to build on existing knowledge and skills.

Mobile Phones: Use in the Classroom

I feel that mobile phone use in the classroom could go either way (positive or negative). I understand the undeniable benefits that could be seen with regards to connectivity and collaborative learning, however on the other hand this form of technology has the potential to be more of a hindrance than a help.  

As students of the 21^st century are becoming more and more disengaged with traditional teaching methods it becomes imperative that new and challenging ways of learning new skills and knowledge are designed. Digital natives want to be able to learn in a connected and collaborative way, a way in which they have access to up-to-date and relevant information. Mobile phones when used as a learning tool offer this opportunity. Mobile phones allow these students to learn in a way that is aligned with their preferred learning styles, in other words they are learning in a way in which they see to be beneficial and familiar. I believe that this alignment between how students want to learn and the curriculum has the potential to offer huge benefits when it comes to learning and retaining new knowledge and skills.  

In contrast, if mobile phone use was introduced into the classroom setting in an unstructured and uncontrolled manner, I think that this could have a detrimental effect on learners’ ability to stay focused and on task. I feel that how mobile phone use is structured and how it is used within the classroom will be a huge contributing factor to whether it is a positive or negative change in the classroom.