The title to this post is grabbed from the title of a professional development session I have been fortunate enough to have been invited to next week. I have indulged in some pre-reading around the concepts which I have to say has been enlightening and somewhat thought provoking. I have assumed from the agenda that the we will be exploring two frameworks as tools to design learning experiences that encourage critical thinking. The two frameworks are Bloom’s Taxonomy and Technological Pedagogical Content Knowledge (TPCK). I have worked in depth with Bloom’s taxonomy throughout my teaching career, however this is the first I have experienced of TPCK. The concept maps that are published in relation to it explain the concept simply enough.
When I viewed this for the first time, my initial thoughts were “Of course, that’s obvious.” My initial reaction was one that teaching and learning should be targeting the juncture of technological, pedagogical and content knowledge. But as I continued to read it has caused me to reflect – “Do I actually target this juncture? Do I purposely plan and implement for learning to occur where these three concepts meet?” This is a question that I am not so sure about. No doubt my involvement in the professional development next week will provide me stimulus for reflection and planning to ensure that this is my targeted area. Currently I fear that perhaps I target the three areas, but do not converge them effectively.
My researching found me this blogpost from Sean Nash, which has two videos. Watch these in order and you get an idea of the focus of TPCK. http://nashworld.edublogs.org/2009/04/08/a-tpack-video-mashup/
There is also a great wiki with lesson ideas – http://clifmims.wetpaint.com/page/TPACK.
I encourage anyone on their journey with digital pedagogy to explore the concept of TPCK. During the PD session there will be a twitter backchannel running, using the hashtag #WTDW, feel free to watch this to get an idea of the discussions we are having. After the event I will no doubt reflect further on my own practice and ramble on about it here. I am excited about this opportunity, and can see it not only driving my development of my personal practice, but informing and guiding my training of others.