TPACK and Literacy Learning

In Harris & Hofer (2009) we are made to understand that "technological pedagogical content knowledge" (TPACK) is an umbrella term which refers to the combination of teachers' knowledge of technologies, pedagogies and curriculum content. It is this knowledge that forms the basis of content-based technology integration. The article further points out that TPACK in educational practice is complex. From my perspective, it may be especially daunting for educators who are "techno challenged". We can take comfort in the fact that this professional knowledge can be developed over a period of time and that this ICT course is launching us into this area of professional development.

If we are committed to our students' literacy development within the context of twenty-first century requirements, we must be prepared to learn about the technologies that are available, and how to use them to help our charges to learn. We must also be wary of being "technocentric" (Papert, 1987), where there is too much emphasis on the technologies utilized and insufficient focus on their effectiveness on students' learning. Uppermost in our minds should be that the technologies are merely a means to an end and not an end in themselves. Extremely useful in this consideration are the technology-enhanced learning activity types that the article outlines in tabular form. Although these activity types are specific to social studies, they illustrate quite clearly that this approach can be employed to enhance learning outcomes in any content area. We must note though, that for this approach to be successful, there must be precise and detailed planning and preparation. Let's meet this challenge head-on.

Reference

Harris, J., & Hofer, M. (2009). Instructional planning activity types as vehicles for curriculum-based TPACK development. In C.D. Maddux, (Ed). Research highlights in technology and teacher education 2009 (pp. 99-108). Chesapeake, VA: SITE.