Late last year I stumbled upon Mishra and Koehler’s work with the TPACK framework, and wrote about my initial thoughts. Life gets busy and I haven’t been able to get back to the great book on that topic, but the framework hasn’t been too far from my thoughts. I’ve described my own job as a tech integration specialist in terms of the framework for tech commitees to which I belong and even designed subject specific professional development sessions around it.
One point in particular has been nettling my mind: the idea that the framework speaks more to teachers than to students. Originally raised by a curriculum coordinator here, and relayed to me in a conversation with another fellow TIS, Bill Bass, I think the point has merit. Where is the Learner in this framework? Is implication (that students learn) enough?
One the way to work this morning, this idea popped into my head:
What if the “Pedagogy” circle described learning practices rather than teaching strategies? In a recent EdTechWeekly episode, Dave Cormier observed:
“If you are the sort of person who wants other people to tell you what you need to learn, you’re going to be in a lot of trouble. If you are the type of person who will recognize your own needs and adapt your learning accordingly, you will see success.”
I could see benefits to interpreting the “P” to include the abilities to recognize needs, acquire and then apply learning strategies. In a sense, this method invests learners with the locus of control, rather than the teachers.
Hmm. Still thinking on this.