TPACK: Are These Circles Really Meant to Be Equal?

Upon first learning about TPACK for my graduate course (EDU 653), I was really impressed with the idea and the effort that has been put into research to make technology a more integrated part of teaching. I thought integrating this research into a simple diagram could be really beneficial to teachers and future teachers like myself. However, upon further research, I think maybe the model could be changed slightly or thought about differently in order to give teachers a better mindset about what their personal Technological Pedagogical Content Knowledge can be, practically speaking.

The concept of TPACK is that each one of the three circles (shown below) represents a specific kind of knowledge needed as a teacher. The three circles represent content knowledge, pedagogical knowledge, and technological knowledge. Where these circles overlap, the different frameworks combine and create other forms of knowledge (Technological Content Knowledge, Technological Pedagogical Knowledge, and Pedagogical Content Knowledge). The so-called "end goal" of using this diagram is to find that sweet spot in the middle of the circles - Technological Pedagogical Content Knowledge (or TPACK). 

http://www.edtechcoaching.org/2013/11/ed-tech-
frameworks-why-i-dont-use-tpack.html

At first, it seems the simplest interpretation of the model is great and easily understood. However, while reading new articles about TPACK I began to wonder about how much of each type of knowledge a teacher actually needs to be successful. Do we as teachers really need the same amount of pedagogical knowledge as we need content knowledge? In fact, in her analysis of TPACK and SAMR, Krista Moroder suggests that too much knowledge of content can impact a teacher's ability to teach the content (i.e. less pedagogical knowledge).  And despite different and new emerging models of TPACK (including a "transformative model" which includes different activities and when they can be used), neither model clearly indicates which knowledge type impacts a teacher's personal TPACK the most (Colvin & Tomayko). My first thought when I see that research is to imagine those really really smart professors (come on, we've all had at least one) who have no idea how to teach and resort to lecturing every class period. 

Colvin & Tomayko have compiled and critiqued different models of TPACK, and one of them sticks out to me. It separates the types of knowledge and clearly indicates which should be larger (more prevalent) than the others.

So really, the TPACK model in my opinion should not be a balanced diagram but rather a set of different knowledge circles. Of course, more research should be done before we could accurately decide which type of knowledge is most important. And I'm also sure the different knowledge types (and different teaching styles) would change or emerge with the growing use of technology in our day.

Works Cited:


" Putting TPACK on the Radar: A Visual Quantitative Model for Tracking Growth of Essential Teacher Knowledge." CITE Journal. N.p., n.d. Web. 28 Jan. 2017. <http://www.citejournal.org/volume-15/issue-1-15/current-practice/putting-tpack-on-the-radar-a-visual-quantitative-model-for-tracking-growth-of-essential-teacher-knowledge/>.

"Push My Thinking: TPACK or SAMR or ?" ED TECH COACHING. N.p., 04 Nov. 2013. Web. 28 Jan. 2017.

Get to Know Rhonda

Hey everyone! My name is Rhonda. I'm excited to be working with you all this semester! I wanted to give a bit of information about myself so we can get to know each other.


I was born in Martinsville, VA, but I moved to Salisbury, NC when I was ten. I'm glad to call Salisbury my hometown - it's where most of my friends live now and where my home church is. I'm also proud to be a Christian, and to be involved with Cru on Lenoir Rhyne's campus.


I really love music! I lead worship with Cru, sing in the A Capella Choir and College Singers, in the choir at Tabernacle Baptist Church in Hickory, AND when I'm at my home church, I play the piano for the youth choir there. I also take piano lessons here at LR, and have recently started teaching piano to a few young boys. (It is literally one of my favorite things to do ever!!) I also attend concerts regularly and it is very rare that I don't have any concerts lined up in the near future.


I am an elementary education major like most of us, but I have recently decided to pursue the bridge program for a Masters in Online Teaching and Instructional Design. I'm super excited to integrate technology into my future classroom!