TASK 1. "TPACK AND ACAD" - THEORICAL PART
QUESTIONS:
1. What is TPACK, and What is ACAD exactly? (e.g. is it a technology tool, a theory, a model, an animal, a poem, an author? All these? About what?)
TPACK: The TPACK framework is built on Shulman’s (1987, 1986) descriptions of PCK, and following the descriptions of Mishra & Koehler (2006) and Koehler & Mishra (2008), TPACK is a form of knowledge that goes beyond the three " main" components of content, pedagogy and technology. Technological pedagogical content knowledge is an understanding that emerges from the interactions between content, pedagogy and technological knowledge. TPACK is different from knowledge of the three concepts separately. TPACK is the foundation of effective teaching with technology, which requires an understanding of the representation of concepts through the use of technologies; that is, pedagogical techniques that use technologies constructively to teach content.
By simultaneously integrating knowledge of technology, pedagogy, and content, expert teachers bring TPACK into play every time they teach. Each situation teachers are presented with is a unique combination of these three factors and, consequently, there is no single technology solution that applies to all teachers, all courses, or all visions of teaching. Rather, the solutions lie in a teacher's ability to flexibly navigate the spaces defined by the three elements of content, pedagogy and technology.
Moreover, teachers must develop fluency and cognitive flexibility not only in each of the key domains (T, P, and C), but also in how these domains and contextual parameters interrelate, in order to construct effective solutions. This is the kind of deep, flexible, and pragmatic understanding of teaching with technology that we imply when considering TPACK as a professional educational tool.
ACAD: According to Goodyear, P., Carvalho, L., & Yeomman, P. (2021), ACAD means Activity-centred Analysis and Design. ACAD offers a practical approach to analyzing complex learning situations, in a way that can generate knowledge that is reusable in subsequent (re)design work. ACAD has been developed over the last two decades. It has been tested and refined through collaborative analyses of a large number of complex learning situations and through research studies involving experienced and inexperienced design teams. Activity-Centred Analysis and Design (ACAD) is a meta-theoretical framework for understanding and improving local, complex, learning situations. Explaining what this means requires some shared terminology.
We use the term ‘activity’ to mean ‘what students are actually doing’ (mentally, physically and emotionally) during a period of time in which they are meant to be learning something. the term ‘learning situation’ to underscore the point that students’ learning activity is always situated and We use the term ‘local’ because we also see educational work as situated. We use the term ‘complex’ to indicate that teachers do not need an analysis and design methodology to diagnose simple problems and prescribe simple remedies. ACAD has a dual focus – analyzing and understanding what exists and (re)designing for the future. This means ACAD also has a dual ontology, insofar as an actual instance of a learning activity and a design for future instances of similar learning activities are not the same kinds of thing.
https://link.springer.com/article/10.1007/s11423-020-09926-7
2. Which are the essential TPACK elements, and how do they interact with each other?
According to Mishra & Koehler (2009), TPACK is an emergent form of knowledge that stands for technological, pedagogical, and content knowledge, in other words is a framework that combines 3 knowledge areas. TPACK is an understanding that emerges from interactions among content (what to teach, music, maths…) pedagogical (how to teach, the tools such as direct instruction for example), and technology knowledge ( to make the content more accessible to students and to reach our outcome, tablets, Google Drive…).
Underlying truly meaningful and deeply skilled teaching with technology, 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.
Technology, pedagogical and content are the 3 main elements but there are also subdomains of knowledge where these elements meet such as the: PC (to know how to teach that specific knowledge), the TCK area (where you relate the technology to the content) and the TPK (you know how to use technology to support your teaching). They work in a complicated way together to support teaching, TPACK comes from the overlapping in the center spot, where 3 areas of knowledge work together and finally surround all that is the context and your students. (HOW IT WORKS AND INTERACTS)
3. Which are the essential ACAD elements, and how do they interact with each other?
According to Goodyear, P., Carvalho, L., & Yeomman, P. (2021) ACAD is a meta-theoretical framework for understanding and improving local, complex, and learning situations, so it tries students to analyze complex learning situations in rider to create a knowledge which is reusable. it is activity-centred, which means that the framework places activity as its core. It also must involve feeling, perceiving, making, thinking, moving, or talking. To be useful, there are broad, epistemic, pedagogical, social, psychological, and usability principles that should be an important part of an educational designer. Being more concrete, an action-oriented form of knowledge, including ways of successful design components that can be identified as appropriate, customized, or reusable. There are three key dimensions in ACAD. The first one is set design, which is how we arrange the physical or the virtual learning environment, as tools or elements that we introduce to support learning. The second one is epistemic, which involves proposing tasks. The last one is social design. It is how we propose how people work together. One crucial characteristic is that an emergent activity happens when tools, tasks, and people join together. The relation between them is measured by the emergent activity. So first of all we have to think about what productive activity will be the best in relation to our learning outcome. then we have to think about what tasks will generate that activity or the best tools and environment to support students with this task. Finally, we should think of the best social configuration that allows students to work efficiently and in the best way possible, resolving the complex situation proposed.
4. How would TPACK be useful for you?
In this day and age, society is more globalized and digitized than ever before, teachers and students should adapt to this new digital classroom environment and be always open to meet the new technological methodologies present in nowadays schools. As the TPACK method is composed of technological, pedagogical, and content knowledge, it is one of the most complete and useful strategies that can be applied in class. Both teachers and students need to be able to control state-of-the-art technologies and digital platforms since these are highly recommended by experts for their effectiveness in children's development. Nevertheless, teachers should include in their educational formation the three areas of the TPACK method due to the fact that a teacher can be an expert in English but if he or she lacks the ability to use certain technologies to teach that English context, learning is not happening. The same happens when someone who lacks pedagogical content knowledge tries to teach Chemistry, for instance, they are likely to be misunderstood because they know quite a lot about Chemistry but have no idea of how to teach that subject. Examples of apps, platforms, and strategies useful in education could be Canva, Kahoot!, portfolios, creating blogs, conceptual maps, making videos, etc. Summing up, TPACK is really useful in a class environment since the teacher is fitted with both pedagogical and technological knowledge which allows to effectively teach the subject matter to the students in a more dynamic and flexible way.
5. How is TPACK related to ACAD?
In summary, we have learned that TPACK goes beyond content, pedagogy, and technology, that is, it is not the knowledge of the three aspects separately. Technology has always, and even more so today, been needed in classrooms (whether in a traditional or digital way). It is used whenever knowledge is imparted, ranging from using a pencil to the most complex computer or communication system. This is why teachers need to be familiar with and trained with technologies in order to be effective and up-to-date teachers. Although, each scenario is different and each teacher must adapt to its conditions and adapt the contents, pedagogy, and technology in a distinctly integrated way. ACAD, for its part, offers a practical approach to analyzing complex learning situations, in a way that can generate knowledge that is reusable in subsequent (re)design work. It is a meta-theoretical framework for understanding and improving local, complex, learning situations (Goodyear, Carvalho, & Yeomman, 2021). It has a dual focus: analyzing and understanding what exists and (re)designing for the future. There are three aspects that play a fundamental role here: design, epistemic and social design. The first one is how we arrange the physical or the virtual learning environment, as tools or elements that we introduce to support learning. The second one involves proposing tasks. And the last one is how we propose how people work together. This is important because an emergent activity happens when tools, tasks, and people join together In this way, the TPACK is the pedagogical knowledge that one has about the content, the pedagogical knowledge that one has about the pedagogy, and the pedagogical content that one has about the technology; and the ACAD, one could say in a brief way, which is the way in which this knowledge is applied in order to design a class and impart knowledge and thus seek an optimal education, which is measured in emergent activities in this case. It is very important because it helps to improve the situations in class and looks to the future. In this way, TPACK and ACAD maintain a direct relationship. Without the knowledge of content, pedagogy, and previous technology, neither the design nor the epistemic nor the social design could take place.
Goodyear, P., Carvalho, L., & Carvalho, L. (2014, March 14). Framing the Analysis of Learning
Network Architectures. The Architecture of Productive Learning Networks.
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