I still remember in
“CIMA-Themes and Approaches” course I stated that technology in education is
not means of education and not really an important aspect in teaching and
learning process. I presumed that technology is just like supporting tool that is
used by teacher to support a process of transferring knowledge in classroom. Moreover,
I also assumed that technology is not possible to be implemented in learning
environment which has limited sources and access of technology. However, after
following a course called “Pedagogies for Flexibility Learning Supported by Technology”,
I have to change my mind-set about using and integrating technology in teaching
and learning process. Especially when I experienced valuable activities in designing
TPACK professional development program, I attained much more insight about
integrating technology at classroom. At the end of this blog I would re-state
my statement about it. For now, I need to explain to you my personal reflection
in designing TPACK professional development program.
Being assigned to make
a project in designing professional development program is kind of challenging
activity for me. Indeed, as a CIMA student who is encouraged to became a
professional educational designer, getting involved into this project is a good
opportunity to get in a real experience. As a junior educational designer, I
attained that designing professional development program is not an easy work.
At first, I have to know comprehensively what TPACK professional development
program is. Indeed, I also have to attain better understanding what TPACK is.
TPACK is an abbreviation from Technological, Pedagogical, and Content
Knowledge. A teaching and learning framework that attempts to integrate
technological aspect, pedagogical approach and content knowledge into teaching
and learning process in a classroom. TPACK framework is promoted by Mishra and
Koehler (2006). I already post about TPACK framework and my personal reflection
about it in my previous blog. Thus, in this time I would not discuss theoretical
concept of TPACK framework in further. I would reflect my personal and professional
experience in the process of formulating and designing TPACK professional
development program.
What should I do as an
educational designer in designing TPACK professional development program?
I had to work in group
of 3 with my Indonesian and Kenyan colleagues in designing TPACK professional
development program. Indeed, it contributed me another challenge in working as
group rather than as individual educational designer. Three of us came with
different professional background. My Indonesian friend is an English teacher
at one of state university in Indonesia, my Kenyan friend is also a teacher for
Mathematic at a university in Kenya, and I came as training administrator for
education and training centre in State Secretariat of the Republic of
Indonesia. I felt that working as a team with different professional
educational background could give added value in our TPACK professional
development product. Furthermore, I also experienced suitable work-load
division in this project based on our professional, educational, experiential
background. We chose to design TPACK professional
development program for elementary science teachers in Tampan District, Pekanbaru,
Indonesia. Pekanbaru is the capital city of Riau Province which is located in
the Eastern-coast of Sumatera Island. Tampan District is not a big district
like other districts in Indonesia. Thus, it became a challenge for us to design
TPACK professional development program in remote area.
In designing TPACK professional
development program many aspects have to be considered in order to make it on
the right track. As an educational designer at least four aspects have to be
considered in designing TPACK professional development program. Those aspects
are the analysis of needs, contexts, learners, and content characteristics
(Smith & Ragan, 2005). First, In order to attain the real needs of this
TPACK professional development program we attempted to find out real problem
that is needed to be solved. We found that Riau Provincial government of
Indonesia expects schools to include instruction with technologies for better
learning. We presumed that by promoting TPACK model effectively in their
instructional practices could meet this objective. However, most of school did
not familiar about TPACK framework, and science teachers have lack use of
technology in their classes. Besides, most of teachers lack of training and
experiences to understand how to use TPACK framework into their science
instruction in classroom. Indeed, as guidance in identifying the needs, I also
had to look up some literatures and research findings that relate to the
implementation about TPACK framework for science subject.
Second, by participating in the process of
designing TPACK professional development program I inferred that as an
educational designer I inferred that is very imperative to consider about
context or learning environments. I inferred that is not easy to fit the general
framework of TPACK into our chosen context. As aforementioned, Pekanbaru,
Riau-Indonesia is chose to become a locus where the TPACK professional
development would be took place. In this phase, I attained that conducting
context analysis is really important to be highly-considered by an educational
designer. As an educational designer I have to get deeper understanding about
context where the TPACK professional development program will be conducted. It
because I attained that different context should have different educational
treatment in a professional development or educational program. For instance,
in Indonesian context, it seems not really appropriate if I design professional
development program for integrating technology by using online tools in remote
area or districts. It because Indonesia still has limited internet access and
bandwidth in most of area or districts. Thus, I inferred that integrating
technology in offline-based is kind of appropriate solution in this local
context. Furthermore, time allocating in this TPACK professional development
program also need to be considered properly. Conducting this program in working
days is not a good decision with this context since teachers have to teach from
the morning until the late afternoon. Based on my context analysis, conducting
this TPACK professional development during the weekend is kind of appropriate
decision. Surely, it would not work in most of countries conducting the program
during the weekend. However, I learned that in Indonesian context, holding
professional development program during the weekend is a common activity. In
brief, as an educational designer, conducting context analysis is an imperative
step before going further into more detail step in designing this professional
development program.
Third, as an educational designer, I
earned that in the process of designing TPACK professional development program
considering the learners or participants is a must. I have to know level of
prior knowledge that teachers—as participants in this program—already attained.
Moreover, I need to know their educational and professional background. Indeed,
I also need to know their level of knowledge in using technology for their
classes. I inferred that as an educational designer by knowing that information
about the teachers, I could adjust appropriate TPACK professional development
program for them. Appropriate here means that the program meets the objectives
of TPACK professional development program and also in good proportion for teachers’
knowledge—not too low or not too high expectation. In this TPACK professional development
program I had to design an appropriate program for 30 teachers in Tampan
District, Pekanbaru-Riau, Indonesia. They are natural science teachers from 10
elementary schools. Most of them have attained Bachelor of Arts (BA) degree in
Education. However, they are still having lack skill and knowledge in
educational technology. Thus, it becomes another challenge for me as an
educational in a team to design proper professional development program for
them.
Fourth, deciding appropriate content for
TPACK professional development program is the hardest part for me. Through this
phase, I really attained new insight in designing professional development
program. Initially, I wondered that choosing content for TPACK professional
development program is a simple part of this process. It was wrong. Designing
appropriate content for TPACK professional development program really need
extra attention. This process really depends with previous steps in identifying
needs, learners, and contexts of the TPACK professional development program. As
an educational designer I inferred that the content in the TPACK professional
development should consider what is the main objective or the problem that have
to be solved with this program. Then, as I mentioned before that context of the
TPACK professional development program—directly or indirectly—would give any
influence to the content that will be provided in this professional development
program. Furthermore, in designing professional development content, I have to
consider the condition or the capacity of teachers as participants of this
program. In the process of choosing appropriate content for this professional
development program, at least we revised our ideas twice. However, this process
made me attained new insight in formulating and designing appropriate content
within TPACK framework. I also affirmed that brainstorming with other
colleagues is really helpful for me to attain fresh idea. In general the
content of this TPACK professional development program are divided into 3
phases; workshop, implementation, and up-scaling. We decided to promote natural
science subject by using collaborative problem solving approaches that
supported by interactive slides in Microsoft PowerPoint. Since my blog now is
about my reflection in this process, I would not provide detail explanation
about that content that I already stated on the proposal of this project.
However, if you are interesting with this topic in detail, I would post another
blog about this project.
How did I infer my
professional experience as an educational designer by working with TPACK?
In designing TPACK
professional development program, as an educational designer surely I had to
work with the framework of TPACK itself. I could not deny that it was my first
time working with TPACK framework. TPACK framework was freshly new for me. I
did not know about that concept when I was studying for my bachelor in Indonesia.
At the first time I also felt so curious about TPACK framework. I felt curios
how TPACK framework could enhance teaching and learning process by integrating
technology in pedagogical and content aspects. Furthermore, I also curios
whether TPACK framework could be implemented in different context. I realized
that in TPACK model, context based became a determinant aspect as well.
However, one thing that made me so curios was whether TPACK framework could be
conducted appropriately in a context with limited technological supports, such
as a country with limited internet supports or information and communication
technology facilities.
After getting involved
in a team in designing TPACK professional development program and working with
TPACK framework itself, I really attained new insight about TPACK framework. I
attained that TPACK easy to ‘say’ but it is difficult to be implemented
perfectly. However, it does not mean that TPACK framework is not possible to be
implemented in appropriately. By working with TPACK framework, I attained that
TPACK really has clear obvious elements that interrelate among other elements.
TPACK has three elements (technological, pedagogical, and content knowledge)
that have to be considered in formulating and designing teaching and learning
strategy that is based on TPACK framework. I inferred that as an educational
designer who is working with TPACK framework, considering three elements in
TPACK framework could not be conducted separately. For instance, as an
educational designer if I need to design a professional development program or
a lesson about natural science at elementary level, I have to consider what is
the content of that subject that is need to be delivered in line with
pedagogical approaches that will be utilized and educational technology that
should support that content and pedagogical approach. Thus, it is really clear
for me that working with TPACK framework is not an easy job but it is really
effective since as an educational designer I had to consider three main
elements in teaching and learning process in integrative way. Moreover, I inferred
that working with TPACK is not only how to mix those three elements, but also
how to integrate it into an integrative design of TPACK framework. In addition,
I also attained those three elements within TPACK framework could be adjusted
with different context in different situation and condition. It really made me
‘comfort; that TPACK model is not only owned by schools or countries with
high-end facilities in ICT, but also for schools or countries with limited ICT
support.
How teachers could be
stimulated to integrate technology following TPACK professional development program?
Fulan (2007) affirmed that “educational
change depends on what teachers do and think—it’s as simple an as complex as
that”. That statement is really appropriate with the situation of integrating
technology in classroom. The change of teaching and learning process by
integrating technology at classroom mostly dependent with teachers do and
think. Thus, teachers have to be stimulated regularly in order to integrate technology
in classroom. The main point is how to integrate it, not only use it as
teaching tool. Teachers have to integrate it with particular pedagogical
approach in specific subject content, Stimulating teachers to integrate
technology in their teaching process within TPACK framework is not an instant
process.
I presumed that there are three ways that
have to be considered in order to stimulate teachers in integrating technology
in classroom. First, an important thing and fundamental step is how to enhance
teacher beliefs in integrating technology into their teaching process. Teachers
should be sure that integrating technology in their teaching strategies for
specific content is really useful and helpful for their teaching effectiveness.
Teachers should be encouraged not only use technology, but also be promoted to
integrate it into their teaching activities. Teachers should know that they are
the central point of this change. They should be motivated that they play
important role in integrating technology at classroom.
Second, I argued that support from school
leadership could be another factor that stimulates teachers to integrate
technology in classroom. School leadership should provide wide opportunity to
teachers in developing their capacity and quality to integrate technology at
classroom within TPACK framework by participating teachers into a professional
development program. School leaders also should give policy support which
enables teachers to implement and integrate technology appropriately. Moreover,
most important thing that could be conducted by school leaders is by providing
eligible technology facilities that makes teachers feel stimulated to integrate
it with their pedagogical approaches in particular subject.
Third, conducting regular teachers meeting
is another good idea to stimulate teachers in integrating technology into their
teaching activities. Regular meeting here means that teachers should have gathering
with other teachers from different school to share their ideas, experiences,
and problems in integrating technology within TPACK framework. By sharing
ideas, experiences and problems in peer-discussion teacher would attain better
insight about integrating TPACK framework. Thus, with this regular meeting
teachers are expected being stimulated to integrated technology into their
teaching activities appropriately?
Why should I change my statement?
As I mentioned at the beginning of this
blog, I have to revise my statement. Based, on my personal reflection in
designing TPACK professional development program I attained that technology is
not only supporting tool that support teaching and learning process. Technology
could be a vital element that enhances the effectiveness of teaching and
learning process if teachers could integrate it appropriately. Integrating
technology with pedagogical approach in particular subject does not mean that
teachers or schools should provide high-end and marvellous technical facilities.
It can be adjusted with teachers and schools condition. Thus, I affirmed that there are wide
possibilities in integrating technology within TPACK framework at classroom. Yes,
I have to re-state that technology is not only tools for supporting teaching
and learning process, but it also can be a central focus of teaching and
learning process itself. So, are you teachers with technophobia? Starting now I
suggest you to make ‘a close relationship’ with technology. Then, we will see
how technology changes education. Have a nice day with education and technology. :)
References:
Fullan, M. (2007). The new meaning of educational change
(4th Ed.). New York: Teachers College Press,.
Mishra, P., & Koehler, M. J. (2006).
Technological pedagogical content knowledge: A new framework for teacher
knowledge. Teachers College Record, 108(6),
1017-1054.
Smith, P. L., &
Ragan, T. J. (2005). Instructional design.
New Jersey: John Wiley & Sons, Inc.