Am I a Digital Immigrant?

The second lecture began to delve into the Technological Pedagogical Content Knowledge (TPACK) framework. This framework looks at three primary forms of knowledge: Content (CK), Pedagogy (PK) and Technology (TK). Equally important in this model, “are the interactions between and among these bodies of knowledge, represented as PCK (pedagogical content knowledge), TCK (technological content knowledge), TPK (technological pedagogical knowledge), and TPACK” (Koehler & Mishra, 2009, p.62). Therefore, this framework is grounded on believing that quality teaching does not exist without the combination of all three components.

From what I understand (based on my readings) it is not enough to know only the content of a subject, the teacher must also know the best pedagogy as well as using technology so that students remain technologically relevant.  When implementing TPACK in the classroom, “viewing any of these components in isolation from the others represents a real disservice to good teaching” (Koehler & Mishra, 2009, p.66).

I found some interesting YouTube clips that talk about TPACK in some detail; there are five parts on YouTube:

The reading ‘Digital Natives’ talks about how students going through the education system have already spent “around 10,000 hours of their lives playing video games and 20,000 hours watching TV” (Prensky, 2001, p.1). Technology is such an integral part of their lives so why should we take it away, or ban them from it when they walk through the classroom door? ‘Digital immigrants’ is a term that the writer uses to describe people who choose to reject the idea of using technology. As students have so much information available to them in the form of computers, mobile phones and other portable devices, it is important that teachers accept and take advantage of the ever evolving technologies and try to integrate them into the classroom.

I found it interesting to read that teachers are complaining about the short attention spans of their students, when if you think about it, they actually do not have short attention spans.  These students can spend hours upon hours on one video game. They just have a short attention span for what is being taught to them in the classroom. These “digital natives crave interactivity” (Prensky, 2001, p.4) and that is what teachers now have to base their teaching methods around.

This pedagogical shift for the teacher, involves moving away from teacher-centred direction and rather focusing on student-centred activities that provide each individual with a meaningful context.

I’m looking forward to exploring in more depth the sort of activities that can be used in a classroom which will provide students with the information that needs to be taught but in a way that will capture their attention fully.

Reference List Koehler, M., & Mishra, P. (2009). What is technological pedagogical content          knowledge? Journal of Education: 9(1), 60-70. Prensky, M. (2001). Digital natives, digital immigrants. Retrieved March 5, 2011,          from www.marcprensky.com/.../prensky%20-%20digital%20natives,          %20digital%20immigrants%20-%20part1.pdf Prensky, M. (2001). Digital natives, digital immigrants, part II: Do they really          think differently. Retrieved March 5, 2011, from            www.marcprensky.com/.../prensky%20%20digital%20natives,          %20digital%20immigrants%20-%20part1.pdf