If Students could Benefit from the Technical, Pedagogical and Content Knowledge of TPACK!
In the Profweb column Is information technology at the leading edge of teaching practice?, published on Sept. 23, 2013, I presented a framework for the reflective practice of teachers called TPACK. The publication of the 2014 version of the ICT Exit Profile, enthusiasm for Universal Design for Learning and the activities of the PERFORMA Committee on didactic questioning led me to propose a representation of a TPACK for students.
A Diagram of the TPACK Framework AS Applied to the Student
TPACK Framework as Applied to the Student.
Animated Powerpoint of the TPACK Framework as Applied to the Student.
The Components of the TPACK Framework Applied to the Student
- Technical Knowledge (TK)
- ICT Exit Profile for college students describes the technological skills that students must master at the end of their training program:
- RESEARCH INFORMATION
- Planning a Research Strategy
- Carrying Out the Research
- Assessing the Quality of Retained Information
- Organizing Retained Documents
- PROCESSING INFORMATION
- Identifying Relevant Information
- Analyzing information
- Visually Representing Information
- PRESENTING INFORMATION
- Planning a Presentation
- Creating a Presentation
- Editing Information
- Transmitting Information
- NETWORKING
- Distance communication
- Content Sharing
- Network collaboration
- USING ITC EFFICENTLY AND RESPONSABLY
- Manage the work environment
- Learn independently
- Ensure security of digital information
- Act ethically
- Pedagogical Knowledge (PK) is the learning strategies used by the student. We are proposing a number of alternatives, opening the debate on their relevance and their effectiveness:
- Memorization
- Visualization
- Teamwork
- Concept mapping
- Mathematical operations
- Time management
- Symbolization
- Laboratory reports
- Content Knowledge (CK) is items specific to the training program:
- Skill sets and achievement targets
- Affective, cognitive and psychomotor objectives
- Performance criteria and skill evaluation
- Specific issues, pass rates, content pitfalls and adapted services
- RESEARCH INFORMATION
- ICT Exit Profile for college students describes the technological skills that students must master at the end of their training program:
Dynamics
To ensure meaningful learning, the student should be exposed to learning activities (PK), which present the elements specific to the training program (CK) and the framework of the ICT Profile guaranteeing mastery of the skills required for effective use of technology (TK).
Is this a concrete framework? No, it is merely a tool for reflection on professional practice, a questioning to propose meaningful scenarios.
Here is an example. Suppose that the point of intersection of the variables on the various schematic components is found at:
| Meeting point (T – P – C) | Scenario Idea |
|---|---|
| Processing information-visualization – Competency Statements and achievement contexts | Have you considered asking students to conduct interviews with graduates practicing in their target profession? |
| Information research – time management special issues, success rates – adapted services and content pitfalls | Have you thought about using the principles of Universal Design for Learning to make your course available outside of the classroom with applications supporting self-evaluation? |
| Information Processing – concept mapping- performance criteria and skill evaluation | Have you thought about asking your students to demonstrate mastery of the skill set e using a concept mapping tool such as Cmap Tools? Reference documents, links and especially meaningful connections can be used in a learning progress diary. |
| Information presentation – laboratory reports and affective – cognitive and psychomotor objectives | Have you thought about presenting instructions to students for writing lab reports, so they systematically cover all three types of goals? Ex. Require they cover what they learned as knowledge related skills to develop, but also address their involvement in teamwork during the experience and progress in terms of execution time, thinking about what they would change next time. |
Are you looking to create an original scenario that suits your situation? It won’t just happen. Collaborate with fellow teachers. Better yet, explain the principle to your students and ask them to provide activities that meet your needs.
Do the analysis of your teaching practices and the acquisition of different learning strategies that you can adjust according to your educational background interest you? See your PERFORMA local representative. In collaboration with the IT Rep at your college, your local PERFORMA representative can assist you in a process of development that matches your field of interest.
