General
3: The theoretical framework
Aim of module 3
The aim of this module is to engage with selected frameworks that help in establishing our understanding of what ICT in education entails.
Module 3 objectives
By the end of this module, participants should be able to:
- Understand the knowledge domains which teachers need to effectively integrate ICTs through TPACK
- Capture the key components that teachers need to integrate ICT in order to achieve curriculum goals through CoPAF
- Determine what teachers require as change agents
- Know how to apply these understandings to carry out subject advisor's responsibilities.
Module 3 resources
Review the module 3 resources below.
Technological pedagogical content knowledge (TPACK)In our understanding of what ICT pedagogical integration is, we were made to realise the importance of the role of the teacher in engineering the experience that brings about learning in any classroom. Schulman (1986) in his famous paper, ‘Those Who Understand: Knowledge Growth in Teaching’, describes the knowledge teachers have and use to teach. He refers to this as Pedagogical Content knowledge (PCK) illustrated and simplified below:
Read more about this in your course manual.
Forum discussion: Activity 3.1
As a class discuss the following using the forum tool below:
- Give as many reasons as you can as to why a class could have low marks in a particular subject
- Which one of the above reasons could relate to a weak PCK? Justify your reasons.
Post at least one comment and two replies.
You must remember that a weak PCK does not translate to a weak content knowledge (CK) or pedagogical knowledge (PK), but can be a combination of both, pedagogical content knowledge (PCK). Both knowledge domains should be at the desired level of PCK – that which the curriculum advocates for.Journal Activity 3.2
Reflect on the two questions below. Write your answers into your journal below.
- In a case where a teacher has low content knowledge, what do you normally do to assist?
- When a teacher has low pedagogical knowledge, what would you do to assist?
How we intervene as subject advisors varies, depending on the teacher, our preference, our subject structure and the school, etc. The truth is we can learn more by sharing what our intervention strategies are, regardless of our contexts.Forum discussion: Activity 3.3
As a class, discuss the following:
What makes you a proud South African is what you know, value and are able to do – that which makes you different from any other teacher in the world. As a South African teacher, what do you need to know (besides teaching methods) if teaching is to be successful (achieve curriculum goals)?
TPACKIn an attempt to make the know-how of using these digital technologies in a teaching context very clear, Koehler and Mishra (2005) use Shulman’s concept of PCK to demonstrate the knowledge domain a teacher must have in order to pedagogically integrate ICTs effectively. The image below illustrates their idea:
You will notice that technology knowledge has been added to PCK, shifting the teaching area to TPACK. This reflects how this powerful technology that has numerous affordances (abilities) can be used in any given teaching and learning experience. Like any technology, users, in this case teachers, need to have knowledge of how to use ICTs for teaching. But before they know HOW to use ICTs for teaching they need to know:
- WHAT the available technologies are
- WHAT affordances (abilities) each has
- TO WHAT EXTENT these technologies can be used for educational puroses
- WHY they would use them.
Activity 3.4
Re-look at the four steps detailed above and arrange them in such a way that the teacher is able to make decisions that are based on educational reasons. These reasons should promote successful learning that can promote the achievement of curriculum goals.
Justify the arrangement of your four steps.
Upload your activity by using the assignment submission tool below.
CoPAF
Consult your course manual for further insight into this model.
Change management
One area that does need to be considered is teacher change management. There are some teachers who may resist integrating ICTs into their teaching methods and how do we deal with that?
Below is a change management model currently being used in schools: think about where your role would fit into this model.
Journal: Activity 3.5
Reflect on how and where you can intervene at teacher level to support the school as an organisation in its change management endeavours. Record your reflections in your Journal below.
Change management model: PDCA Cycle (Deming)The PDCA model is a set of four repetitive steps that can be used to control a progressive improvement of processes. In our case, this relates to the enhancement of teaching and learning. Review the model and start thinking about what actions you can take to ensure your teachers implement ICTs effectively.
Forum discussion: Activity 3.6
Using the forum tool below, discuss the following with your colleagues:
At a high level, how would you apply the PDAC to support teachers in the advancement of their integration of ICTs into their teaching?
Combining the CoPAF and PDAC modelsThe CoPAF model presents change management as the foundation for teachers’ utilisation of ICTs in all parts of the model. The following model provides an example of how you can apply the PDAC model to support teachers in the four components of CoPAF at plan level:
ePortfolio assignment: Activity 3.7
Think of a specific teacher who is struggling with PCK. Give him / her a pseudonym. Describe what exactly the challenge is with the teacher’s pedagogical content knowledge. State which area of change management you will focus on, bearing in mind their context. How can you help this teacher through using CoPAF as your framework?
Record your thoughts in a word document and upload your report using the assignment submission tool below.
Use the link below to access the module 3 synchronous meeting. This online meeting will take place at Date | Time. Note: Your attendance is compulsory.