Task 3 - QR Codes & TPACK

Technological Pedagogical and Content Knowledge (TPACK)

This weeks reading, an article published in 2009 by Koehler and Mishra describes a framework for teacher knowledge regarding integration of technology called Technological Pedagogical Content Knowledge, known commonly as TPACK. Koehler and Maher state that "TPACK is the basis of effective teaching with technology" (2009). The TPACK framework succinctly links three knowledges, pedagogical knowledge, content knowledge and Technological knowledge into a diagram below.

The dark shaded part where the three knowledges overlap is where the Technological Pedagogical Content Knowledge is formed. This framework outlines for teachers the importance using their pedagogical techniques for using technology in constructive ways to teach the curriculum content with a purpose (Koehler & Mishra, 2009). To put this simply, it is integral for teachers to use the CORRECT tools for the CORRECT tasks at the CORRECT time.

This links to the use of Quick Response (QR codes) in reference learning spaces. QR codes are 2D bar codes that contain alphanumeric text and can feature URLs that direct the user to a specific site (EDUCAUSE, 2009).In the Classroom these QR codes can act like a real time hyperlink directing students to websites, videos or blogs relative to their learning. For instance, if you scan the below QR code with a scanner it will take you here: http://www.memfox.com/possum-magic-2.html, to a video of Mem Fox reading 'Possum Magic' aloud.

This was designed as an extremely useful teaching tool for teachers who are reading Mem Fox in a classroom setting and want use technology to enhance the reading rotations after the story is completed. Students could work collaboratively with an iPad or iPod touch to scan the QR code on their table and watch the video of Mem Fox reading aloud. This could be linked to answering questions or participating in activities using Blooms Taxonomy whilst being able to re-listen to specific sections of the story.  Another example for using QR codes to enhance a Mem Fox unit, would be a rotation that provides students a QR code that takes them to this link:
http://www.googlelittrips.com/GoogleLit/K-5/Entries/2009/2/24_Possum_Magic_by_Mem_Fox.html,
a Google trip that takes students on an interactive trip using Google earth. Students would follow the journey that Grandma Poss and Hush took. They could complete a mapping activity, answer questions based on the six thinking hats or write a reflection from the perspective of Poss about the trip. By participating in these kinds of activities, students are moved outside of the normal classroom boundaries (EDUCAUSE, 2009) and their learning takes on a new dimension. Participating in this reflecting components of this task relates to a constructivist learning theory. Students would also be Operating ICTs (DETA, 2012) by scanning the QR code and would be Inquiring with ICTs (DETA, 2012) when using the interactive Google earth trip.

As a pre-service teacher I can see the importance of only using technology if it directly enhances the learning. Integrating ICTs into a lesson as an afterthought make the link to technology pointless as it is not stimulating, or enhancing the learning taking place.

Reference:
EDUCAUSE (2009). 7 things you should know about: QR codes. Retrieved 13/03/2012 from http://net.educause.edu/ir/library/pdf/ELI7046.pdf

Depatrment of Education and Training, DETA (2012). Smart Classrooms: Student ICT expectations, retrieved, 15/04/2012 from http://education.qld.gov.au/smartclassrooms/enabling-learners/ict-expectations/prep-year3/index.html 

Koehler, M. J., & Mishra, P. (2009). What is a technological content knowledge? Contemporary Issues in Technology and Teacher Education, 9(1), 60-70.