Week 3: Instead of telling, try asking

 Part 1

I'm mentioning TPACK again in this blog but hear me out...It's kind of important.To build an asynchronous professional learning course for peers we really need to know why choose TPACK framework.

The ideology of TPACK comes with many challenges when applied to real world situations but to understand the framework is relatively simple and worthwhile for anyone who plans to implement it into their work.

 

While many peers are probably swamped with enough work as it is, they really don’t want to be forced to digest anything that doesn't agree with their already full-plates. It is imperative to maintain a practical learning course that will support teachers increasing their performance as well as  sustainable workloads.

 

Very basically in order to realize the true intention of the TPACK model is to develop three areas: Technology Knowledge, Content Knowledge, and Pedagogical Knowledge.

Through teacher training, peer evaluation and support, as well as individual growth, there will be a combination and intertwining of the three ( TK, CK, PK) elements. It is in these connections that we can build on our foundation and get strengthen new areas such as TPK, TCK, and Pedagogical Content Knowledge.

 

I cannot and don’t intend to be the lead learner of this program, and that is the beauty of this framework. We can all learn from each other. For example Tom, may have excellent Content Knowledge of Biology. I don’t, and have no place telling him the best way to teach it, but he’s been teaching the same curriculum for years and children’s scores are slowly declining. Instead of scratching his head and succumbing to complacency, wouldn’t it be great if there were a checks and balances system for educators to be responsible for their own self-growth as well as contributing to a prospering larger whole? This is the possibility of TPACK as a mediator for training and supervision to improve teacher performance( Singerin 2022). Supervision in education has a broad meaning. Supervision is a coaching activity that is planned to assist teachers and other school employees in carrying out their work effectively ( Singerin 2022). Being an effective supervisor in the TPACK framework does not equate to task managing.

Supervision alone has no effect on teacher performance, but TPACK is able to mediate the effect of training and supervision on teacher performance (Singerin 2022).

 

Part 2

Instead of telling teacher’s what technology to use and how to teach their subjects, we can utilize  the Cognitive Coaching approach by constructing and posing questions with the intention of engaging and transforming thought( Costa 2016.) So instead of supervising Tom’s biology class and nitpicking all the things he could do better, we could have Tom evaluate himself by asking “What are the learning goals (CK)?”  “How might technology(TK) help students connect their learning needs, strengths and interests to their goals ( ISTE 1.1)?

 

While this method could utilize peer review, an individual could equally be effective in evaluating their performance based on the the standards they are trying to achieve. Did the lesson create experiences for learners to make positive, socially responsible contributions(ISTE 2.3)?

Cognitive Coaches believe that all behavior is determined by a person’s perceptions and that a change in perception and thought is a prerequisite to a change in behavior (Costa 2016).

If an educator is able to self-evaluate on their lessons adherence to TPACK, but they are able to reflect, modify and grow by utilizing the Cognitive Coaching approach.

 

I find the Cognitive Coaching approach of focusing on the mental process manifesting in behaviors to be a valid statement. While developing my LMS course, it will be beneficial to have a evaluations in place, both peer and self-reflection. This supervision should consist of inquiries that check if standards were met. Having non-judgemental critique is way to adjust and problem-solve. This could be done through a rubric with survey like questions for individuals to answer after completing assignments. Similar questions could also be asked in one-to-one coaching in open discussion as well.

 

Part 3

I am very pleased and relieved to review Singerin’s report of Supervision of Teachers through TPACK as well as the Cognitive Coaching methods because they both agree that their are better ways to increase Teacher performance and sustained growth, rather than judgemental/grade based performance scales. Peer review and supervision can be a respectful and mutual relationship (4.3.a Cultivate Coaching Relationships).

Currently I do not see my role as a lead on ed-tech and an advocate for teacher’s to try specific technology in their classroom, but I am in full support of mindful thinking. Educators will need different technology to meet diverse needs and prompting different questions may help us figure out the best fit (3.3.d Use Tech to Meet Student Learning Needs).

ISTE Essential Conditions of a Shared Vision and Ongoing Evaluation support this work. Research indicates TPACK effects teacher performance and supervision. With clear goals and standards in place schools are more likely to succeed in achieving their goals. Sustained growth requires ongoing evaluation. Making self and peer evaluation a integral practice of technology integration helps schools better plan for incorporating the technology the need.

 

References:

Costa, A. L. (2016). Cognitive coaching: Developing self-directed leaders and learners. Rowman & Littlefield.

Crompton, H., Burke, D. The Nexus of ISTE Standards and Academic Progress: A Mapping Analysis of Empirical Studies. TechTrends (2024). https://doi.org/10.1007/s11528-024-00973-y

ISTE Standards 2024 4.02, ISTE (International Society for Technology in Education), iste.org. All rights reserved.

Singerin, S. (2022)The effect of supervision on teacher performance through TPACK as mediating variable. doi: 10.36347/sjahss.2022.v10i02.002