Annotation of “TPACK design scaffolds for supporting teacher pedagogical change” Hwee and Koh (2018)
In their literature review, Hwee and Koh provide an overview of TPACK (technological pedagogical content knowledge) that describes how technology integration is being used primarily as a method for content delivery in recent years. TPACK’s relevance in teaching demonstrates that instructors need more than simply technology skills for effective ICT integration (information and communication technology). And by highlighting pedagogical change in TPACK professional development sessions, this theoretical framework can be used for more than simply a delivery system.
The overall question Hwee and Koh are concerned with addresses the issue of ICT integration using TPACK as a theoretical framework: making a move from instructor-centered learning to student-centered. But the issue here is that instructor practices are developed over years of teaching (p.578). They go so far as to assert that a teacher’s pedagogical practices can inhibit them as a “routine experience” (p.579).
Research shows that TPACK-based professional development for instructors and their applications of “design heuristics, lesson design rubrics and activity types” have had a significant impact on improving “coherence” in lesson design. Hwee and Koh apply this concept to their study which investigates the impact TPACK professional development has on pedagogical change as it relates to lesson design through the use of design scaffolds, rubrics, and design heuristics. They suggest that through design heuristics in the form of guiding questions, teachers are able to review the way in which curriculum, classroom context, and the students can be revised to incorporate technology to “transform content representation” and overcome hurdles in understanding concepts learners find difficult.
While Hwee and Koh’s research seems to be practically applicable for instructors and technology integration specialists who develop workshops for instructors who want to examine their current pedagogy and modify it using ICT integration to be more student-centered, the way in which the authors dismiss teaching experience as it related to pedagogical development comes dangerously close to insulting and their supporting research to effectively make such a claim is perhaps out of date (Hatano and Inagaki 1986). This makes me wonder if the subject they should be investigating is the change in how pedagogical practices are developed to avoid “routine” since Hatano and Inagaki’s 1986 research.
And despite presenting a useful rubric for assessing TPACK for meaning learning, like many researchers, their focus seems to truly be on just one element of TPACK development as opposed to the whole of the concept, which leads me to question: is this TPACK research or is this research that focuses on pedagogical development as it related to the use of technological integration? While the researchers’ goal seems to want to rationalize a practical application of TPACK for dynamic teaching practices where instructors move from an instructor-centered to learner-centered design focus, their application is limited to the pedagogical knowledge (PK) aspect, so it does not support a whole theory application of TPACK.
Koh, J. H. L. (2019). TPACK design scaffolds for supporting teacher pedagogical change. Educational Technology Research & Development, 67(3), 577–595. https://doi-org.cmich.idm.oclc.org/10.1007/s11423-018-9627-5