[MUSIC] Welcome back. I hope you enjoyed our last video where newbie meets the pedagogue. As the pedagogue mentioned, there are two very important concepts teachers need to consider when integrating technology into their classroom. The first one is called Technological Pedagogical Content Knowledge, or TPACK, and the second is SAMR, which stands for Substitution Augmentation Modification and Redefinition. We'll talk about SAMR later in this module, but in this video, I would like to introduce you to the concept of TPACK and discuss how it will impact you in your classroom. First, let's define TPACK. It is essentially the combination of several types of knowledge, or understanding about content, teaching, and technology. Content, teaching, and technology, all coming together to form that sweet spot where all three types of knowledge overlap. If we look deeper, however, it is more than just the overlap of three types of knowledge. In order to fully understand TPACK, we need to look at each type of knowledge separately and consider how they all interact with each other in preparing and teaching effective lessons. Let's talk about content knowledge. This is knowing what to teach. Obviously, a teacher must have some understanding of content. How content is used in the real world, and how different theorists and researchers have described various concepts related to the content. They must also understand how a person goes about learning about these various concepts, and what information is important enough to teach to their students. In a sense, a teacher must be somewhat of an expert in content. A math teacher needs to know math, a history teacher needs to know history, a language teacher needs to know language. The second type of knowledge is pedagogical knowledge. This is knowing how to teach. Perhaps you have experienced a class taught by an expert, someone who is well-known for research and publishing in the field, and who really understands the content. But you didn't really learn very much in the class because the expert didn't know how to teach. This scenario is all too common at universities where lead researchers are asked to teach classes without having any training on how to teach. We wouldn't dream of sending a leading chemist to teach high school chemistry because there is a lot he or she would need to know about managing the classroom, dealing with students, aligning teaching to lesson objectives, effective assessment, and much more. This is pedagogical knowledge, and it is an important part of being an effective teacher. The third type of knowledge is technological knowledge. This refers to a teacher's understanding of technology, and how it can be applied to specific situations. For example, what type of technology would you use to write a paper, collect data, send files to colleagues, etc. Knowing which technology to use, how to use it, and when to use it is essential. This type of knowledge also includes the ability to adapt to and keep up with changes in technology. Those are the three main components of TPACK. But, as you can see, putting these three types of knowledge together creates other types of knowledge we need to consider. First, there is pedagogical content knowledge. This is a combination of knowing what to teach and how to teach it. There may be certain pedagogical methods that work well with specific content areas. Knowing what a jigsaw activity is and how it can be used to encourage meaningful communication in a classroom is a good example of pedagogical content knowledge. There is also technological content knowledge. This is knowing what to teach, and how technology can be used to teach it. There are certain technologies that may be better suited to teach specific content areas. And teachers need to know what those technologies are, and how they can be used effectively to teach. Teachers also need to know how certain technologies can change what content is taught, or how certain content topics can change the type of technology used in the classroom. There's also technological pedagogical knowledge. Here we combine what teachers know about technology, and what they know about teaching to apply technology to various teaching situations. You with me? All right. In our previous module, newbie selected technologies he might use to show a picture or ask a question. These are good examples of technological pedagogical knowledge. Putting all of these together gets us Technological Pedagogical Content Knowledge, or the combination of knowing what to teach, how to teach it, and what technology to use in order to o it effectively. But it is more than that. It is knowing how to use technology to activate learners' prior knowledge about specific principles you plan to teach. It is knowing what types of technology will facilitate higher order thinking skills. And helps students construct their own knowledge about how to read and understand academic articles. It is knowing that in each situation and context, there are complex variables that impact how you can effectively integrate technology to help you achieve your learning outcomes. We'll talk more about applying TPACK to a variety of contexts in another video when we discuss the concept of SAMR. I look forward to it. See you then. [MUSIC]
