Thinking Critically about Classroom Technologies using

the TPCK Framework

Margaret G. Grotti – University of Delaware / Karen Sobel – University of Colorado Denver

TPCK: What is it and Why should Librarians Care?• Technical Pedagogical Content Knowledge (TPCK) is a theoretical framework that explores the complex interaction among three

bodies of knowledge: content, pedagogy, and technology. • Developed and promoted by the American Association of Colleges for Teacher Education• The main objective of TPCK: to help instructors select and integrate technologies into their teaching. The framework can be adapted

to individual teachers’ strengths’ and groups’ instructional needs. • TPCK focuses on empowering teachers to design their own lessons and other curricula. Rather than respond to top-down pressure

to adopt a hot new technology, librarians can use this model to carefully consider the unique affordances and constraints of each technology.

Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017-1054.

Looking outside of libraries… Who already uses TPCK? (examples from the Handbook of TPCK for Educators)• Teacher educators have integrated it into training for new K-12 teachers.• Experienced instructors are being taught to use it to guide improvisation in the classroom.• Math educators use it to guide selection of software, graphing calculators, and math lab equipment.• Visual arts educators use it for selecting interactive online collections of art. They also use it to incorporate technologies for

creating graphic and web-based art.

-TPCK In Action-

Content Knowledge:• Discuss ‘balanced’ research

topics that are neither too broad nor too narrow.

• Discuss database constraints

Pedagogical Knowledge:• Active learning increases retention and

confidence.• Examining their classmates’ authentic

research topics will increase students’ motivation to share ideas.

• Turning this into a self-directed activity will lessen the amount of time spent discussing topics with individuals.

Technology Knowledge:• Need to know PollEverywhere’s

functions and constraints backwards and forwards!

-TPCK-• Students enter their topics into PollEverywhere before class. Class examines the research topics. • Students discuss a topic that seems overly broad and suggest ways to narrow it for successful searching. • Students discuss one topic that seems overly narrow and suggest ways that it could be broken down into

separate searches or otherwise broadened. • Instructor provides guidance throughout and assesses the class’s ability to grasp the core concept.

Content Knowledge:• Be thoroughly versed in the

resources the students will use. • Consider which databases that will

be appropriate for this level of reader.

Technology Knowledge:• Before class, identify features to focus on.• Make sure that the computers are configured appropriately.• Consider additional basic tech skills students will need (e.g. how to open a new browser window).

Pedagogical Knowledge:• Become confident teaching both the

content of this lesson (search strategies in Academic OneFile) and the technology (Google Docs)

• Develop a strong lesson plan that clearly links the content and the technology.

-TPCK-The first 15 minutes of class is spent teaching students to use Google Docs. Later, when students are performing research with Academic OneFile, I ask students to create a Google Doc detailing their search strategies. I use this document to review their search strategies and provide suggestions before the next class. After the assignment, the regular class instructor polls them about whether Google Docs and my feedback assisted in their learning.

Pedagogical Knowledge:While different kinds of compre-

hension checks can be used, clickers limit the available types of class interaction. Because of the time constraints of a 50-minute class, librarians using clickers would be unable to address other learning styles. The benefits of this technology do not apply well to a one-shot session in which librarians do not grade student participation or keep attendance.

Technology Knowledge:• 14 reference librarians need to learn to use this technology smoothly.• Clickers will need to be set up in the

classroom before each class.• Students will need to be taught how to use

clickers.

Content Knowledge:• Creating clicker-based activities to

monitor comprehension in the classroom throughout a given library instruction session.

-TPCK-The areas of TPCK are not in harmony in this scenario. While the technology is attractive, it does not fit the pedagogical approach that we have adopted, and its affordances do not apply well to our scenario.

Content Knowledge:• Searching in a catalog• Navigating a catalog• Reading a call number

Pedagogical Knowledge:• Increasing retention and

confidence w/an activity• Connecting new skills to previous

library experiences• Clarifying any points of

misunderstanding

Technology Knowledge:• General fluency with information

technology• Knowing basic constraints of using iPads

-TPCK-• Visual aids available via the online guide made the process easier to break down and learn, despite language barriers

experienced in class.• Activity increased engagement; allowed students to work together and coach one another, technology kept the groups

together, as they had to share the iPad between them.• Students reported high levels of confidence after having found an item in their group. • Students were interested in exploring the technology! Had to work harder to keep the class moving forward.

Using TPCK in Your LibraryNow that you’ve seen how TPCK can support the process of selecting instructional technologies, think about how you might adapt it to streamline your own work.

Try developing a series of questions that you can ask yourself each time you evaluate a technology for potential use in the classroom. Your questions can follow the three major components of TPCK, then zoom in on TPCK itself.

Define your goal for a given scenario.

Technology Knowledge: Ask yourself what types of technological knowledge/skills you will need for a given scenario.

Content Knowledge: Ask yourself what subject-specific information you will need to know to teach the class.

Pedagogical Knowledge: Ask yourself what and how you will have to teach the students. Think broadly.

TPCK: Put it all together. Ask yourself whether it is reasonable and worthwhile for you to put all of this together in the classroom In what ways will the technology open new possibilities for your lesson? In what ways will the technology constrain your ability to cover your content or teach in a pedagogically sound manner?

Use TPCK to support your choices. When you want to discuss your decisions with your colleagues or request support for new technologies, TPCK can serve as a framework for discussion.

Learn MoreHandbook of Technological Pedagogical Content Knowledge (TPCK) for Educators. Ed. AACTE Committee on Innovation and Technology. New York: Routledge, 2008.• A fairly comprehensive guide to using TPCK, with examples from many fields in education

Search education databases such as ERIC or Education Full Text for recent examples of TPCK in action.

Koehler, Dr. Matthew J. TPACK – Technological Pedagogical And Content Knowledge. 25 May 2012. <http://www.tpck.org/>. • Visit the TPCK community to learn about TPCK in great detail.• Learn what TPCK users are experimenting with at the moment.