Teachers’ Technological Pedagogical Content Knowledge and Learning Activity Types: Curriculum-based Technology Integration Reframed by Harris, Mishra, and Koehler (2009) presents the combination of pedagogical knowledge, technological knowledge, and content knowledge into one form of knowledge, referred to as TPACK that allows for teachers to successfully incorporate all three concepts for a more well-rounded approach to teaching. I appreciate this article because it does not claim to have an entirely new idea, rather it is a combination of concepts that educators already understand and use. Harris, Mishra, and Koehler (2009, p. 401) understand that “there is no single technological solution that will function equally well for every teacher, every course, or every pedagogical approach.” They do not claim to have a whole new “professional development model” (Harris, Mishra & Koehler, 2009, p. 402-03). Instead, they describe TPACK as “a framework for teacher knowledge” (Harris, Mishra & Koehler, 2009, p. 403). A knowledge-base like TPACK trains teachers to create lessons that still meet the standards and goals for a content area, but does so using “activity types,” which are “new (or revised) technologically enhanced activity structures” (Harris, Mishra & Koehler, 2009, p. 404). Teachers can refer to tables in their content-matter that describe possible activities for their class as well as technologies that are good supplements for that activity on the Learning Activity Types Wiki. This approach allows for teachers to use activities that work for their class and technologies that they have access to. TPACK is not a program that schools need to buy; it is a way of approaching teaching.
I think TPACK is an approach to teaching that I will use in the classroom. To have a resource that guides you in using multiple technologies, not just one program, with different types of activities in the classroom is a great idea. It is not about teaching students how to use a specific technology for the sake of teaching that technology, but because it is aiding in their education of content matter as well. The authors show that it is possible to use technologies with a variety of in-class activities; the technology is a supplement, not the focus. Learning about TPACK has definitely been one of the most beneficial experiences of this class.
Harris, J., Mishra, P., & Koehler, M. (2009). Teachers’ technological pedagogical content knowledge and learning activity types: Curriculum-based technology integration reframed, Journal of research on technology in education, 41(4), p. 393-416.
