Innovative Digital Pedagogies

Intro. to Innovative Digital Pedagogies

1 year ago
Read Time: 2 minutes
by AnnieR2399
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This course is looking to be a very interesting one!

Taking this course for me personally, was really important as my focus in study has been around AI and education and digital wellness, so I figured this would be able to help me further develop my knowledge in technology aspect of my study while also learning about the pedagogical aspects of using what I have learned so far.

During the first week of the Innovative Digital Pedagogies course, we looked at several different theories, with a specific focus on issues in EdTech integration. The frameworks we specifically looked at were TPACK (Technological Pedagogical Content Knowledge), the Diffusion of Innovation Adopter categories, and TAM (Technology Acceptance Model).

A Venn diagram illustrates the TPACK (Technological Pedagogical Content Knowledge) framework. Three overlapping circles represent: pink for Technological Knowledge (TK), yellow for Pedagogical Knowledge (PK), and light blue for Content Knowledge (CK). The overlap of these circles forms combined knowledge areas: Pedagogical Content Knowledge (PCK), where PK and CK overlap; Technological Pedagogical Knowledge (TPK), where TK and PK overlap; and Technological Content Knowledge (TCK), where TK and CK overlap. At the center, where all three circles overlap, is Technological Pedagogical Content Knowledge (TPACK). — TPACK (Technological Pedagogical Content Knowledge)

A graph that illustrates the Diffusion of Innovation Adopter Categories over time. The left side of the curve, representing early adoption, is divided into three segments: 2.5% Innovators (orange), 13.5% Early adopters (light blue), and 34% Early majority (dark blue). A red line labelled Critical Mass marks the peak of the early majority segment, where the curve breaks. The right side of the curve, representing later adoption, shows 34% Late majority (light red) and 16% Laggards (purple).

A flowchart illustrates the factors influencing the actual usage of a system or technology. It begins with External Influences on Perceptions, which points with a red arrow to Perceived Usefulness and Perceived Ease of Use (both in blue rectangles). Perceived Ease of Use has a red arrow pointing up to Perceived Usefulness. Both Perceived Usefulness and Perceived Ease of Use have red arrows pointing towards Intention to Use (in a blue rectangle). Finally, a red arrow leads from Intention to Use to Actual Usage (in a red rectangle). — TAM (Technology Acceptance Model)

My group focused on the TPACK model, and I found this model stood out to me the most after hearing everyone else provide a summary of the other models.

TPACK is typically illustrated as overlapping circles representing Content Knowledge (CK), Pedagogical Knowledge (PK), and Technological Knowledge (TK).

This video provides great insight into the way this model works. My group summarized what was mentioned in this video in these words:

The TPACK model looks at the essential knowledge teachers would need in order to effectively integrate technology in education. It focuses on the relationship between content (what is taught), pedagogy (how it’s taught), and technology, emphasizing the importance of balancing these elements within a specific educational context (Kurt, 2018). It was developed by Mishra and Koehler and expands on Shulman’s Pedagogical Content Knowledge framework by adding technological knowledge as a key component (Warr & Mishra). Since its introduction in 1998, research has shown that simply adding technology isn’t enough for effective learning; a deeper conceptualization of its role is necessary (Warr & Mishra). That is why, as educators, it is so important for us to learn the best and most effective practices to help implement the use of technology into our classrooms in a way that is beneficial and not detrimental to our students. This is mainly why the TPACK model stood out to me because it provides insight into the overlap of all three areas of education: content, pedagogy, and technology.

This model ultimately tells us that being an expert in a subject does not equate to being an effective teacher, and that to be an effective teacher, you must take into account Content + Pedagogical + Technological Knowledge.

This week was a great way to start the course, and I am excited to keep expanding on my knowledge of technology incorporation in education through the different topics we discuss and through the presentations done by my peers.

References:

Kurt, S. (2018, May 12). TPACK: Technological Pedagogical Content Knowledge Framework. [Web log post]. Educational Technology. https://educationaltechnology.net/technological-pedagogical-content-knowledge-tpack-framework/
Warr, M. & Mishra, P. (n.d.). The TPACK Technology Integration Framework. [Web page]. EdTechnica. https://edtechbooks.org/encyclopedia/tpack