EDEC 262 Lecture Notes - Lecture 2: Dynamic Equilibrium, Educational Technology
22 Jun 2018
School
Department
Course
Professor
What is technological pedagogical content knowledge?
-As educators know, teaching is a complicated practice that requires an interweaving of many
kinds of specialized knowledge. In this way, teaching is an example of an ill-structured
discipline, requiring teachers to apply complex knowledge structures across different cases and
contexts.
-Teachers practice their craft in highly complex, dynamic classroom contexts at require them
constantly to shift and evolve their understanding. Thus, effective teaching depends on flexible
access to rich, well-organized and integrated knowledge from different domains.
-Teaching with technology is complicated further considering the challenges newer technologies
present to teachers. In our work, the word technology applies equally to analog and digital, as
well as new and old, technologies.
-Most traditional pedagogical technologies are characterized by specificity, stability, and
transparency of function
-Over time, these technologies achieve a transparency of perception; they become commonplace
and, in most cases, are not even considered to be technologies.
-Digital technologies by contrast, are protean (usable in many different ways); unstable (rapidly
changing); opaque (the inner workings are hidden from users)
-Newer digital technologies which are protean, unstable, and opaque, present new challenges to
teachers who are struggling to use more technology in their teaching
-Particular technologies have their own propensities, potentials, affordances, and constraints that
make them more suitable for certain tasks than others
-Email efforts asynchronous communication and easy storage of exchanges but not in the way a
phone call, a face to face conversation, or instant messaging does
-Email does not afford the conveyance of subtleties of tone, intent, or mode possible with face to
face communication
-Social and contextual factors also complicate the relationships between teaching and
technology. Social and institutional contexts are often unsupportive of teachers’ efforts to
integrate technology use into their work.
-Teachers have have inadequate experience with using digital technologies for teaching and
learning
-Many teachers earned degrees at a time when educational technology was at a very different
stage of development - thus, they do not appreciate its value or relevance to teaching and
learning
-Many approaches to teachers’ professional development offers a one size fits all approach to
technology integration, when, in fact, teachers opera in diverse contexts of teaching and learning
-There is no “one best way” to integrate technology into curriculum. Rather, integration efforts
should be creatively designed or structured for particular subject matter ideas in specific
classroom contexts
-At the heart of good teaching with technology are three core components: content, pedagogy,
and technology, plus the relationships among and between them.
—> these three knowledge bases form the core of the technology, pedagogy, and content
knowledge (TPACK framework)
—> this perspective is consistent with that of other researchers and approaches that have
attempted to extend Shulman’s idea of pedagogical content knowledge (PCK) to include
educational technology.
find more resources at oneclass.com
find more resources at oneclass.com
Document Summary
As educators know, teaching is a complicated practice that requires an interweaving of many kinds of specialized knowledge. In this way, teaching is an example of an ill-structured discipline, requiring teachers to apply complex knowledge structures across different cases and contexts. Teachers practice their craft in highly complex, dynamic classroom contexts at require them constantly to shift and evolve their understanding. Thus, effective teaching depends on exible access to rich, well-organized and integrated knowledge from different domains. Teaching with technology is complicated further considering the challenges newer technologies present to teachers. In our work, the word technology applies equally to analog and digital, as well as new and old, technologies. Most traditional pedagogical technologies are characterized by speci city, stability, and transparency of function. Over time, these technologies achieve a transparency of perception; they become commonplace and, in most cases, are not even considered to be technologies.
