TPACK Model in Mathematics

 TPACK Model in Mathematics

TPACK is an integration framework for Technology, Pedagogy and Content Knowledge. The above figure shows that TPACK is an intersection part of technology, pedagogy and contents.

Technology represents knowledge about how to use ICT hardware and software and associated peripherals, 

Pedagogy reprents knowledge about the students learning, instructional methods, different educational theories and learnings assessment to teach a subject matter without reference towards contents

Lastly,

Knowledge of the subject matter without consideration about teaching the subject matter.

Why TPACK?             

 

In order to make the teaching-learning effective and to make the learning outcomes of the learner maximum use of TPACK is needed.

History

This model has been introduced by Punya Mishra and Matthew J. Koehler(Michigan State University) in 2016 A.D. by the integration of Technological Knowledge(TK), Pedagogical Knowledge (PK) and Content  Knowledge(CK).

Concepts

Pedagogical Content Knowledge (PCK) - Understanding the best practices for teaching specific content to specific learners.

Technological Content Knowledge (TCK) - Knowledge of how the digital tools available to teachers can enhance or transform the content, how it is delivered to learners and how the learners can interact with it.

Technological Pedagogical Knowledge (TPK) - Understanding how to use digital tools as a medium for the learning outcomes and experiences that teachers want in the teaching process.

TPACK in Mathematics

The photos mentioned below represents the TPACK Model in Teaching Learning Mathematics

                                                                   

Lesson Plan Model on TPACK

Grade: X

Subject: Additional Mathematics

Unit: Co-ordinate geometry

Topic: Conic Section

Time duration: 2 lessons (Each lesson of 45 minutes)

Objectives:

-        Students will be able to construct and demonstrate the conic section (circle, ellipse, parabola, and hyperbola) using the mathematical app GeoGebra.

Materials Required:

-        Raddish or Carrot in the shape of a cone, knife, chopping board, laptops/desktops installed with GeoGebra app, projector

Teaching Learning Activities:

First Lesson:

-        Introduction to a conic section by drawing the curves on the whiteboard and later by using raddish/carrot by cutting it with a knife. (Facilitator demonstrates first and then by one/one student of each group.)

-        Scaffolding the conic section with day-to-day life by giving various examples like curves found in stupas/gumba, and different models of modern architectural buildings.

-        Students will draw different conic sections on their classwork copies (freehand drawing is suggested).

Assessment:

-        Student needs to explore conic sections prevailing around their surrounding by drawing the objects like buildings, statues etc.

Second Lesson:

-        Demonstration of the conic section by showing the YouTube video, Link

-        Step-by-step formation of the conic section by facilitator followed by students by using the GeoGebra app.

-        Students will form a conic section on their own using GeoGebra and the facilitator will be vigilant throughout the activity.

Assessment:

-        Students will create a short video on the formation of conic sections by using the GeoGebra app and insert pictures that include conic sections. (Video using screen recorder that is available internally in laptops)

Technology: Internet, Laptops/desktops, YouTube videos, etc.

Pedagogy: Formative, Summative, Traditional approach, Explorative learning, Realistic learning, etc.

Content Knowledge:

-        Creating: The student creates the video file using the GeoGebra app

-        Critical Thinking: The students explore the features of GeoGebra while creating conic sections.

-        Students communicate with the facilitators if they have any queries while performing the activities.

 

Consequences

- Allows teachers to examine and reflect their practise and how their practise and how technology is integrated in the learning sites.

- There will be maximum learning outputs in learners.

- Students retention rate in the graderoom will be maximum

- Helps the promoting the passive learners in learning activities. etc.

Limitations

- Availabilty of the ICT tools in easy way.

- Proper trainings and guidelines incorporated with IT knowledge and skills.

- Fails in the supports of all types of learners etc.

Conclusion

TPACK is a technology integration framework that identifies three types of knowledge instructors need to combine for successful Edu tech integration—technological, pedagogical, and content knowledge (a.k.a. TPACK). While TPACK is often compared with the SAMR Model, they are very different in scope. This model helps the learners to learn the contents in a visualization way. Although it has some limitations but the educational institutions should incorporate it into their teaching-learning process.

References

https://slideplayer.com/slide/17919185/

https://www.powerschool.com/blog/the-tpack-framework-explained-with-classroom-examples/

https://teachingcommons.stanford.edu/teaching-guides/foundations-course-design/theory-practice/technology-integration-framework#:~:text=The%20TPACK%20framework%20was%20first,Content%20Knowledge%20(CK)

https://edtech-class.com/2021/06/30/all-about-tpack-a-teachers-guide-to-the-tpack-tech-integration-model/