How can we stimulate teachers to integrate (not just use!) technology in education?

This morning I had a meeting for volleyball practice (I give volleyball training) and there was also a teacher (primary school) present. If you have read my blogs well, then you know that I am a teacher also. And what often happens when there are two teachers sitting together: we talked about education. The woman with whom I talked has a lot of experience in education. She told me that there are many things that a teacher must do according to other people, such as people from the government. Sometimes she feels that there is not much time left where it is all about: teaching and helping children. I think she is not the only teacher who feels this way. What I try to say is that teachers are not always glad with innovations or meetings in which something new is explained. This also applies to integrate technology in education.

This blog goes about the integration of technology in education. How can we stimulate teachers?

Before teachers start using TPACK, it must be very clear what TPACK is and what the advantages of TPACK are. So, the first step is that teachers become aware of TPACK. It is very important that the instructor who explains TPACK is a teacher himself or at least he must have some experience in teaching. Otherwise the teachers will think: ‘How can he tell us how to teach, he is not even a teacher!’ Another important thing is that the instructor knows the context, so he can give an explanation more specific.

An important aspect of integration technology in education is ongoing learning and support for teachers. This means that there is not only support before the integration, but also during the integration, so teachers are not thrown in at the deep end. After a first meeting in which is told to integrate technology in their teaching, their should be follow-up meetings. Or there must be a possibility to ask an expert questions, for example by the use of an electronic learning environment. Penuel et al (2007) ass that when professional development is stretched across longer periods of time, it is more likely for the learning to align with teacher practice and thus be better transferrable.

It is important that the integration takes place in a supportive organizational context. The teachers should get support from the school, but the school should get support from the government. For example extra money or extra staff.

Another aspect that also something has to do with support is the schoolculture. The schoolculture must support the integration of technology in education. That means that the staff must have a shared vision. It is important that the teachers also may give their opinion about the vision. It is undesirable that teachers are not motivated. To prevent this, the teachers must be involved in the development of the vision. Within a good schoolculture the school leader set an example to the teachers. The school leader must show that he support the integration of technology and that he works hard to finish the integration successfully.

When you want to integrate technology in education, it is important that you start with that on the teacher training college (PABO). When those students finished their study and become a colleague on a school, they can help or motivate their colleagues. But it is also nice for those students that they already know a lot about technologies and how to integrate that in their teaching. When you start as a teacher, a lot of things are new for you and you must consider many things. It is nice that you, as a beginning teacher, do not have to learn how to use technology.

 R

Reference:

Penuel, W.R., Fishman, B.J., Yamaguchi, R. & Gallagher, L.P. (2007). What makes professional development effective? Strategies that foster curriculum implementation. American Educational Research Journal, 44, 4, 921-958.

Working with TPACK

Before I started with the course ‘pedagogies for flexible learning supported by technology’ I have never heard of TPACK. Now I dream about it....

Working with TPACK offers me some new insights. First, not only the digital technologies belong to technology, also the chalkboard or a timeline belongs to that term. Second, within those digital technologies there are a lot of technologies that you can use for education, such as GPS or the iPad. The digital technologies that arose in my mind are the computer and the interactive whiteboard. But I found out that there are more technologies that you can use in education. Third, that you can design a lesson based on different angles: the content, the pedagogical approach or the technology. I was used to design my lessons based on the content. When there is a chance, I certainly will design a lesson based on a different angle. Fourth, TPACK makes me aware of my own teaching with technology. Sometimes I showed the children a movie and then I thought: ‘Yes, I did use technology!’ And of course, I did use technology, but I did not really integrate technology in the content and the pedagogical approach. And last but not least, I think most difficult is to design a lesson based on the technological aspect. Maybe a computer or an interactive whiteboard is not that difficult for me, but sometimes you must figure out something new and I do not see myself give lessons with an iPad. But maybe that will come...

Am I an educational designer?

I do not have to write a whole blog before I can answer this question. My answer is: no.

But during this course I have gained some experience in designing a professional development program and I am very happy with that! This blog goes about that design. I will not share with you our final result, because I do not think that you will read the whole report. But I will describe some parts of the process and my own thoughts about our design.

For our final assignment we had to design something. There were two options: to design a lesson based on TPACK or to design a professional development program for teachers based on TPACK. My first thought was: ‘I want to design a lesson’, because with that I am familiar. Unfortunately, my teammembers prefer the other option J. But after we have finished this assignment, I am glad that I choose (together with my group) to design a professional development program based on TPACK. At the teacher training college I have gained enough experience in designing lessons (except the TPACK-part). To design a professional development program was totally new for me. And a bonus was, that by designing a professional development program, I could develop myself more professionally...

To clearify the assignment: we had to design a professional development program/course for teachers of a primary school in which they will learn TPACK and how to work with that.

First we brainstormed. In my group there were two teachers and one student who has followed the bachelor on the University of Twente. This means that sometimes the opinions were divided, but at the end it seems very useful to have different prior knowledge. The bacholor-student came up with a theoretical framework (which was very nice and useful) and has a lot of ideas. But sometimes we (the teachers) thought that it was not attainable. We know that teachers are not happy with all those innovations including the meetings. And they do not have much time. So we combined our ideas and knowledge.

After the brainstormsession we divided the work and individually we did our part. But we planned also some groupsessions to consult with each other and to prevent that there was inconsistency in our design.

The overall goal of our professional development program was: let teachers learn how to integrate technology into the classroom practice by developing and using TPACK.

This overall goal overlaps more specific goals:

1. For teachers to gain knowledge and skills about how to develop and use TPACK

2. To improve teachers’ technology-use in classroom teaching practice

3. To increase the student outcomes because of changed classroom practice

The most difficult part for me was the motivational aspect. How to motivate and support teachers to use TPACK? On one hand, you do not want to use much valuable time from the teacher, but on the other hand, you want to give them support. Also some researchers (see my blog about how to integrate technology in education) state that it is important that professional development is stretched across longer periods of time. And because it is better that it takes more time with good results instead of less time but no results, we choose for a design in which the teachers join a meeting each month. In the begin maybe a meeting lasts longer than at the end of the year.

To create a teacher design team, we hope that the teachers motivate each other. Maybe a teacher shows a good practice and then his colleague will use that ideas.

The added value of TPACK

During this course, I have posted several items on this weblog. There were some posts about flexbility and some posts about pedagogy. And the post below this post is about TPACK. But what is the added value of TPACK? And are there also some weak points?

During the first lecture from the course ‘Pedagogies for flexible learning supported by technology’ we talked about flexibility. About flexibility I have learned that there are many different kinds of flexibility, such as flexibility related to the content or flexibility related to time. Maybe a student may choose what he wants to learn or when to hand in the assignment. Now let’s combine flexibility with the TPACK-model. Is the TPACK-model flexible and can this model support flexibility? To anwer the first question, yes I think the TPACK-model is flexible. There is no one right way to use the model. The teacher can choose if he wants to start with the content, the pedagogies or the technology. Also the teacher may choose which kind of technology he will use, which pedagogical approach and which content is learned, as long as it fits together. That means that every teacher, no matter what subject he teaches, can use the TPACK-model. The TPACK-model is also very flexible related to time. The model can be used to create one lesson, but also for a whole course. One thing that is very important when you talk about flexibility and TPACK is the context. The teacher should always consider the audience and the situation. Not every pedagogical approach is appropriate for each student and not every school has enough computers to use computer-based learning as a pedagogical approach. So it is not only flexibility... In the model the context is represented by the blue circle.

Also on the second question I think the anwer is yes. The TPACK-model can support flexibility. When the teacher becomes familiar with the TPACK-model, perhaps he become more flexible in the way he teaches. For example, the teacher can use Blackboard on a different way, not only for posting slides or articles, but also as a communication tool by using a discussion board. On this way he integrate technological knowledge (Blackboard) with content knowledge (the course) and pedagogical knowledge (discussion board).

Then I described different kinds of pedagogical approaches and how we can support those by the use of technology. Again, when a teacher is familiar with the TPACK-model maybe he can think of new or other pedagogical approaches, for example a inquiry learning environment on the computer. On this way TPACK ensures an effective learning environment.

So far I have described the added value of TPACK. And probably I can give more positive points about TPACK, but what about the weak points of TPACK? I think the TPACK-model is more appropriate for secundary school than for primary education. The content knowledge is an important aspect of TPACK. At a secundary school the teachers are more specialized in their subject matter than teachers of a primary school. They have more general knowledge. So, I can imagine that it is more difficult for teachers of a primary school. Also it still seems very difficult to integrate technology in lessons for young children, because they can not use technology, such as a camera or computer, on their own. Then you must ask parents for help.

I think it is very important that TPACK becomes a part of the curriculum of teacher training college, so that new teachers can use it from the beginning and maybe other teachers will be enthousiastic if they see what the advantages are.

Another doubtful point is to convince teachers to use this model, especially the older teachers. Through their experience, they think that they do everything very well and they will not change their teaching. It is very important that those people see the usefulness of the model, and that can be a hard thing.

But I like to conclude with something positive. I like TPACK because you can use it as a framework. You can use it as a reflection for your lesson but you can also create a lesson based on the model. The model does not tell you what you MUST do, but it SUPPORTS you as a teacher.  

TPACK????

Before I started with the study Educational Science and Technology, I had never heard from the TPACK-model. And maybe this is not very strange, because there are many other people who have never heard of the TPACK-model. But I am a teacher...

So before I give an explanation of the TPACK-model, I will share my experience with technology in the class. After that, I will try to explain what TPACK is. And for those people who are curious, in a next post on my weblog I will describe the added value of TPACK and maybe some negative points.

My own experience

Last year, I was a teacher at a primary school and I gave lessons to children from 5 and 6 years. I did use technology, such as the computer, a radio and a normal black board. Unfortunately I had no interactive whiteboard in my classroom, but as I said, I did use technology so I was very glad with that. During the course ‘Pedagogies for flexible learning supported by technology’ I figured out that I did not use technology on a effective way. I did not integrate technology in my lessons, but I used it when the children worked independently. So some children were sitting at the computer and worked with a program for mathematics and language. Other children were sitting in the ‘listen corner’. They played a game and got the instructions for this game by listening to the radio. And there were children who wrote words on the black board. But I did not integrate technology in my teaching. The only technology I integrated in my teaching was the black board. I used it to write words on it. And to be honest, even after following this course, I find it still difficult to really integrate technology in my teaching, especially when teaching young children. Of course, as a teacher you can use the interactive whiteboard that shows a digital picture book, and the teacher can ask questions about the content of that book. But this is a very simple form of integrating technology into your teaching.

What is TPACK?

I think when you ask people to give a definition of a good teacher, many people will answer that a good teacher must have knowledge of the subject he teaches. It is important that a teacher has enough knowledge about the content, the so-called content knowledge. Probably there are also people who say that a good teacher can transfer the knowledge on a right way to the students. That means that the teacher must know how a student think and learn. Based on that, he can choose which pedagogical approach will be used, for example collaborative learning, problem-based learning, traditional learning etc. (see my post ‘The art and science of teaching’). The so-called pedagogical knowledge. But I suppose that there are few people who say that a good teacher must have knowledge about technology. At least, it is not my first thought when I think of the definition of a good teacher. But the development of technology ensures that the knowledge and skills about technology becomes more important. So, it is important that a teacher has skills and knowledge about how to use technology. The so-called technology knowledge.

So, as you can read, I have described three types of knowledge. These three types of knowledge come together in the TPACK-model. And maybe you already noticed it, but TPACK is an abbrevation of Technological, Pedagogical and Content Knowledge. Mishra and Koehler (2009) are the founders of the TPACK model, which is presented below.

(Source: http://www.tpack.org)

                     (I see that the model is not represented. If you click on the link the model will appear.)

A very important thing to notice are the areas that overlap eachother. Effective teaching depends on the integration of these three types of knowledge. When you integrate these three, there arise three new types of knowledge:

-         TPK (Technological Pedagogical Knowledge): How the pedagogical approach changes because of the use of technology or how the technology support the pedagogical approach. I think the example I mentioned before about using the interactive whiteboard to show a picture book belongs to this knowledge. The technology changes the normal pedagogical approach, that the teacher reads the book en the children are sitting in a circle and listen.

-         TCK (Technological Content Knowledge): How the content changes because of the use of technology, or how technology can support the content. By using the interactive whiteboard the teacher can easily show movies or pictures about any content. The technology changes the content. Without an interactive whiteboard there are not that many or different movies the teacher can show.

-         PCK (Pedagogical Content Knowledge): How particular aspects of the content are organized, adapted and represented for instruction. Sometimes it is better to use traditional learning as the pedagogical approach, because you teach something that is totally new for everyone. Another time the teacher chooses another pedagogical approach that best suits to that content.

Now I am at the point, where it is all about: TPACK. It is in the centre of the model, where all the different types of knowledge come together. A teacher shows TPACK when there is interaction among content, pedagogy and technology knowledge. It is a challenge to integrate these three types of knowledge. It is possible for a teacher to start with the content, and based on that content the teacher chooses a pedagogical approach and the technology. I think this is the most common way. But of course it is also possible to start with a pedagogical approach or with a specific technology. A very simple and short example in which TPACK is used: on a secundary school the students must make a powerpoint presentation (technology) about a part of the human body (content). They must do that in groups, which means collaborative learning (pedagogy).

Reference:

Koehler, M. J., & Mishra, P. (2009). What is technological pedagogical content knowledge? Contemporary Issues in Technology and Teacher Education, 9(1), 60-70.

'Jeugdkrakercompetitie'

The national ‘Jeugdkrakercompetitie’ is a competition on internet for children from the highest group of the primary school. This competition is played annually. By answering the questions, the children learn more about the possibilities from internet. I think there are different pedagogical approaches. The children must work together, so there is collaborative learning. And they have to find an answer on the question that is presented. There are different ways to find the right solution, so the children construct their own knowledge. I think this is inquiry learning.

Last year I worked on a school where they participate in this competition. The children were very enthousiastic. The children play against children from other primary schools, that makes it very exciting.

I think this is a good example of collaborative learning. If the children want a place in the final, they really have to work together, otherwise they will not beat the other schools.

http://njkc.geevers.com/

(Unfortunately, this site is only for Dutch students. Sorry!)

‘The art and science of teaching’

The title of this blog refers to the term ‘pedagogy’. Pedagogy is the art and science of how something is taught and how students learn it. Pedagogy includes how the teaching occurs, the approach to teaching and learning, the way the content is delivered and what the students learn as a result of the process. In this blog I summarize 5 pedagogical approaches. Because technology influences and changes the pedagogical approaches, I describe how each pedagogical approach can be supported in an environment such as Blackboard. In the conclusion I review the different approaches.

Collaborative learning

Collaborative learning is an educational approach to teaching and learning that involves groups of students working together to solve a problem, complete a task, or create a product. According to Gerlach (1994) ‘collaborative learning is based on the idea that learning is a naturally social act in which the participants talk among themselves’.

Instead of meeting eachother in real life, the students can ‘meet’ eachother on blackboard. They can use a forum for exchange of solutions or ideas. The use of blackboard makes the learning flexibel, because it is not necessary that the students are present at the same time.

Inquiry learning

Inquiry learning is ‘open learning’. Open learning is when there is no prescribed target that students have to achieve. A teacher present a question and students search for information to answer the question. Because there is no one path the students can follow to find the solution, students have ownership of their learning.

Just like collaborative learning, the students can use a forum to exhange their ideas. A workplace on the blackboard would be useful. The students can leave their findings here.

Problem-based learning

Actually, the term ‘problem-based learning’ is very clear. The students start with a problem. An important key is that the problem should be meaningful for them. Students can collaborate to find the solution. Normally, there are many different ways to find the solution, so the students construct their own knowledge and skills. The problem is approached from different points of view, so it adds to different subjects. The teacher is more a guide than a leader.

Blackboard can be used as a medium to ‘talk’ with eachother, for example by using a forum. Also the teacher can use blackboard to describe the problem.

Traditional learning

When I think of traditional learning, I see a class of 30 students who sit in rows of 2. The teacher gives the instruction, and the students are quiet and listen. All students in a classroom are taught the same material. The knowledge is tested by written assignments. There is little or no attention to social development.

By the use of blackboard, the pedagogical approach traditional learning can change a bit. Instead of using only textbooks, the teacher can decide to put some articles on the blackboard which the students have to read.

Workplace learning

Workplace learning is learning at a real workenvironment. It means that students also learn on a workplace and not just on the educational institute like a University. An example of workplace learning is an internship.

By using Blackboard, the student and the teacher can communicate with eachother. The student can hand in assignments on blackboard and the teacher can give feedback on that assignment. It would be nice if the facilitator, who guides the student at the workfloor, has also the possibility to use blackboard. Then he can read the assignments and feedback as well. The facilitator can use the feedback for his guidance of the student.

When I look at these 5 approaches, the role of the teacher in traditional learning is different compared by the other 4 approaches. A teacher who gives a traditional lesson is a leader, while in the other 4 approaches, he is more a guide or mentor. He coaches the students.

I have no preference for one of these approaches, but I like workplace learning. When I speak for myself and look at my previous study, I have learned most during my internship, so it was very useful for me. I think it is nice that a teacher combines different approaches. Sometimes traditional learning can be handy, for example if you want to teach something that is new for everyone. But this approach is maybe not very attractive for the students, so there must be variation.

Reference:

Gerlach, J.M. (1994). Is this collaboration? New Directions for Teaching and Learning No. 59.