Designing the Classroom Curriculum Designing the Classroom Curriculum | Page 161

Lynch, Smith, Howarth
software works on these devices. Initially this seems like a tall order. However, as you start to develop these
skills you will find that mastery of such skills becomes easier.
In fact, the flipped classroom is a simple way to introduce ICT into your classroom so that you can make
quite a strong impact on the students’ learning within your subject. You will gain experience with making
video presentations as you create them. Students will watch the videos on their own devices at home. Thus,
you will have taken the first step towards helping students create their Personal Learning Environment.
SAMR and the Flipped Classroom introduce teachers to the inclusion of ICT within the classroom, and with
a teacher who evaluates the effectiveness of his/her lessons from both lesson development and student
benefit point of view the need to develop further. ICTs need to be included directly into the structure of a
lesson not added in as an afterthought. As a teacher starts to develop a lesson idea technology should be
part of the initial planning and thus an integral part of the structure of the lesson. In the NSW Institute of
Teachers’ Professional Teaching Element 4 – Aspect 4.1.5 “Use a range of teaching strategies and resources including
ICT and other technologies to foster interest and support learning”. – it clearly shows the onus on the teacher to use
ICTs. Inclusion at this level will necessitate a change to the development and planning of a teacher’s lessons
by modification of the Pedagogical Content Knowledge approach.
TPACK
‘TPACK’ refers to Technology, Pedagogical, And Content Knowledge, a framework of how teachers should
plan their lessons using technology. Shulman in 1986 introduced the education community to his idea of
Pedagogical Content Knowledge (PCK). In a nutshell, PCK is concerned with the pedagogy a teacher uses
(how we teach something) linking with the Content of the lesson (what we teach). Pedagogical knowledge
is the understanding a teacher has of how students learn, how a teacher manages the classroom and which
teaching style he/she adopts for a particular class. Content knowledge is the teacher’s understanding of the
subject to be taught and how the presentation of content changes with the classes taught (different year,
different ability levels etc.) Shulman believes that the two knowledges can be interlinked so that one supports
the other and the sum becomes more than the parts.
Diagram 13.1 TPACK
Now TPACK has adapted this model for use in classrooms that are using technology to teach their students,
by adding a third (technology knowledge) element. This has created three intersections of knowledge for the
teacher to work with: Pedagogical/ Content knowledge, Pedagogical/ Technology knowledge and
Technological/Content Knowledge. Diagrammatically intersecting the three knowledge bases in an
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