TPACK Model for E-learning

Posted: August 12th, 2013

TPACK Model for E-Learning





TPACK Model for E-Leaning

Part 1: TPACK Model for E-Leaning

TPACK is a technological model that seeks to integrate the three components of learning, pedagogical, technological and content knowledge of a teacher together for best delivery to students. It seeks to combine the three component parts of a teacher’s knowledge in order to deliver to the students using technology (Ronau, Rakes, & Niess, 2011). In one of the collaborative lesson example, Jigsaw, the teacher organizes the students into teams. Number of each team depends on the number of issues to be covered within the problem this team will handle. Each student is assigned a task of part of the problem to tackle. For instance, if students are supposed to be analyzing a book, a certain team can be issued with one chapter, where team members are issued subheadings within the chapter to address.

After each student has completed their part within a team, all answers or responses are compiled where each student shares with others within the team what they have learnt. Finally, after the team compiles its information together it can share with the rest of the class while it also learns from the other teams. The students can do this online where each does their part at home or any other place and all meet online to compile their work.

Technological knowledge in the TPACK concerns the technology that is used in the classroom. In this case, the technology knowledge is addressed by the need of using a computer for conducting the analysis each person is assigned then passed to others through the same. The computer is the technology knowledge in this case and the internet as well where students are required to use them in their learning. Pedagogical knowledge is the strategy used by the teacher to facilitate the collaborative leaning (Ronau, Rakes, & Niess, 2011).

Online collaborative learning has to make use of networking using the internet where the students can hold discussions and exchange information. Using internet for the collaborative learning facilitates the students to meet online without having to be physically present in a classroom, which represents the pedagogical knowledge. Finally, content knowledge concerns the curriculum documents or information the students are supposed to learn in class. The TPACK model combines all of the three components in a way that enables students to make best use of technology in their learning (Ronau, Rakes, & Niess, 2011).

Part 2: E-Learning case studies

            In the first case study where the students feel they cannot complete their assignment within the deadline without help from others, the best help would be helping them to organize an online collaborative learning. This would not require the student to meet physically. Rather, they will only need to make use of online conversations where each student can make their contribution. The students can divide themselves into groups where each group addresses a certain part of the theory extensively and then shares it with the others.

In the case where there is an imbalance in the online conversations where three students dominate, it is important to learn the backgrounds of the students. If the problem exists in the level of knowledge about technology or strategy used as well as content, it would be worth to help the students acquire more knowledge concerning the three components. The first two, technology and pedagogical knowledge are most important since their purpose is to enhance learning of the content. Thus, ensuring the students are on the same level of knowledge on the three components would require all students make equal and meaningful contributions.

In the case where a student is posting what others have already done instead of carrying out their actual assignment, a solution can come from denying access to the early postings. Additionally, the use of a time span for posting work can be utilized to reduce the amount of time available for viewing earlier postings and using them as one’s work. This way, the early-posted material will not be accessible to those who wait for others to complete their work. Rather, they would be forced to complete their part since they cannot access the posted material or because there is not enough time for using postings from other students.



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