A suburb of NYC has just announced that they will be providing all their 3rd through 9th graders with iPads.
One article referred to it as “converting 75% of its curriculum to iPads.”
More and more we are hearing about schools delivering their curriculum through technology.
But I wonder, where are the conversations about pedagogy? About instruction?
TPACK is a framework to help educators and educational decision makers think about their learning-through-technology implementation by identifying 3 types of knowledge that need to be considered. According to the TPACK.org site:
At the heart of the TPACK framework, is the complex interplay of three primary forms of knowledge: Content (CK), Pedagogy (PK), and Technology (TK). The TPACK approach goes beyond seeing these three knowledge bases in isolation.
TPACK is encouraging us to aim for that sweet spot at the intersection of Content Knowledge, Pedagogical Knowledge, and Technological Knowledge, by having the FULL conversation about “What learning experiences will we design for students to learn which learning targets and supported by technology in what ways?”
So when a district announces that they are addressing the curriculum by giving devices to students, I know they are thinking about the curriculum (what they want students to learn) and the technology (what tools might help students learn that curriculum), but I worry that they aren’t having conversations about pedagogy (how students might learn that content, leveraging that technology).
In fact, I worry that without having the conversation about the kinds of learning experiences and instruction that help students learn that content that we might not be identifying the right tools for the job. We might be having a conversation about interesting tools and devices, but we probably aren’t having a conversation about interesting approaches learning through tools and learning through devices.
Where is the pedagogy in your school’s conversations about technology?