2017 tpack-edited
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This slide presentation intended to explain the concept of TPACK in the Malay language.
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2017 tpack-edited
- 1. Technological Pedagogical Content Knowledge (TPACK) Sumitra Kan Fong Kuen Jabatan Ilmu Pendidikan IPGK Tun Hussein Onn May 2017
- 2. Asal usul: Content Pedagogical Knowledge Pedagogical Knowledge (How to teach) Content Knowledge (Subject matter - What to teach?) Pedagogical Content Knowledge (How & What to teach) Berasaskan idea Shulman mengenai Pedagogical Content Knowledge. (Koehler & Mishra, 2009)
- 3. Andaian: Teaching is Wicked Problem (Rittel & Webber in Koehler & Mishra, 2008) Proses pengajaran kurang berstruktur, mempunyai domain yang rumit dan pelbagai (MESSY!): • Tahap kepelbagaian yang tinggi merentasi situasi & konteks bilik darjah yang berbeza. • Bergantung kepada konteks • Hubungan antara pengetahuan dan amalan. (Koehler & Mishra, 2008)
- 4. “Wicked Problem needs creative solutions!” • Setiap masalah pendidikan adalah UNIK! • Tiada satu pendekatan/kaedah yang dapat menyelesaikan SEMUA masalah pendidikan • Tiada Sistem Penilaian yang dapat menilai semua aspek yang perlu diukur • Untuk fenomena yang sama, boleh diadakan pelbagai penerangan yang berbeza • Kadang-kadang satu masalah adalah penanda masalah lain yang tersembunyi • Tiada strategi yang mudah dan pasti berjaya (Austin Center for Design, n.d.)
- 5. TPACK Pengetahuan Teknologikal Mengajar menggunakan ICT Pengetahuan Pedagogikal Bagaimana menjalankan PdP Pengetahuan Isi Kandungan Apa yang seharusnya disampaikan TPACK Pengetahuan Teknologikal +Pegagogikal Pengetahuan Teknologikal + Isi Kandungan Pengetahuan Pedagogikal + Isi Kandungan Konteks
- 6. TAPACK • TPACK adalah ilmu pengetahuan yang terhasil apabila terdapat pemahaman yang lebih mendalam daripada interaksi antara Isi Kandungan, Pedagogi dan Teknologi.
- 7. TPACK • requiring an understanding of the representation of concepts using technologies; • pedagogical techniques that use technologies in constructive ways to teach content; • knowledge of what makes concepts difficult or easy to learn and how technology can help redress some of the problems that students face; • knowledge of students’ prior knowledge and theories of epistemology; and • knowledge of how technologies can be used to build on existing knowledge to develop new epistemologies or strengthen old ones. (Koehler & Mishra, 2009)
- 8. Reference • Austin Center for Design. (n.d.). Wicked problems need a wicked solution. Retrieved May 13, 2016 from https://www.wickedproblems.com/1_wicked_problems.php • Koehler, M. J., & Mishra, P. (2009). What is technological pedagogical content knowledge? Contemporary Issues in Technology and Teacher Education, 9(1), 60-70. Retrieved April 24, 2016 from http://www.citejournal.org/articles/v9i1general1.pdf • Koehler, M.J., & Mishra, P. (2008). Introducing TPCK. AACTE Committee on Innovation and Technology (Ed.), The handbook of technological pedagogical content knowledge (TPCK) for educators (pp. 3-29). American Association of Colleges of Teacher Education and Rougledge, NY, New York.
Editor's Notes
- "In Shulman’s view, pedagogical content knowledge is a form of practical knowledge that is used by teachers to guide their actions in highly contextualized classroom settings. This form of practical knowledge entails, among other things: (a) knowledge of how to structure and represent academic content for direct teaching to students; (b) knowledge of the common conceptions, misconceptions, and difficulties that students encounter when learning particular content; and (c) knowledge of the specific teaching strategies that can be used to address students’ learning needs in particular classroom circumstances. In the view of Shulman (and others), pedagogical content knowledge builds on other forms of professional knowledge, and is therefore a critical—and perhaps even the paramount—constitutive element in the knowledge base of teaching (Rowan et al., 2001. p. 2)."
- TPACK is different from knowledge of all three concepts individually. Instead, TPACK is the basis of effective teaching with technology, requiring an understanding of the representation of concepts using technologies; pedagogical techniques that use technologies in constructive ways to teach content; knowledge of what makes concepts difficult or easy to learn and how technology can help redress some of the problems that students face; knowledge of students’ prior knowledge and theories of epistemology; and knowledge of how technologies can be used to build on existing knowledge to develop new epistemologies or strengthen old ones.