We always want to find that "sweet spot" in our careers, relationships, and within our classrooms. As teachers, we search for ways to create the perfect learning environment for our students. We turn corners into cozy silent reading areas, we move desks around to pair students, and we develop lessons in hopes that a light will go off that day. There is also another sweet spot educators should seek. This framework is referred to as TPACK. This involves the perfect combination of pedagogical knowledge and content knowledge and presenting both simultaneously using technology in a classroom. Check out http://www.tpack.orgfor more information on this. The image below is TPACK in it's simplest form. The labeled "TPACK" section is the goal when utilizing technology tools. We use chrome books in first grade to record classroom work. Before giving my students a new tool called Pop Phones (used to record information clearly) I had to set expectations on how to use this tool correctly.
As we integrate technology into our classrooms we must consider the learning outcomes we want. Former Michigan State University professors, Punya Mishra and Matthew J. Koehler's article on Pedagogical Content Knowledge: A Framework for Teacher Knowledge, (pg. 5) states that pedagogical practices and content knowledge were formerly mutually exclusive from each other. After much research, it has been shown that combining those areas of knowledge creates TPACK. Students are more successful in their classrooms due to understanding what content area is being covered and the expected classroom standards as well.
I have posted a video below to demonstrate the constraints when assigned a tool before an objective. Watch as I show you how cooking and TPACK can go hand in hand. Striving for the sweet spot is the peanut butter to TPACK's jelly.
References:
Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017-1054.