Reflection three
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Task
After reading about the different theories, models and frameworks in Module Two, respond to the question:
What do these theories, models, and frameworks say about effective digital teaching"?
Artefact
With the rapid development of technologies, the requirement
to consider how these technologies are implemented in the learning process
becomes increasingly important. The way we think about technologies has also
changed; Koehler, Mishra and Cain (2013) suggest that more traditional
technologies are characterized by their slower rate of change, specificity (a
pencil is for writing), and functional transparency (the inner workings of a
pencil are straightforward). By contrast, newer digital technologies such as computers,
handheld devices and software are rapidly changing, and their inner workings
are often complex and opaque. For the purposes of this reflection, it is newer
digital technologies which will be referred to. The specific context for this
reflection is formal learning settings within a military organization, in which
most of the learning is structured toward achievement of intentional,
pre-determined learning outcomes to meet a specified real-world objective.
There are a myriad of theories, models and frameworks which
speak to effective implementation of digital learning; however, for the purpose
of conciseness I have selected one: Technological Pedagogical Content Knowledge
(TPACK).
TPACK breaks down what Koehler, Mishra, and Cain (2013) call
knowledge components as follows:
- · Technological Knowledge (TK)
- · Pedagogical Knowledge (PK)
- · Content Knowledge (CK)
- · Technological Content Knowledge (TCK
- · Pedagogical Content Knowledge (PCK)
- · Technological Pedagogical Knowledge (TPK), and
- · Technological Pedagogical Content Knowledge (TPACK)
This is visually represented below to demonstrate the interrelationships between TK, PK, CK, and their intersections.
This framework demonstrates how consideration of each
knowledge component is critical to effective learning with digital technology
integration. For example, for a weapons instructor it would be critical that
they had a solid understanding of the working parts of the weapons and safety
precautions (content knowledge), how to implement the learning to adult learners
in a way that allows them to meet specified objectives while role modelling
safe and effective handling (pedagogical), and know the best way to utilize the
affordances of weapon simulations to enhance the learning in a simulated
reality (technological). The greater the educators understanding of the
affordances and constraints of digital technologies when implementing alongside
pedagogical and content considerations, the more effectively digital
technologies can be integrated in the learning (Hickey, 2014; Koehler, Mishra, &
Cain, 2013).
For a visual/auditory description of TPACK, watch the below video by Matthew Koehler (2017) from beginning until 1.05 for a brief overview.
Howland, Jonassen and Marra (2012) provide five attributes
for meaningful learning, which I have briefly described below:
- · Active (Manipulative/Observant) – learning is natural and adaptive.
- · Constructive (Articulative/Reflective) – learners must be able to articulate and reflect on their learning.
- · Intentional (Goal-Directed/Regulatory) – learning is intended to fulfill a goal.
- · Authentic (Complex/Contextual) – learning must be authentic to the context it is intended to be used in.
- · Cooperative (Collaborative/Conversational) – learning is social.
Using the above example of the weapons’ instructor, when
implementing digital technologies the instructor must consider each of these
attributes; however given the nature of the safety aspect of weapons’ instruction,
it is intentional and authentic attributes which must take a higher priority of
consideration. If the implementation of digital technologies in this scenario
are not intentional and as authentic as possible, there is a higher risk placed
on the competence of the learner who has learnt to operate weapons’ systems.
In conclusion, these authors propose a number of
considerations for effective implementation of digital technologies; however
careful consideration of the context within which the technologies will be
utilised for the achievement of specific goals must be made. To effectively select
digital technologies, educators must have a broad understanding of their
affordances and constraints, as well as how they will interact with the content
and pedagogy.
As my educational context is diverse, ranging from instruction through to quality assurance and learning analysis, the consistent educational settings I refer to throughout my response are formal learning settings in a military organization, with a target population consisting of a diverse group of adult learners. Looking first to consideration of the five attributes, I selected Intentional and Authentic as the primary considerations for implementing digital learning in my setting. This is due to several factors; primarily, most of the learning conducted in this organization is either directly or indirectly related to a job task which holds some risk to the person, organization, or financially - therefore, it is critical that learning is intentional and directly related to the specified outcome. For this to occur, the learning must also be implemented as authentically as possible, so that the learner achievement of the learning outcome is conducted in a setting which is as close to the real setting as possible. Similarly, considering TPACK is important for the effective implementation of digital technologies in this scenario:
- TK - The teacher must have a good understanding of the technologies they utilize, as well as their affordances and constraints.
- PK - They must have a good understanding of how people learn, as well as familiarity with strategies and techniques for teaching a diverse group of adult learners.
- CK – The teacher must have a solid understanding of both the weapon systems to be taught, and the learning objectives which must be achieved. In addition, they must have a good understanding of the context within which the learning will be applied.
- TPK – They must understand how technology (in this case simulation) can be used effectively to support learning, as well as select the appropriate simulation tools to provide an authentic and intentional learning experience.
- TCK – Teacher must be able to use digital technologies to teach the specific content – for example, the simulation must accurately represent the weapon being taught – such as weight, carriage, scopes, and hand-feel, and test the learners in a way that accurately measures their proficiency with the weapons.
- TPACK – This is the intersection between all the knowledge types above which must be considered to effectively implement digital technologies in learning.
References
Abbitt, J. (2011). Measuring technological pedagogical content knowledge in preservice teacher education: A review of current methods and instruments. Journal of Research on Technology in Education, 43(4), pp. 281-300.
Dobozy, E., & Campbell, C. (2015). The Complimentary Nature of Learning Design and TPACK. In J. Dalziel (Ed.), Learning Design: Conceptualizing a Framework for Teaching and Learning Online (pp. 96-116). Routledge.
Hickey, G. (2014). The importance of learning philosophies on technology selection in education. Journal of Learning Design, 7(3), 16–22.
Howland, J. L., Joanssen, D., & Marra, R. M. (2012). Meaningful Learning with Technology (4th ed., pp. 1-19), Boston, MA: Pearson Education, Inc.
Koehler, M. J., Mishra, P., & Cain, W. (2013). What is technological pedagogical content knowledge (TPACK)?. Journal of Education, 193(3), 13–19.
Small, L. (2023). Effective Digital Teaching [digital visualization on the internet]. https://www.canva.com/design/DAFdV8aaa6g/n6vat6lx4Q1lV63yCfcx-Q/edit?analyticsCorrelationId=b1d65d6a-cedf-45a0-97e5-6992df7405a2