Let's Talk TPACK

Whether it’s video games, laptops, or 3D printers, it’s exciting for both young patrons and myself when technology is introduced into programming. But sometimes, there does feel a disconnect between the content that is being explored and the technology that is being used. Using the TPACK model, I can evaluate both my programs and myself to better integrate technology into library services.

Understanding TPACK

TPACK is a model to provide educators with a framework on how to integrate technology into a classroom effectively. Educators need to master three areas of knowledge: Technological, Pedagogical and Content Knowledge (TPACK) to successfully use educational technology. 

Technological knowledge is understanding what technological tools to use to support students.

Pedagogical knowledge is selecting the correct teaching methods for a lesson. 

Content knowledge refers to the subject matter or information that is being taught.  


Reproduced by permission of the publisher, © 2012 by tpack.org

As shown on the diagram above, these three main types of knowledge overlap to create different forms of knowledge: Technological Pedagogical Knowledge, Pedagogical Content Knowledge, and Technological Content Knowledge. 

When an educator is able to accomplish all three types of knowledge, they will achieve TPACK. This means they will understand how to use technology to teach lessons that strengthen their students' learning processes. It helps educators improve classrooms structures to meet their students needs.  

An Analysis of TPACK and Me

I do not work in a classroom and am not creating traditional lessons; therefore, I applied the TPACK model to myself and programs I conduct for school aged children. Upon reflection, I realized that the TPACK component I am strongest in is content knowledge. Maybe it's the librarian in me, but I really like to know the facts. I do a deep dive into subject matter before I share information with younger people because I want to know the content I am sharing is accurate, up-to-date, and easy for them to understand. I recently wrapped up a science series where we explored different scientific methods and concepts. I was able to compile key components and lessons I wanted participants to take away from each program. 

As I previously stated, I am not a teacher. I am often learning how to present information to children through trial and error. Therefore, my pedagogical knowledge is not as strong as my content knowledge. I often use the advice of other librarians when it comes to how I set up programming. I think of different questions like "should we work together as a group or in small pairs" or "how much instruction time do I do". The answers vary from program to program.  I do like to experiment to find out what is most successful for different age groups.    

The component I feel weakest in is technological knowledge. At my job, we have a slow growing collection of tech tools, as we often have to wait for funding and foundation orders to be processed. I would love to expand my repertoire and try new educational technology tools. It will be interesting to see how they can be useful in a library setting.

Creating Better Programming with TPACK

There are times where we get a new technology, and I am so excited to create a program to use it. Unfortunately, I fail to make the connection with content and pedagogical knowledge, making the program feel unsuccessful. TPACK can help me evaluate programs to see what component was missing or if a technology tool is not necessary/correct for that program. By analyzing how the three types of knowledge are coming together, I can see what is working, and what isn't and make changes to better support participants' learning.   


Comments

  1. Diba TannaziMay 19, 2023 at 10:34 AM

    Hi Mary! I am also not a teacher and found your analysis on how to apply the TPACK model outside of a traditional classroom to be very interesting. Specifically, your strengths in utilizing content knowledge for yourself and programs for school children are similar to what I would prefer in a legal research setting. I too understand the legal content more than the technological aspect when doing legal research tasks.

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  2. Jason HillMay 19, 2023 at 12:18 PM

    Mary, thank you for the very thorough job you did of describing TPAK. I have been a teacher for 14 years and after reading your post and I follow the information and apply it to my teaching practice. Pedagogical knowledge is something I feel can never be fully developed. Research is always changing and what is the "best" today might not be the best tomorrow. I share your struggle with technical knowledge. I feel like I will learn how to use an app or tool and integrate it fully into my lessons, only to see something new and trendier come along and I have to figure that one out. Good luck to you!

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  3. Anthony Sendzimer.May 21, 2023 at 9:33 AM

    I can relate to the point you make in your final paragraph, that the excitement of using a new tool comes at the detriment of the lesson. I think this is something that can happen with all three of the TPACK knowledges (which you did a good job breaking down for me in relation to yourself) wherein you latch onto one aspect and forget to take a more holistic approach to teaching. You're so excited by the content that you forget to pare it down enough to make it accessible with the technology you're using. You're so excited by the method that you forget to connect it back to the content. TPACK encourages constant self-evaluation before and after a lesson. It's certainly never a problem to be excited about whatever singular aspect of a lesson, but just remember to get excited for the others, too.

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