Educational Technology

Harris, J. B., & Hofer, M. J. (2011). Technological pedagogical content knowledge (TPACK) in action: A descriptive study of secondary teachers’ curriculum-based, technology-related instructional planning. Journal of Research on Technology in Education, 43(3), 211-229.

This study aimed to determine how TPACK was used in K-12 learning environments, specifically during instructional planning, and how that effort could be enhanced. Relatively, a new concept, a collaboration of seven social study and science experts where participants of the study inherently provided a 5-month professional development opportunity for them. Moreover, their knowledge level of TPACK was evaluated, resulting in their perceptions of the use and integration of technology by institutional administrators, identifying their current best practices, and sharing lessons learned. Three primary findings were revealed, (1) selection and use of learning activities and technologies became more conscious, strategic, and varied; (2) instructional planning became more student-centered, focusing primarily upon students’ intellectual, rather than affective, engagement; and (3) quality standards for technology integration were raised, resulting in deliberate decisions for more judicious educational technology use.

The article is very well done and has many strengths in contextual writing, data organization, and conceptual presentation. The qualitative research is based on an interpretivist study with experts from the United States. Technology integration and its evolution is the central theme here. TPACK’s theoretical framework is described, and the four intersections of knowledge types are highlighted, which include pedagogical content knowledge (PCK), technological content knowledge (TCK), technological pedagogical knowledge (TPK), and technological pedagogical content knowledge (TPCK/TPACK). The research methodology was based on in-depth interviews (two sets), a review of current unit plans, and the teacher’s reflections on their unit/lesson planning and technology integration processes. A plethora of learning activities are identified and subcategorized in presented tables, for example, knowledge-building, convergent knowledge expression, and divergent knowledge expression, which provide activity type, description, and possible technologies for implementation. The authors also offer a website for a complete taxonomy of activity types used in education.

Undoubtedly, one of the best articles I have read thus far. Before this class, I was unaware of TPACK. Most of the literature focuses on pedagogical practices; I am eager to explore these strategies using andragogical practices by addressing the needs of various levels of adult learners and their facilitators. However, the current literature provides a solid baseline for my continued research. As a seasoned instructional designer, I believe this unique study is a “gold-star” example of how professional development can be achieved, resulting in many prosperous benefits. Lastly, I would like to see how another study would compare in different subject contexts.

Arifin, Z., Nurtanto, M., Priatna, A., Kholifah, N., & Fawaid, M. (2020). Technology andragogy work content knowledge model as a new framework in vocational education: Revised technology pedagogy content knowledge model. Online Submission, 9(2), 786-791.

This dynamic article provides an evolutionary growth from the technological pedagogical content knowledge (TPACK) framework related to the consideration of vocational education. The authors step beyond the student and learning approach of pedagogy (level of engagement) and transitions primarily to andragogy (level of cultivation), as well as insightful acknowledgment of heutagogy (level of realization). Students navigate these levels in vocational education based on their increase in maturity and independence. The study aimed to analyze the teaching and learning needs of students in professional vocational education with the revised TPACK new model approach. As a result, the technology, andragogy, work, and content knowledge (TAWOCK) conceptual model is offered to adult learning practitioners.

The article points out the limitations of the TPACK framework on teacher learning and industry. The author’s research objective was to achieve a conceptual model following the understanding of knowledge in vocational education. Qualitative methods in the form of document analysis were used to construct the new theoretical, conceptual framework. Critically, the authors emphasize that the original TPACK framework remains unchanged for its educational purpose. Considering the needs of the industry, they emphasize that the primary goal of the TWOCK model is the conceptual view for practitioners to plan for the implementation of education for work in general but, most importantly, specific work. Respectfully, work domains are adopted into the new model and include work knowledge (WK), andragogy knowledge (AK), and technical knowledge (TK). Content knowledge (CK) is described in terms of determining the curriculum or material taught in vocational education.

Notably, the authors state, “TAWOCK conceptual model is an integrated relationship between the work context or specific area, the content delivered, the technology needed, and the learning approach adopted.” Based on my reflection on the previous article on TPACK, the article bridges the gap in my knowledge where I can apply the model to my institutional learning environment. With that said, I could contribute to the recommendation of future research where there is a call for the TAWOCK model to be empirically tested. Lastly, the article has provided me with awareness and reinforcement of the educator/instructor/facilitator and student roles and responsibilities as they collaboratively navigate the level of learning approaches (pedagogy, andragogy, heutagogy) (collectively known as tri-gogy) (Sudira, 2017).