Techno pedagogic content knowledge is affecting pedagogical spheres to a larger extent. Can science methodologies be effectively transacted using TPCK?
Keeping technology as a separate knowledge set causes problems, but when we understand the framework of TPACK, we can integrate technology into the content and pedagogy of our classrooms. The integration will help our students learn more effectively. Mishra and Koehler suggest that TPACK should guide curriculum development and teacher education. To apply TPACK to our classrooms now, Judith B. Harris and Mark J. Hofer worked with colleagues from universities around the United States to create Activity Types. Their article, “‘Grounded’ Technology Integration: Instructional Planning Using Curriculum-Based Activity Type Taxonomies,” explains how TPACK should change the way we plan our daily lessons. They describe a planning process where we first choose the learning outcomes that we will be working on that day or during that class session. The learning outcomes are the content. The second step they propose is choosing an activity type. The activity type is the pedagogy or how are the students going to learn the content. Finally, we can choose technologies that will support the activity type and aid the students in learning.
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From my experience, TPACK is effective in teaching science or many other topics. The content knowledge is where to start, move to pedagogy (activities), then select the technology to support the learning. Thank you.
TPACK framework is a new tool introduced in Bhutanese education system, however the tool had gain popularity within a short span of time because the principle of TPACK framework is to properly integrate the technology (educational ICT) with teaching strategies(pedagogy) to teach th subject matters (content).
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