Reflection: What do these models say about effective digital teaching? (Online activity 2.3)

Guiding Question: What do these models say about effective digital teaching in a blended learning environment?

TPACK

The TPACK framework is a digital teaching model designed to highlight the important interwoven knowledge types that competent teachers should have. These knowledge types include pedagogical knowledge, content knowledge and technology knowledge. This model identifies the important interwoven relationship between these knowledge types and how they influence each other with the ultimate goal of effective digital teaching. Koehler et al. (2013) states that a teacher's lack of one of these knowledge types could be detrimental to the educational achievement of their learners e.g. with a lack of content knowledge, learners could be at risk of developing misconceptions or incorrect ideals from their teachers; with a lack of pedagogical knowledge, teachers may be unaware of how their students learn best or use inadequate teaching strategies - hindering the capabilities of their learners; with a lack of technology knowledge, teachers are incapable of delivering an effective learning programme that integrates the use of digital technologies. Therefore I need to prioritise all three knowledge types when teaching designing learning in a blended environment.

TPACK Framework & Its Knowledge Components (Reproduced by permission of the publisher, © 2012 by tpack.org)

*The author of this work does not make any claim to copyright over the image.

Characteristics of Meaningful Learning

The five characteristics of meaningful learning identified by Howland et al. (2012), include active, constructive, intentional, authentic, and cooperative. This model is centred around how students learn best and the best approaches teachers need to be aware of to promote meaningful learning. What sets this framework apart from others involving digital technologies, is that these characteristics hold learners at the centre - not technology. Too often I have found myself thinking about how I can use a particular technology in my programme, rather than first thinking about what my learners' needs are first. Howland et al. (2012) note that students should learn with technology and not from it. What teachers should acknowledge as a result of this is the historical use of digital technologies - as tools to deliver knowledge/lessons to students through the use of films and presentations; and also drill and practice activities. These examples represent a scenario where students learn from technology thereby replacing the role of the teacher rather than enhancing it. Instead, educators should be thinking about implementing technology in a way that their learners can learn with it; including its potential to engage and support learners in productive thinking and meaning making. Howland et al. (2012) propose 5 key elements for using technologies to foster learning including; (1) as tools to support knowledge construction, (2) as vehicles to explore knowledge and its construction, (3) to provide authentic context for learning by doing, (4) as a social medium to support learning conversations, (5) to support learning by reflecting.
Screenshot of the Characteristics of a Meaningful Learning Environment from The Technology Integration Matrix:
A project of the Florida Center for Instructional Technology College of Education, University of South Florida © 2005-2020


References:

Howland, J. L., Jonassen, D., & Marra, R. M. (2012). Meaningful learning with technology (4th ed.). Pearson.

 Koehler, M. J. (2020). TPACK ORG. http://tpack.org

Koehler, M. J., Mishra, P., & Cain, W. (2013). What is technological pedagogical content knowledge (TPACK)? Journal of Education, 193(3), 13-19. https://doi.org/10.1177/002205741319300303

University of South Florida. (2005-2020). Five Characteristics of Meaningful Learning Environments. https://fcit.usf.edu/matrix/project/five-characteristics-of-meaningful-learning-environments/


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