The TPACK instructional design framework is one of the most important topics that I have used and learned about during the MAET program. After being introduced to it last year with our lenses lesson, I was excited to continue working with it this summer. As technology continues to change the field of education and before teachers start hopping on the bandwagon of the next best thing, TPACK needs to be considered. It is a framework to consider the pedagogy, technology, and content knowledge of what student learning you are trying to accomplish. Besides these three ideas, your context must also be considered in what will be best for your students with the resources you have.
For the TPACK assignment on instructional design, I was partnered with my colleague, Rick Forrest. The first step was to describe a problem of practice that we each face within our classrooms. We described our context and details of our problem and then shared the documents with one another. Looking through the lens of a technology integrationist we were to find a potential solution to their problem. We worked through the design thinking model to help us along the way.
Rick is a middle school PE teacher and his problem was the forearm volleyball pass. In talking with him, it seems that there were some misconceptions on the important parts of the skill. I contacted members of my professional learning network for help, researched and began to ideate some possible prototypes.
Throughout my process of solving this problem I kept TPACK in mind. The content knowledge was unclear to students and needed to be refined to be more effective for student learning. In my prototype, I offer multiple tools, high and low tech to help increase student learning of the proper form for passing the volleyball. The rubric identifies important parts and gives students something tangible to have with them to help them remember what they need to do. By critiquing their peers, students are challenged to put the new knowledge to the test. They have to be able to identify the right and wrong form. Students are also usually more accepting of feedback when it comes from their peers.
After presenting my prototype to Rick, I was happy with the work I had done. He said that he could definitely use parts of the lessons and tweak them to work with his students. He was a little overwhelmed with everything I had to offer, but was interested in the ideas and resources. He said he never would have thought of some of the things before.
Koehler, M.J., & Mishra, P. (2009). Too cool for school? No way! Learning and leading with technology. Link to article: “Too Cool for School” EJ839143