Educational Technology, TPACK, and 21 st Century Learners: An Instructional Technology Philosophy. Callah Stoicoiu

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1 Instructional Technology Philosophy 1 Educational Technology, TPACK, and 21 st Century Learners: An Instructional Technology Philosophy Callah Stoicoiu Introduction to Instructional Technology 5150, Section 610 Dr. Ward March 20, 2013

2 Instructional Technology Philosophy 2 Educational Technology, TPACK, and 21 st Century Learners: An Instructional Technology Philosophy While technologies continue to make rapid changes in our society, it is vital that students gain 21 st century skills in order to succeed in the classroom, their careers, and everyday lives. However, before students can master these skills, teachers need to have a strong understanding of how their content, pedagogical, and technological knowledge interacts to impact learning for students, as illustrated in the technology integration framework known at TPCK. As technology is integrated in the classroom, teachers also need to be aware of the legal and ethical issues surrounding the use of technology in everyday instruction. As educators strive to become technology leaders in their classrooms or schools districts, it is essential to have a welldeveloped philosophy of instructional technology use in the classroom. The following philosophy of instructional technology will be based on demonstrating a full understanding of educational technology as an educator and technology leader, the framework of TPCK and how it impacts teaching and learning, fostering 21 st century skills in the classroom, as well as the understanding of ethical practices of technology use. Educational technology can be described as the sum of the tools, techniques, and collective knowledge applicable to education, (AACTE, 2008, pg. 4). In order to successfully integrate technology in the classroom, educators must have a full understanding of the various aspects of educational technology. However, before teachers can understand how to integrate technology, they must have foundational technology skills. The ISTE National Educational Technology Standards for Teachers (NETS T) identifies the skills and knowledge teachers need to effectively integrate technology in the classroom and the lives of students. The standard of Model Digital-Age Work and Learning, prompts teachers to exhibit knowledge, skills, and

3 Instructional Technology Philosophy 3 work processes representative of an innovative professional in a global and digital society (ISTE, 2008, pg. 9), requiring teachers to demonstrate fluency of technology tools. It is important that teachers have a full understanding of instructional technology tools so that they are able to properly teach students technology skills. The more knowledge a teacher obtains about a particular technology tool, the better able they are to repurpose the tool to be used for educational purposes. For example, a blog is only a blog until a teacher has a deep understanding of its potential for educational use that they are able to turn this tool into a means for students to communicate ideas, discuss different points of view, and to truly become engaged in discussing content. For educators who wish to achieve this kind of learning, where they have successfully integrated technology to make meaningful lessons, they must first have technological skills and understand the aspects of educational technology. Being well versed in technology tools is also a standard of technology facilitators and leaders. As outlined by the technology facilitation standards, technology facilitators need to demonstrate an in-depth understanding of technology operations and concepts (Williamson & Redish, 2009, pg. 25). Doing so allows them to provide assistance to teachers in identifying resources based on their specific educational needs, so they can effectively use technology in the classroom. Part of the journey in understanding educational technology is to become knowledgeable of Technological Pedagogical Content Knowledge (TPCK). The TPCK framework, developed by Koehler and Mishra, was created to describe how teachers understanding of technologies and pedagogical content knowledge interact with one another to produce effective teaching with technology (AACTE, 2008, pg. 12). All three main components of TPCK, technological, pedagogical, and content knowledge, have an equal importance in effective educational technology. Content knowledge consists of knowledge about subject matter

4 Instructional Technology Philosophy 4 being taught, and includes knowledge of concepts, theories, ideas, and organizational frameworks (AACTE, 2008, pg. 13). Having strong content knowledge is one of the most basic and essential aspects of being an educator. As a consequence of not having strong content knowledge, students can be misinformed about the material, creating a significant impact on their learning. Pedagogical knowledge focuses on the methods and strategies of teaching, and not possessing such knowledge can result in the ineffective teaching of content to students. It is not enough for teachers to know what to teach (content knowledge), but to be an effective educator means knowing how to teach the content. Teachers must also be aware of theories and strategies of pedagogical knowledge such as multiple intelligences, differentiation, and cooperative learning, to maximize the quality of their instruction. The last component of TPCK, technology knowledge, requires knowing how to operate technologies. As discussed previously, educational technology cannot be effective without technology literacy of the teacher. One of the limitations that exists within educational technology is that teachers often lack experience with using digital technologies for teaching and learning (AACTE, 2008, pg. 9). For teachers to effectively repurpose technologies to support learning, they must possess an advanced knowledge of the full potential of certain technologies. Although separately these components are important to instructional technology, the interaction among these components proves to be even more important. All three components of the TPCK framework have equal importance on the development and integration of instructional technology. However, to fully understand TPCK is not to have knowledge of the three individual components, but rather of the interaction of all three as a whole. TPCK is the basis of effectively teaching with technology, and as Mishra and Koehler believe, it requires an understanding of:

5 Instructional Technology Philosophy 5 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; 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. (ACCTE, 2008, pgs ) One of the most important aspects previously listed is teachers using pedagogical techniques that use technologies to teach content in effective ways. This directly effects a teacher s instructional planning, because they must consider the content that will be taught, the strategies that will be used to teach the content, and how technology will help present or enhance the content. However, beginning teachers who try to integrate instructional technologies often take the technocentric approach instructional planning that is focused upon technologies being used rather than content and the students trying to use and learn them (Harris & Hofer, 2009, pg. 7). Instead, teachers should first consider students prior knowledge and skills, along with the content to be taught and the strategies being used to teach them, before select selecting technologies. Teachers who integrate TPCK in this way maintain focus on the content and the students, while selecting the appropriate technologies to enhance student learning. This aspect of TPCK is also demonstrated in the ISTE NETS T standard of Facilitate and Inspire Student Learning and Creativity, in which teachers incorporate their knowledge of content, pedagogy, and technology to facilitate learning experiences that use technologies to advance student learning, creativity, and innovation (ISTE, 2008, pg. 9). The importance of teachers knowledge and understanding of educational technology and TPCK lies within the skills that are essential for students to have in our modern world. 21 st

6 Instructional Technology Philosophy 6 century skills, as outlined in the Framework for 21 st Century Learning, are the skills, knowledge, and expertise students must master to succeed in work and life, and is a blend of content knowledge, specific skills, expertise and literacies (P21, 2011, pg. 1). At the foundation of 21 st century skills lies information, media, and technology literacies needed to be an effective citizen and worker in a society based on rapid changes in technology. As discussed previously, teachers need to have in depth knowledge of these literacies so they are able to teach and model them to students, an aspect outlined in the NETS standards for teachers. Among these literacies are skills that are not only necessary to succeed in technology environments, but are also essential for deep, meaningful learning in the classroom. These learning skills include creativity and innovation, critical thinking and problem solving, and communication and collaboration (P21, 2011, pg. 2). Specifically, as an art educator, creativity and innovation are at the center of learning, as it is the role of the teacher to facilitate creativity in the classroom. Critical thinking and problem solving skills are also required in many aspects of the subject such as art production, aesthetics, art history, and art criticism. As part of the ISTE standard of Facilitate, and Inspire Student Learning and Creativity, it is important for teachers to capitalize on opportunities to use technologies in learning activities that expand and encourage students to think in creative and innovative ways (ISTE, 2008, pg. 9). It is not only imperative for teachers to help students obtain skills for the educational environment, but also to provide students with opportunities to develop life and career skills. Among these skills are adaptability, self-direction, social and cross-cultural skills, productivity, and responsibility, giving students the ability to navigate the complex life and work environments in the globally competitive information age (P21, 2011, pg. 2). Art and technology provide special opportunities for teachers to incorporate cross-cultural skills within

7 Instructional Technology Philosophy 7 lessons by using online resources on multicultural arts, allowing students to explore art from all over the world. The interaction of the components of TPCK (technological, pedagogical, and content) become especially important in teaching these skills to students, because teachers need to be knowledgeable of the content to use the proper teaching strategies and corresponding technologies to provide these unique and meaningful learning experiences. Without teachers fundamental knowledge of technology tools, the integration of TPCK and how it effects instructional planning, students will not gain the skills needed to excel in school and their careers. Once teachers have a strong understanding of TPCK and the 21 st century skills, they must have a knowledge of the ethical practices of technology use in the classroom. The ISTE NETS T standard Promote and Model Digital Citizenship and Responsibility calls for teachers to understand local and global societal issues and responsibilities in an evolving digital culture and exhibit legal and ethical behavior in their professional practices (ISTE, 2008, pg. 9). This standard requires that teacher model responsible use of technology for students including respect for copyright, documentation of sources, promoting digital etiquette, as well as teaching students online safety. One challenging aspect of using technology for instruction is the issue of copyright and legal use of informational resources. As Williamson and Redish state, most educators do not fully comprehend copyright law and, therefore, are not able to model and teach basic principles to students (2009, pg. 131). The impact this places on students is their inability to legal and ethically use technologies inside and outside the classroom. Because most students do not receive education on proper use of technology outside the classroom, it is important for teachers to educate students on these issues before introducing technology into instruction. School or district technology leaders too need to be well versed in legal and ethical practices, as

8 Instructional Technology Philosophy 8 they serve as a source for teachers looking to integrate technology. As technology leaders, they are responsible for developing programs for educators that address social, ethical, and legal issues related to using technology in the classroom so teachers can properly use technologies and model appropriate behaviors to students (Williamson & Redish, 2009, pg. 134). Another important issue concerning ethical practices is teaching students online safety, an issue that has resulted in the Children s Internet Protection Act. This law requires that schools systems have protected mechanisms in place to block or filter sites that are obscene, pornographic, or otherwise harmful to students (Williamson & Redish, 2009, pg. 128). Because today s students frequently use social networking sites outside of the classroom, it is especially important for teachers to provide students with ways to protect themselves from online predators. Teaching with technology can be beneficial to students, but without the proper leadership and education on safe and legal internet practices, it will not be an effective method of instruction. In the 21 st century, it is essential for students to obtain skills that will enable them to succeed in a technology and media-driven society. Before students learn and master these skills, there must be strong instructional technology curriculums in place for schools and districts. In order for teachers to effectively integrate technology in the classroom, they must have knowledge of all aspects of educational technology, including the technology integration framework (TPCK), 21 st century skills and tools, and legal ethical practices of technology use. For technology integration to be successful, technology leaders need to provide training and resources to teachers while modeling and promoting proper use of instructional technologies. In instructional technology, as in any educational field, it is important for our educators and leaders to be skills and knowledgeable in order for students to succeed.

9 Instructional Technology Philosophy 9 References AACTE Committee on Innovation and Technology (Ed.) (2008). Handbook of technological pedagogical content knowledge (TPCK) for educators. New York, NY: Routledge. International Society for Technology in Education. (2008). National educational technology standards for teachers (2 nd ed.). Eugene, OR: International Society for Technology in Education. Harris, J., & Hofer, M. (2009). Instructional Planning Activity Types as Vehicles for Curriculum- Based TPACK Development. Chesapeake, VA: Society for Information Technology in Teacher Education. Partnership for 21 st Century Skills. (2011). Framework for 21 st Century Learning. Washington, DC: Partnership for 21 st Century Skills. Retrieved from skills-framework. Williamson, J., & Redish, T. (2009). ISTE s technology facilitation and leadership standards. Washington, DC: International Society for Technology Education.