TPACK FRAMEWORK IN CLASS
Overview
a weak knowledge about the TPACK model can be evidenced in English teachers due to the little use of the digital tools they have. However, it can be assumed that the integration of technologies into the educational process in a model-based way is in progress. In this way, the TPACK model is undoubtedly a theme to promote in the Institution, due to its transformative and integrative nature of knowledge. It can be implemented to the methodologies and teaching strategies according to the Curricular guidelines established in the English curriculum of the Ministry of Education. Consequently, the TPACK model as a practice in the classroom takes on important nuances that need to be investigated in order to establish the relationship between the TPACK model and teaching in the context of English as a subject.
TPACK
TECHNOLOGY, PEDAGOGY AND CONTENT KNOWLEDGE
A few years ago a model called TPCK appeared, difficult to pronounce, to which it was decided to add an A, so that it became TPACK (in English: Technology, Pedagogy And Content Knowledge), which is an extension of the expression Pedagogical Content Knowledge de Shulman (1986) (PCK). This author appreciated that the teacher's knowledge of the scientific field or specialty subject and his pedagogical knowledge were, or could be, separated and should be united. Thus, content knowledge refers to WHAT to teach and pedagogical knowledge to HOW to do it. Thus the expression: "pedagogical knowledge of the content" is different from the pedagogical knowledge about how to teach in general, while it is different from the knowledge of a finished area, of being an expert in a certain content, which does not ensure that it is known how to teach it. The expression tries to combine, or better to intersect, both dimensions, thus becoming a:
Practical knowledge on how to teach what
is supposed to be taught in a given area
The core of the TPACK is made up of three forms of primary knowledge. Technology (TK), Pedagogy (PK) and Content (CK). These three forms of knowledge, or better, these three sectoral knowledge, are interrelated giving rise to specific knowledge as I explain below, following the guide itself that is given on the TPACK website.
“An effective integration of technology with pedagogy, around a specific subject, requires the development of a certain sensitivity towards the dynamic, transactional relationship between these components of knowledge located in specific contexts. Individual teachers, course, school-specific factors, demographics, culture, and other factors ensure that each situation is unique, and there is a unique combination of content, technology, and pedagogy that each teacher will apply, in each course, to according to his vision of teaching ”.
A translation of the model with the addition of very interesting contextual and process elements is the one made by the flipped classroom and which I reproduce below.
The three primary elements and their intersections two by two, plus the intersection of the three elements give rise to seven dimensions that, briefly, I point out adapting the description of Koehler and Mishra, (2009), not without first adding that the ideal situation, trend It would be that the three rings totally overlap, something that, as it is understood, will not happen easily.
I recommend reading this article by Punya Mishra and Matthew J. Koehler.
If you want to see an author who has worked a lot on this model, Judi Harris, you can watch the video that I include here