TPACK Revisted

Image result for kahootIn my previous blog post “Using what I have learned, already, “ my enthusiasm for the content lead to a preemptive post on TPACK.  My understanding of TPACK has evolved as I have read more about it these past few weeks.  If tasked with teaching others about TPACK I would say it is what teachers do.  Teachers know how to teach (pedagogy).  Teachers knows subject matter (content).  And teachers know how to deliver pedagogy and content to students (technology).  Pencils and paper are no longer considered technology but at one point in time they were cutting edge.  Today, teachers are using Google Classroom, Edmoto and Kahoot as delivery systems.  Because these forms of technology are new and unproven we have refocused our attention on the delivery systems.  We are learning by design.  We play with these forms of technology while developing our lesson plans and become guides on the side as our students play with the technology to create artifacts that demonstrate their comprehension.

“Learning technology by design also capitalizes on the idea of involving teachers in authentic problem solving with technology,” (Mishra Koehler 2006).  I watched a disheartening YouTube video produced by Best Buy that purports technology is scary for adults and teachers should rely on Best Buy (watch video here) for tech expertise.  In reality tech expertise can not be separated from content or technological expertise.  Teachers have mastered maps, xerox machines and Scantron.  Twitter is a breeze compared to a machine that spits toner and staples.  Teachers have a long history of making do with what they have.  Sometimes the technology we have access to doesn’t fit our objective and we need to bend the technology until it does.  Last year I taught an American History lesson in which students “tweeted” the Civil War.  We did not have access to Twitter so we made a shared Google Doc, assigned hashtags and kept our posts to 140 characters.  Students demonstrated they understood the chronology, causes and effects of the conflict in an engaging manner that related directly to their social lives. They learned a skill required on Twitter, learned how to interact with others on a Google Doc and mastered content.  These objectives could also have been accomplished through creating a Prezi, making a paper & pencil timeline or making causing and effect cards on Quizlet.  Passive learning is a relic of a bygone era.  TPACK forces INQUIRY into the spotlight, highlights the 21st Century skills our students need to succeed and is what teachers do best.
After teachers realize they are already deeply involved in TPACK they may search out additional resources to increase their awareness of how TPACK influences themselves and their students.  I would recommend following TPACK on Facebook, Twitter #TPACK and watching the “What Can TPACK Do for You” video on YouTube.  The inevitable flux of technology requires teachers to continually connect back to their understandings about teaching, content, technology, and TPACK.

My next objectice….investigate SAMR.SAMR_model


6 thoughts on “TPACK Revisted

  1. The blog looks great. Really professional..I’m a bit jealous of the banner with your name on it.

    Also, you should be able to embed the video right into your post. Just copy/paste the URL and it should work.

    In terms of the content of the post…I like your commentary that most educators are already invested in TPACK. They have most of the expertise already, and now only need to build up (perhaps) their technology savvy & awareness.

    Liked by 1 person

  2. I recently attended a workshop called 10 Little Fingers: Integrating SAMR in the Primary Grades. I didn’t take from it what I would have hoped to. However, they compared it to Bloom’s Taxonomy and stating that the goal is to reach redefinition. Here is a link to the presentation they have shared it may be of interest to you. I too would still like to know more.


  3. I agree that 21st century teachers need to know how important digital literacy is and how to supplement their curriculum with digital tools. This year I found the and were two of my most used digital tools. gave my young learners a platform to showcase their knowledge about a story we read or to ask me questions about an academic topic. Parents also were able to see their child’s work or ask me questions if they wanted to. Time For Kids is a free nonfiction reading tool that I used for my higher level learners to give them challenging reading passages and I had them use that information to make a poster or an infographic on

    I also think that many adults who are not in the educational world do not realize how important it is to know how to read digital text. TPCK is a process that we all should think about as educators.

    Liked by 1 person

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