Hi, I am Alex and for this assignment I am the star of The Breakfast Club. My mission as the star of the group is to explain what the activity we have carried out is about.
In this week’s homework, we had to explore the concept of TPACK and the concept of ACAD. To do this, the task proposed by the teacher asks us to answer a series of questions related to TPACK and ACAD, so that later we will be able to illustrate their main characteristics on an information map.
The first question asked what exactly TPACK and ACAD mean. As an answer to this question, we first establish that TPACK means Technological, Pedagogical, and Content Knowledge. We also establish that it is a framework for teacher knowledge that focuses on technological integration in which is shown that technology is a fundamental for effective teaching. Next, we introduce the concept of ACAD, which stands for Activity-Centred Analysis and Design. It is a teaching framework based on the analysis and design of complex learning environments. Basically, it is an activity centered framework, as it establishes that learning is based on what people do, and that activity needs thinking, feeling, perceiving, talking, making, moving, etc. in order to happen.
The second and third questions were about essential TPACK elements and how do they interact with each other and essential ACAD elements and how do they interact with each.
First of all, we have answered that the essential TPACK elements are content, pedagogy and technology. Content knowledge refers to the content a teacher knows about the subject they are teaching, Pedagogical knowledge is the knowledge a teacher has about how the human mind and Technological knowledge is a teacher’s ability to use new technologies and apply them to class. In relation to the interaction of these elements, the ways in which these three elements can interact are as follows: Pedagogical Content Knowledge which contains a teacher’s knowledge about assessing, adapting to a student’s previous knowledge and problem-solving; Technological Content knowledge, which covers the impact that knowledge and content have in each other, and the teacher’s capacity of understanding and taking advantage of these influences to improve their teaching; and Technological Pedagogical Knowledge, which is a teacher’s capacity to understand how technology can be used in a teaching environment.
Second, regarding the essential ACAD elements and how do they interact with each, as learning designers and teachers, we can influence a set of dimensions to achieve the desired activities and the intended learning outcomes. These dimensions are Scenography, Epistemic Design and Social Design. Scenography refers to the learning being situated in a physical context, whether in the classroom or online. On the other hand, Epistemic Design implies proposing tasks for students so that they can acquire desired contents and achievements. Finally, regarding Social Design, it deals with how to get students to work together. When these three elements interact, knowledge can be shared by everyone across the different scale levels.
Regarding the fourth question that deals with how would TPACK be useful for us, we have concluded that it can help teachers to tackle the problem of technology integration. Also, we think that the framework allows for the development of teacher’s use and understanding of technology for the classroom setting.
Finally, the fifth question is about how is TPACK related to ACAD. In response, we say that both frameworks are related to a teacher’s skills, but they are also quite different. While TPACK is more teacher-centered and focuses around a teacher’s knowledge, ACAD is more student-centered. Nevertheless, both approaches strive to help teachers self-evaluate both their knowledge and workspace, so they can seek ways to improve their teaching techniques.
which used to highlight the differences and common characteristics between two concepts. We have also decided to use a mix of the Venn diagram with a Spider diagram, as we felt that we needed to communicate the common elements between both approaches and simultaneously, describe the elements that compose each one.
To sum up, and answering the question proposed by our teacher Linda about if there is any important part of the Teacher’s action which hasn’t been included in the TPACK- ACAD model yet and if TPACK-ACAD is sufficient to understand a teacher’s job, we concluded that TPACK-ACAD covers almost everything a teacher does in the classroom, but a teacher’s job does not end in the classroom. A teacher must also follow students’ development over time and make sure they achieve their developmental goals. This tutoring part is not included in the TPACK-ACAD approach.
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