TPACK

                                  Subjective Approach on TPACK

My colleague question about considering Tack as an asset instead of a triple threat as seen in other sources is debatable. As a prospective teacher, at first, integrating technology in teaching math lessons seems challenging. I tell myself not to be swayed by selecting teaching tools at random and add it to a lesson plan. I found out that incorporating technology has to follow specific standards. Following these guidelines will help prospective teachers to foresee challenges not only using technology, but staying in the sweet spot or the combined area where technology, pedagogy, and content knowledge.

Math effective teachers start designing their lesson plan by first selecting one or several standards that will be learning targets for students' learning. Next, the teacher has to introduce the new technology that fit the learning targets according to the ISTE standards. It is a real challenge for the teacher because he is working with two different standards. Content Standards and ITSE standards. Since the TPACK is fairly new to education, I don't see a system designed that integrate both standards that will make a job easier for the math teacher. I forecast there will be one in the future. For now, the teacher should rely on his own judgement to introduce the new technology to the lesson plan. In math, the effective teacher, in his choice of technology should consider the administrative issue or affordability of the technology by the school. In addition, the effective teacher should look at how the selected tech tools differentiate learning. Does it adapt to various levels of learning. Finally, the effective teacher should select the technology that target the concepts taught and online with the implemented content standards. Reinforcing the effective teacher criteria of tool selection, the article Using TPACK to Guide a 1-to-1 iPad Pilot, David Carpenter, Margaret Carpenter and Mark Hofer selection was based only on pedagogical criteria such as collaboration among students, with parents beyond the classroom walls that promote deep and enduring understanding. Student had access to I-pad allows teaching to be student centered rather than teacher centered. 

Figure 5. A sample teacher’s TPACK profile at the beginning and end of a class

As mentioned previously, the authors David and Margaret Carpenter and Mark Hofer found that using the tools in the classroom contribute to self -centered learning and deep understanding. The author Abisamra agree with the mentioned finding, In addition, she finds other attributes to the new technology in the classroom such as the benefit of hyperlink, increased critical thinking. However, Abisamra didn't decline mentioning the disadvantages of the technology in classrooms. She sees the negative aspect of the technology only from the perspective of the teachers. The ones who are not savvy with technology, lack in teacher's training and the technology that is constantly emerging in the market of education. My reading of my colleagues’ blogs showed the same symptoms with the technology. I honestly share the same feeling toward the challenge of the new technology. There comes the benefit of sharing our difficulties with technology. I believe as a professional network of learners, we can share our difficulties and solve the problems that we confront with technology together. My past experience tells me new technology is not perfect either. The new versions of software introduced in the market named beta version is not efficient. The creators of this new technology rely on educators to report the shortcoming of the tool for rectification.

Taking into account the mentioned advantages and disadvantages of the tech tools to be used in the classroom, my choice will be based on how the tool fits with the learning target. I want to stay in the area where technology, pedagogy, and content knowledge comes together. My tool of choice should target mathematics Taxonomy levels as shown in the article. Student will use various tools. To do computations, my students can use calculators that will be available in the classroom, Student will work with either sketchpad or Geogebra to illustrate geometry drawings and learn concept in geometry. High level of understanding such as applying or creating concepts will require management of various technology such as video cameras, power point software and other software applications.

After reading the articles and watching videos about TPACK, I raise the question on what tool to use for each learning target to be taught. What are a good tech tools to teach Algebra, geometry, statistics to my students. How can I use such a tech tools with taking consideration of the content and Pedagogy? I will definitely turn to more experienced math teachers or articles posted by researchers in my subject that used specific tools in their sharing knowledge in the open education network. An example of the resource is the article Mathematics Teacher TPACK Standards and Development Model. Finally, I believe that mathematics textbooks are still essential in the students learning, along with TPACk as another source of learning, will help students to acquire the 21st century skills in education.