1. SUMMARY ON TECHNOLOGY PEDAGOGICALFORCONTENT KNOWLEDGE , A FRAMEWORKFOR TEACHER
KNOWLEDGE BY PUNYA MISHRA ANDMATTHEW J. KOEHLER ‘MICHIGAN UNIVERSITY’
Introduction
Based on the author ‘Punya Mishra and Matthew J. Koehler’ from Michigan
University, this journal is to capture some of the essential qualities of teachers on
teaching with integrating using technology. They argued on pedagogical that used on
developing form of knowledge with three main components of learning environment
such as theoretical, pedagogical and knowledge.They also describe the framework
theory and examples that used , beside illustrate the methodology contributions.
The teachers need to know on how to use the technology into their teaching and
learning process. Most of the research done just only on the case studies and
implementation but not in dealing with technology for learning tools. From the issues
addressed, so the technologies pedagogical content knowledge have been introduced
to inform and show the teachers about the knowledge on how to teach using the
technologies.
This basic of the teacher knowledge is content and pedagogical but when both of
them intersect so the existence of the pedagogical content knowledge to represent the
content knowledge of pedagogical to understand the topic and issue that organize
based on students or learners abilities. By then, when new technology changed the
school environment so it helps to make subject matter more assible to the students. But
, there is some problem that states the teachers not using the technology because they
fear to change and time constrains and lack of support. From that, we can identify the
content and pedagogical knowledge intersect and technology being separated. But if
the relationship between content, pedagogy and technology bond each other’s so it can
develop good teaching and learning in the classroom.
From the following elements and relationships that important in TPAC
knowledge. Content knowledge is a syllabus that the learners have to learn in the
classroom.The subject matters that students learn in primary and secondary school
have different from it content and teachers should know and understand on what they
2. SUMMARY ON TECHNOLOGY PEDAGOGICALFORCONTENT KNOWLEDGE , A FRAMEWORKFOR TEACHER
KNOWLEDGE BY PUNYA MISHRA ANDMATTHEW J. KOEHLER ‘MICHIGAN UNIVERSITY’
need to teach. For the pedagogical knowledge, it is the way or method of teaching
and learning .Teachers must know on how to develop students ability, skills, cognitive
by using the pedagogical knowledge they have learnt to be implement in the classroom.
The idea of pedagogical content knowledge PCK regarding Shulman, it
approaches the element of content to be arranged for a better teaching.It will bring the
students into learning situation.
Technology knowledge is about the standard technologies like chalk, books,
blackboard and other advanced technologies like the internet and video. Technology
knowledge teach the learners on how to engaged with technology like to install and
remove devices, ability to learn and adapt new technology .Technology content
knowledge is the manner where the technology and content reciprocal. Teachers need
to know not only in the subject they teach but the manner to apply the technology.
Technology pedagogical knowledge is whereas the components and capabilities to
use various technologies teaching and learning process that it will result the change of
result of using particular technologies. Technological pedagogical content
knowledge goes all by three components ; content ,pedagogy and technology. It is the
basis of good teaching with technology and it requires to understand the concept , the
techniques and the knowledge would be easier to learn to build and develop to be more
strengthen.
Applying the TPCK framework into pedagogy
This will help the teachers deep understand and could assist them to become intelligent
using the technology in pedagogy. There are some checklist that teachers need to take
note on the problem using this framework ; the rapid rate of the technology change,
inappropriate design of software, the situated nature of learning and emphasis on what
the technology skills that are effective to be used and how to deal with it.
3. SUMMARY ON TECHNOLOGY PEDAGOGICALFORCONTENT KNOWLEDGE , A FRAMEWORKFOR TEACHER
KNOWLEDGE BY PUNYA MISHRA ANDMATTHEW J. KOEHLER ‘MICHIGAN UNIVERSITY’
Learning technology by design
Brown and Campione (1996) argues that ‘the successful curricula are not collections of
isolated pedagogical elements, but rather should function as coherent system. Most
failed curricula try to pull together desperate sets of items, often because of a lack of
foundational framework that lays out the underlying principles of learning and
knowledge construction’.
To develop the TCPK frame has successful with their effort to teach courses to
develop teacher understanding on technology. By then, it will pursue the idea that the
design of educational represented an authentic content.
Example of the learning technology – by design approach. Example 1; making
movies, from this approach teachers able to learn some concrete advanced technology
skills by making videos within the context of communicating to understand the ideas
from basic by their own practice. Example 2; redesigning educational websites. By
using this course teachers not only learn interactive web based technology but also
generate abstract knowledge. Examples: learn on Java script, web databases,
Quicktime VR and multi of site building. Example 3; developing online courses. A
group project explore to the technique on developing the learning community online and
the strategies for problem based learning.
TCPK as framework for research
Science philosophers argued that the important functions of theoretical frameworks is
they guide observation. As Chalmers (1976) said ‘’Precise clearly formulated theories
are a prerequisite for precise observation statements’’. From this we know that the
frameworks play an important role by guiding the questions, the evidence that to be
collected , the methodologies for collecting evidence , analyzing data and make an
interpretation. Dewey 1997 argued that ‘every experience should prepare a person for
later experiences deeper, more expansive quality. However , not all experiences are
4. SUMMARY ON TECHNOLOGY PEDAGOGICALFORCONTENT KNOWLEDGE , A FRAMEWORKFOR TEACHER
KNOWLEDGE BY PUNYA MISHRA ANDMATTHEW J. KOEHLER ‘MICHIGAN UNIVERSITY’
equally moving or transformative. The learning technology by design seminars, by
integrating pedagogy, content and technology, allow teachers to extract full meaning of
experience’’. But, to some simple learning –technology- by design – experiences fully
prepare teachers. TCPK not only help to approach teaching-learning technology but
also develop teacher knowledge on technology.
TCPK as analytical framework
It develop through the participation in design based activity. TCPK framework used to
analyze the observation notes. The data analyze using qualitative and quantitative to
demonstrate manner . Our analysis shows both of data has similarities and differences .
Survey instrument for TCPK
The instrument consists 35 items ; 33 using likert scales and 2 short – answer
questions.The respondent that involve in the survey are 4 faculty members and 13
students .
Finding
Theories and frameworks help us to make sense to describe phenomenon accurately. If
three approaches and their relationship separating it may be difficult to help teachers to
integrate the technology in education.By these theories and frameworks also allow us
to make inferences about the phenomena that use to predict the consequences of
making changes in the situation and teachers will apply technology in smart , interesting
and useful ways. It also can make us to apply the ideas to the real world which is most
useful to help students and teachers explore technologies by developing the teachers
knowledge.
Conclusion
Shulman (1987) argued ‘’The goal of teacher education is not to indoctrinate or train
teachers to behave in prescribed ways, but to educate teachers to reason soundly
about their teaching as well as to perform skillfully. Sound reasoning requires both a
5. SUMMARY ON TECHNOLOGY PEDAGOGICALFORCONTENT KNOWLEDGE , A FRAMEWORKFOR TEACHER
KNOWLEDGE BY PUNYA MISHRA ANDMATTHEW J. KOEHLER ‘MICHIGAN UNIVERSITY’
process of thinking about what they are doing and an adequate base of facts, principles
and experiences from which to reason. Teachers must learn to use their knowledge
base to provide the grounds for choices and action. . . . Good teaching is not only
effective behaviorally, but must also reset on a foundation of adequately grounded
premises’’. (p. 13).
As the conclusion, withTCPK framework , it can guide the teachers in workplace
to development themselves in technology. In pedagogy , they provide additional support
to make sure the students learn the technology, subject matters and the pedagogy .The
approaches that develop could integrated on research and pedagogy and also can help
bridge the gap between educational research and practice.
