It was quite an interesting experience to design a course for teachers instead of students. The TPACK model was the main model used as a backbone for the design. One advantage of using the TPACK model was that it gives you opportunities to divide the concept ´teaching science with technology´ into the three parts ´teaching´, ´science´ and ´technology´.
From the context analysis it was found that teachers were mostly not confident about their science knowledge and that they did not use technology for teaching very much. So it was necessary that in the training program we had to start with the development of the basics and that we could not start directly with training on the level of TPACK. The understanding of this idea from the TPACK model was valuable for the design.
Besides that, because the TPACK model seems to be divided into different levels, it makes you consider how you can divide your training program into different levels. The goal of the training program is to learn something, and different levels can give confidence to teachers that they have the time to learn, that they do not have to do everything at the right moment and it is motivating and stimulating that there is more to learn when they have finished one part of the program.
However, we also found out that the TPACK model alone was not enough to design the teacher training program. It takes into account many aspects of ´teaching about science integrating technology´ but for a training program other aspects are important too. Some of these aspects are preferences of adults in learning, motivation of teachers for learning and individual, team and school development. So, we used another model and theories too. This is also something that I will discuss in the next post.
The last thing that I would like to consider in this blog is that we also used an article about a specific TPACK model: the TPASK model (Jimoyiannis, 2010). In the TPASK model the content knowledge is always science knowledge and the pedagogies and technologies used have the focus on science education. We used the article to choose activities which we could use in our training program and this was very helpful. An interesting question is now whether is it necessary and helpful to develop more specific ´TPACK´ models focussing on other subjects, like languages and mathemathics. Or is this needless and can the basic TPACK model be used always? I think that it is certainly helpful to develop the ´new´ models to test and reflect on the TPACK model. Thinking specifically about activities to support TPACK development for different topics and the use of technology in different topics can also stimulate the integration of technology in teaching. And for some situations, it is better to have more specific models than a general one. However, for now, let´s just enjoy the usefulness of the TPACK model itself.
Jimoyiannis, A. (2010). Designing and implementing an integrated technological pedagogical science knowledge framework for science teachers professional development. Computers and Education 55(2010), pp. 1259 – 1269.