In the editorial "TPACK -- time to reboot?," Saubern et al. (2020) argue that while TPACK has proven to be highly popular foundation for educational technology research, the framework continues to be critiqued today. Specifically, critiques continue to explore the relation to defining and delineating the construct components, the relationships between construct components, measurement and validation, the predictive and prescriptive value of the framework and the relationship between TPACK and practice (Angeli et al., 2016). This editorial reflects on how TPACK scholarship is continuing to evolve with a focus on two key questions:
Using the search terms "TPACK" and "TPCK" to search the AJET website, 44 papers were reduced to 20 that used TPACK substantially as a theoretical or methodological base. The research problem, purpose and research question for each paper were identified and noted and the discussions and conclusions were analyzed in relation to the frameworks original goals. A common thread found throughout all of the papers is that "to use technology effectively in teaching and learning, teachers must integrate knowledge of technology with knowledge of pedagogy and content" (pg. 3). However, Saubern et al. (2020) explain that a shift in the research occurs between the identification and the application of the TPACK framework. Rather than focusing on the integrated knowledge base of the framework, much of the research examines the several components of the framework separately. They note that few papers, if any, have investigate what it means to develop the knowledge that can only emerge from the application of all three components and the relationship between this knowledge and what is considered effective classroom practice. The central idea of TPACK, Saubern et al. (2020) argues, seems to have slipped away. This editorial claims that the problem lies in the TPACK diagram because it encourages study of the seven components "as if they are the thing that we are interested in" (pg. 5). Analysis of the 20 papers reveals a great deal of time and energy has been spent on validating the structure of TPACK rather than focusing on the integrated knowledge base that emerges from the application of integrating the 7 components. For this reason, the authors argue through this editorial for a reboot in TPACK research. To refocus on understanding the specialist form of knowledge that emerges when knowledge of technology is integrated with pedagogical knowledge and content knowledge. The editorial concludes with a call to action for researchers to engage with the critical question which TPACK may provide insight--how best to improve teaching and learning with technology? This editorial provides a strong meta-analysis of the existing research surrounding TPACK. Claims made by Saubern et al. (2020) are significant in that they highlight an area of research that has yet to be examined. Through careful analysis of 20 papers, they make convincing claim that if researchers rebooted the focus of research around TPACK to focus on the integration of the seven components and how they work together to allow for the emergence of a specialized, integrated knowledge base the answer to how best to improve teaching and learning with technology may also emerge. The call to action in the conclusion provides future facing language that is helpful for researchers looking to make new contributions to the field while build on the work of those that came before. As mentioned by the authors, those who have spent time examining best practice models and frameworks for technology integration are familiar with TPACK. What I found particularly interesting was how spot on the authors argument about the use of the frameworks diagram was. I've been introduced to the model by multiple instructors, and yet few have talked about the specialized, integrated knowledge that emerges at the intersection of all seven components. Instead, the all too common introduction is an oversimplification of the three intersecting circles. While I’m not particularly interested in exploring how TPACK can be used to answer the question of how best to improve teaching and learning with technology, the meta analysis of the 20 papers certainly makes the case for someone who is interested in pursuing this line of thinking. References
Angeli, C., Valanides, N., & Christodoulou, A. (2016). Theoretical Considerations of Technological Pedagogical Content Knowledge. In M. Herring, M. J. Koehler, & P. Mishra (Eds.), Handbook of technological pedagogical content knowledge (2nd ed) (pp. 21–42). Routledge. Saubern, R., Henderson, M., Heinrich, E., & Redmond, P. (2020). TPACK–time to reboot?. Australasian Journal of Educational Technology, 36(3), 1-9. In the article "Do Technologies Make Us Smarter? Intellectual Amplification With, Of, and Through Technology" Salomon and Perkins offer a three-way framework to answer the question--whether and in what senses do technologies make us cognitively more capable? Consider how each of the following themes represents a way in which cognitive technologies might "make us smarter":
Effects with Technology Effects with technology transpire when technologies have functionality that enables them to mirror intellectual functions. The effects then enable the user to form a partnership with the technology that "frees the user from distractions of lower-level cognitive functions" (p. 74). When this occurs, the effects with technology likely lead to improved intellectual performance (Perkins, 1993). So, does technology make us smarter? Salomon and Perkins say it boils down to this: "Cognitive technologies-technologies that afford substantial support of complex cognitive processing make people smarter in the sense of enabling them to perform smarter" (p. 76). Effects of Technology According to Salomon and Perkins, it's also important to consider whether experiences with cognitive technologies can develop cognitive capabilities that remain available without the tool at hand. While Effects of technology can be positive or negative, they must persist for a period after the technology is no longer in hand. To show studies in support of effects of technology, Salomon and Perkins point to other cases. Research conducted in the 1980's for example explored how learning computer programing might enhance thinking. While findings varied, Salomon and Perkins say the work shows clear examples of effects of. Effects through Technology Here Salomon and Perkins build on the first two themes--effects with and effects of-- that were previously explained by Salomon, Perkins & Globerson (1991) and present a third theme for discussion--effects through technology--which they posit necessary to address the impact of "radically transformative" technologies. Here they consider how technologies have impacted warfare or the construction of communities. Through the use of technologies, effects that would have been otherwise unimaginable have been achieved. Salomon and Perkins point to how the internet has transformed the nature of teamwork. Effects through technology have made it possible for people to collaborate regardless of their geographic location. Salomon and Perkins conclude by comparing the three themes to pieces of a puzzle. In other words, the themes are worth putting together to answer to determine what relative magnitudes of impact we can anticipate and how quickly we can expect such effects to emerge. When pace is the point of comparison, effects with excels. This is also true when comparing magnitude of impact because of the immediate payoff of effects with and the improvements made over time. Salomon and Perkins note that effects of technology are less in terms of magnitude of impact and the pace at which it takes for the effects to emerge. For these reasons, Salomon and Perkins answer the question "does technology make us smarter" with a "nuanced yes." Salomon and Perkin's three prong approach to thinking about the impacts of technology on cognition provides a simple framework that invites innovators to begin thinking more deeply about the potential affordances of technologies. Salomon and Perkins note that "it takes time for innovators to see the possibilities, time for early trials, time for a kind of Darwinian sifting of those new ways of working that truly offer a lot, and time for the new ways of working to pass into widespread use" (p. 81). A limitation of the framework work is discussed in the conclusion when Salomon and Perkins point out that they have shown examples of how effects of technology, effects with technology, and effects through technology can positively impact cognition in a controlled environment when in reality the three effects occur in complex systems. For this reason, the pace and realization of their full potential will take longer to realize. The SAMR model is one of several technology integration models that exist to guide educators to be purposeful about technology integration. In their discussion of intellectual amplification with, of, and through technology, Salomon and Perkins explain that "learners need time and guidance to achieve the effects that many contemporary cognitive technologies afford" (81). This got me thinking about how SAMR might provide a model that guides educators to facilitate the type of guidance students might need to achieve all three effects. The following connections can be seen between the two models: Effects with Technology - Effects with technology transpire when technologies have functionality that enables them to mirror intellectual functions.
Effects through Technology - Through the use of technologies, effects that would have been otherwise unimaginable have been achieved.
While the second theme--effects of technology--does not have as strong of a connection to SAMR, I cant help but wonder if with time and lessons that purposefully apply the other two effects, more effects of technology will emerge. In other words, the cognitive residues that enhance performance even without the technology will become more observable. References
Salomon, G., & Perkins, D.N. (2005). Do Technologies Make Us Smarter? Intellectual Amplification With, Of, and Through Technology. |
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