TPCK+SCOT+theories


 * TPACK and SCOT Theories **(adapted from work by Erik Byker, Ph.D.)

Technological, pedagogical, and content knowledge (TPACK) theory provides a framework for re-purposing technology. TPACK is a theory for thinking about the funds of knowledge which teachers use in order to design and integrate lessons with technology (see the figure below for a graphic representation of TPACK). The theory was developed by Dr. Punya Mishra and Dr. Matt Koehler, both professors in the College of Education at Michigan State University. Central to developing technical knowledge is is the concept of "play," in which individuals need time to "play" with technology in order to learn and develop a level of comfort. Doing so often produces confidence and a further willingness to learn more.
 * TPACK Theory **

At the heart of the TPACK framework, is the complex interplay of three primary forms of knowledge: Content (CK),Pedagogy (PK), and Technology (TK). The TPACK framework builds on Lee Shulman's idea of Pedagogical Content Knowledge (PCK). According to Mishra and Koehler, Technological Pedagogical Content Knowledge (TPACK) attempts to capture some of the essential qualities of knowledge required by teachers for technology integration in their teaching, while addressing the complex, multifaceted and situated nature of teacher knowledge.



SCOT theorists believe that a technology’s purpose comes from people and the way they use technology, rather than from the technology itself. Thus, SCOT posits that technology has “no meaningful existence outside the context of use” (Leonardi, 2009,p. 293). SCOT rejects technological determinism, which is the notion that technology (or tools) govern human action. Rather, SCOT holds that **it is people who give meanings and purposes to tools and technology**, and these meanings and purposes can be negotiated and even changed depending on the context in which a technology is used. This is only a brief summary of SCOT, if you are interested in knowing more about SCOT, click HERE.
 * SCOT Theory **

SCOT is a useful theory for understanding some of the misconceptions that often arise when it comes to educational technology. To be blunt, there is no magic fairy dust in computer or Smart board which will help a child learn. School boards and administrators often appropriate and spend a lot of money on technology with the hopes that the mere presence of technological hardware might increase learning (which, by the way is an example of technological determinism). Yet, case study (for a learning extension see the Philadelphia School of the Future ) after case study reveal that there is almost zero return on such large investments in technological hardware and school computer equipment without a similar investment in developing teachers' knowledge and skills about using and re-purposing such technology in the context of the classroom (for an example, see Larry Cuban's book, // Oversold and Underused: Computers in the Classroom // OR his blog).

According to SCOT theory, this makes a lot sense considering that educators are responsible to design (i.e. give purpose), plan, and implement lessons using the technology or computer equipment. If teachers do not know ways of re-purposing such technology, then the technology will most likely remain unused and even ignored.

**The "Great Debate" **
==== In a related vein, there was a great "instructional technology debate" between Richard Clark and Robert Kozma in the early nineties that examined, in what ways, if any do different types of digital media affect learning? As Richard Clark points out "People who have looked carefully at the evidence and who understand the logic of causality all agree with those of us who now accept that media do not cause learning". As with Cuban's argument,Veletsianos and Kleanthous (2009) observe, "The implicit assumption behind this work is that educational interventions focusing solely on technological (or social or pedagogical) affordances are ineffective." The debate has evolved over time to try to understand the actual and potential relationships between digital media and learning. ====

So what is the relationship between technology and learning? And, can we create a strong and compelling influence of media on learning through improved theories, research, and instructional designs - a question posed by Kozma (1994)? The intellectual framework for being FIT or "Fluency with Information Technology" goes beyond traditional notions of computer literacy. As Zhao, 2003 observes, "Teachers like all others live in an information society and need to be FIT". But what does this mean? FITness is related to the Technological Knowledge component as defined in the TPACK model which we explore in the next subsection.