TPACK

Universal design for learning

Universal design for learning provides the opportunity for all students to access, participate in and progress in the general education curriculum by reducing barriers to instruction. UDL is a research based Framework that helps teachers plan learning to meet the diverse and variable needs of all students. UDL helps to explore how hidden barriers to learning can be identified and minimized.

ORGINS OF UDL

The UDL Framework was conceived by researchers at the center for Applied Special Technologies (CAST) in the late 1980 as the result of three conceptual shifts:

UNIVERSAL DESIGN : After the passage of the Americans with Disabilities Act (ADA) in the 1990’s, the schools and other public buildings were retrofitted with ramps and other architectural featuresto provide physical access. These changes were an expensive afterthought rather than proactive design. Leaders in the field of architecture suggested a more cost -effective strategy-designing the building from the beginning with flexible Universal Design principles in mind so that all users could have access.

DIGITALIZED TEXT: At the same time, technological advances allowed alternatives to “one size fits all” academic materials that used only one fixed material -print. Now, text could be easily enlarged, simplified, summarized, highlighted, translated, converted to speech, graphically represented and supported through accessible, digital materials.

BRAIN RESEARCH ON LEARNING NETWORKS : Concurrently, brain imaging conducted while individuals were engaged in learning (eg:reading,writing) revealed three networks at work in the brain during learning :recognition network (the “what” of learning), strategic network (the “how” of learning), and effective network (the “why” of learning) (Rose and Meyer 2002)

Influenced by architectural Universal design principles ,the accessibility and flexibility offered by digitized text, and the conceptualization of three learning networks, innovators at CAST developed what they called “Universal design For Learning”.

Three principles organize the UDL guidelines

UDL is based on three main principles

Representation: UDL offers information in more than one format. For example, text books are primarily visual.But providing text, audio, video and hands-on learning gives all kids a chance to access the material in whichever way is best suited to their learning strengths.

Action and expression:UDL give kids more than one way to interact with the material and to show what they have learned. For example, teachers can assess students using pen and paper tests, oral presentations or group projects.

Engagement: UDL looks for different ways to motivate students. Letting kids make choices and giving them assignments that feel relevant to their lives are some examples of how teachers can sustain students' interest.Other common strategies include making skill building feel like agame and creating opportunities for students to get up and move around the classroom.

TheUDL framework provides a flexible, responsive curriculum that reduces or eliminate barriers to learning.UDL approach of Curriculum options that present information and content in varied ways, differentiate the manner in which learners can express what they know, and encourage students in meaningful, authentic learning. With UDL, more students are:

·                       Engaged in their own education.

·                       Learning in greater breadth and depth.

·                       Achieving at higher levels.

·                       Motivated to continue learning

Technological Pedagogical Content Knowledge (TPACK )

TPACK is an emergent form of knowledge that goes beyond all three “core” components(content,pedagogy,and technology). Expert teachers now are those who can bring together knowledge of subject matter, what is good forlearning and technology (ICT). The expert teachers needs to make creative links between what is being learned(content), how is it taught( pedagogy), and the appropriate tools (technology ). The combination is described as TechnologicalPedagogicalContentKnowledge(TPACK).

Content knowledge

Content knowledge is teachers knowledge about the subject matter to be learnt of taught.Knowledge of content is of critical importance for teachers. As Shulman (1986) noted ,this knowledge would include knowledge of concepts, theories, ideas, organizational frameworks, knowledge of evidence and proof, aswell as established practices and approaches toward developing such knowledge. The cost of not having a comprehensive base of content knowledge can be prohibit, for example, students can receive incorrect information and development misconceptions about the content area.

Pedagogical knowledge

Pedagogical knowledge is teachers deep knowledge about the processes and practices or methods of teaching and learning. They encompass, among other things, overall educational purposes, values and aims.

Pedagogical content knowledge

PCK is the notion of the transformation of the subject matter for teaching. This transformationoccurs as the teacher interprets the subject matter, find multiple ways to represent it, and adapts and tailors the instructional materials to alternative conceptions and students’ prior knowledge.

Technology knowledge

Technology knowledge is always in a state of flux- more so than the other two core knowledge domains in the TPACK framework. The definition of TK used in the TPACK Framework is close to that of fluency of Information Technology.

Technological pedagogical knowledge.

TPK Is an understanding of how teaching and learning can change when particular technologies are used in particular ways. To build TPK, a deeper understanding of the constraints and affordances of technologies and the disciplinary contexts within which they function is needed

Technological content knowledge

Knowledge of how to use Technology within a specific content area. Teachers need to understand which specific technologies are best suited for addressing subject-matter learning in their domains and how the content dictates or perhaps even changes the technology -or vice versa.

·                     Technological pedagogical content knowledge(TPACK) is the knowledge base teachers need to effectively teach with the use of technology in various subjects and practicing teaching methods.

·                     TPACK makes the learning of the subject for the student easier with appropriate pedagogy and Technology.

·                     TPACK is aimed to help teachers in creative thinking.

·                     With the practice of TPACK, the process of curriculum sample will reflect teachers' experiences to be more professional and bringing a new dimension to technology for educational purposes.

·                     The framework of TPACK model requires that teachers should develop a detailed complex, fluent and flexible knowledge of all the components, and teachers should find the appropriate technology and should know how and why to use this technology in the teaching process.

·                     Teachers' beliefs and experiences are also effective in the environment of Information and Communication technologies in education.

·                     Teachers should improve themselves in order to harmonize the existing technology with pedagogical and professional competence, to easily overcome the possible problems, to find appropriate solutions and develop new plans.

·                     Teachers' perception of information technologies and their views on, and practice in the use of these technologies are important in terms of determining the present progress in technology enhanced learning.