1. Technological Pedagogical
Content Knowledge in history
education
Philip Roberts
Assistant Professor, Teacher Education
http://www.canberra.edu.au/faculties/education/teacher-ed/historical_learning
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2. PCK
• Lee Shulman (1986) argued that teachers subject knowledge and
pedagogy knowledge were often treated as mutually exclusive
domains.
• He proposed PCK (Pedagogical Content Knowledge)
• ‘The most regularly taught topics in one’s subject area, the most useful
forms of representation of those ideas, the most powerful analogies,
illustrations, examples, explanations, and demonstrations – in a word,
the ways of representing and formulating the subject that make it
comprehensible to others’ (Shulman, 1986 p.9)
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3. Technological Pedagogical Content Knowledge
• TPACK: Three primary forms
of knowledge: Content (CK),
Pedagogy (PK), and
Technology (TK).
• Effective ICT Integration
requires all three areas
• http://tpack.org
• ishra, P., & Koehler, M. J. (2006) Technological Pedagogical Content
M
Knowledge: A new framework for teacher knowledge. Teachers College
Record. 108(6), 1017-1054
• ACTE (2008) The Handbook of Technological Pedagogical Content
A
Knowledge for Educators. AACTE & Routledge
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4. TPACK Model
http://tpack.org/
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5. CRICOS #00212K

6. CRICOS #00212K

7. Which Technology?
Technology Education Educational Technology
• Aims to increase • Aims to improve learning
technological capability • About pedagogy
• About ICT & its use • Just another teaching tool
• Technology the object of
study
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8. Rethink your approach
• Digital technology encourage us to move from teacher-
centred to student-centred activities, or as Erica
McWilliam says from ‘sage on the stage to the sage on
the side’. Maybe even a bit of a ‘meddler in the middle’
• Digital technology allow us to spend more time on the
higher levels of Blooms taxonomy. This is because the
amount of time spent on transferring information to
students is reduced.
• Digital technology need only be a minor tweak on
traditional teaching.
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9. Can be flash textbooks, or
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10. A digital perspective…
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11. Change class room time
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12. & Learning Theories...
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13. It’s about
• Classroom
relationships
• Quality Tasks
• Having a go
• Practice (YouTube)
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14. L.E.A.R.N.
• Limit
• Expect & Engage
• Accept
• Relinquish
• Network
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15. Enhancing Pedagogy
• Higher order thinking
• Skills development
• Student centred
• Historical literacy
• Historical thinking
• ‘History pedagogy’
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16. Historical
Literacy
From:
Taylor,
T.
and
C.
Young
(2004)
Making
history:
a
guide
for
the
teaching
and
learning
of
history
in
Australian
schools.
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17. Thinking Historically
Substantive Knowledge Procedural Knowledge
• Content • Structuring, giving sense
• What history is about & coherence
• Concepts that give shape
to historical practice &
thinking about the past
• Concepts not what history
is about but arise in the
act of doing history
Stephane Lévesque 2008
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18. Thinking Historically
• Procedural Concepts:
– Historical Significance
– Continuity & change
– Progress & decline
– Evidence
– Historical empathy
Stephane Lévesque 2008
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19. Rethink your approach
• Oral presentations - Podcasts, movies
• Presentations - Documentaries, picture essays
• Text - Google Docs, wiki, blog, mind maps,
diagrams
• Tests - edit wikipedia, online surveys, blogs, Wiki
• Group work - wiki, blog, grou.ps
• Researching - email, guided search, video conf.
• Explicit Teaching - Projection, animation, Adobe,
Guided web quests, Hyperlinked docs.
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20. Some easy apps
Animoto Garage band & Imovie
Windows Movie Maker Survey Monkey
Audacity Adobe Creative
Google Docs Free mind
Edublogs Skype
PBWorks (Wiki) Google Groups
Ning Bubbl.us
Grou.ps Delicious
Weebly Diigo
Wet Paint Wordle
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21. Some free online resources to start with…
Your Online environment: National Library
The Learning Federation http:// Newspapers http://trove.nla.gov.au/newspaper
www.thelearningfederation.edu.au/ Family History http://www.nla.gov.au/oz/genelist.html
NSW- Teaching & Learning Exchange http:// Trove Australian resources http://trove.nla.gov.au
www.tale.edu.au
National Archives –VROOM
National Centre for History Education http://www.naa.gov.au/
http://www.hyperhistory.org/
http://vrroom.naa.gov.au/
Making history guide book
Making history resources National Film & Sound Archive
http://www.nfsa.gov.au/digitallearning/
AWM
Biographical database http://www.awm.gov.au/research/ State Library NSW First Fleet
people/
http://www.sl.nsw.gov.au/discover_collections
Database of resources http://www.awm.gov.au/database/
history_nation/terra_australis/journals/index.html
Department of Veterans affairs Syd Uni First Fleet & Early settlement Docs
http://www.dva.gov.au/commems_oawg http://setis.library.usyd.edu.au/firstfleet/
commemorations/education/Pages/index.aspx
Old Bailey Online
Picture Australia
http://www.oldbaileyonline.org/
http://www.pictureaustralia.org/
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22. Sample stage 5 task…
Students completed the task ‘blind’
without any topic context
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23. Sample stage 5 task…
Interviews were:
• ecorded with digital recorders
r
• resented as single summary paragraphs on a
P
school blog – 180 original sources
• ome also presented as podcasts
S
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24. Sample stage 5 task…
Students; Teachers;
• nalyzed the ‘sources’
A • upported student
S
• dentified themes
I enquiries
• sked questions
A • ssisted in finding
A
• eveloped meaning
D answers to questions
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25. Sample stage 5 task…
Students;
• uestioned sources
Q
• nalyzed sources
A
• ompared sources
C
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26. Sample stage 5 task…
Students;
• sed a range of sources to develop
U
meaning
• ritically evaluated other summaries
C
• rew conclusions about the period
D
being studies based upon the evidence
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27. Sample stage 5 task…
Students;
• sed a range of sources to develop
U
meaning
• rew conclusions about the period being
D
studies based upon the evidence
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28. Some indicative findings
• Higher engagement
• Less distractions
• Positive student feedback
• Higher grades
• Improved value added results
• Achieved relevant outcomes
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29. Principles
• Active involvement on the part of the students in
constructing their knowledge is essential to
effective teaching & learning.
• Moves from knowledge as taught, to learnt.
• Teaches students to unify knowledge rather than
separate it.
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30. Learner centered strategies
• Recognise prior • Construct knowledge
knowledge & in different ways
experience • Choice & opportunity
• Real purpose to to follow paths of
learning interest
• Understand their own • Link theory & action
process of learning • Explicit purpose of
• Students are directly activities
involved • Activities recognise
• Opportunity to interaction between
process in a range of knowledge-beliefs-
ways skills-values-personal
expectations CRICOS #00212K

31. Learner centred strategies
• Risk taking is • Students reflect on
encouraged their learning
• No unnecessary • Classroom
restriction on subject environment
boundary encourages self
esteem.
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32. What will you do?
http://tpack.org/
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