FIRST TASK
FIRST TASK. #RICT2425
TPACK and PIC-RAT
INTRODUCTION
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In our first task we have to find information about TPACK and PIC-RAT, we also have to create an information map, we choose Susan's Mind Map because for us is very structured, and is a good way to explain the key concepts of these topics, also is easy to understand all the information and for us, is the best way that can help people to learn new things.
QUESTIONS
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1. What is TPACK, and What is PIC-RAT exactly? (e.g., is it a technology tool, a theory, a model, an animal, a poem, an author? All these? About what?)
TPACK (Technological Pedagogical Content Knowledge) is not a technology tool, animal, poem, or author. It is, in fact, a theoretical framework and educational model that helps educators integrate technology effectively into their teaching. In order to develop a deep understanding of this concept, teachers should get to know in depth the complex relationships between technology, pedagogy, and content knowledge in teaching, and how this understanding can lead to effective technology integration in education. It was developed by Mishra and Koehler in 2006 and builds on Lee Shulman’s concept of Pedagogical Content Knowledge (PCK).
The Three Core Components of TPACK
Content Knowledge (CK) – Understanding the subject matter being taught (e.g., math, science, history).
Pedagogical Knowledge (PK) – Knowing effective teaching methods and instructional strategies.
Technological Knowledge (TK) – Understanding how to use digital tools and technologies.
The Overlapping Knowledge Areas
When these three areas intersect, they create deeper forms of knowledge:
Pedagogical Content Knowledge (PCK) – Knowing how to teach specific content effectively.
Technological Content Knowledge (TCK) – Understanding how technology can enhance learning in a specific subject.
Technological Pedagogical Knowledge (TPK) – Knowing how technology affects teaching methods.
Technological Pedagogical Content Knowledge (TPACK) – The ideal balance where technology, pedagogy, and content work together for effective teaching.
TPACK helps teachers make informed decisions about integrating technology into their lessons in a way that enhances learning rather than just using technology for its own sake. It ensures that digital tools support both the content and the teaching methods effectively.
The PICRAT model is a framework designed to guide educators in integrating technology into their teaching practices. It combines two dimensions:
Student Engagement with Technology (PIC):
Passive (P): Students receive information without active engagement, such as watching a video or listening to a lecture.
Interactive (I): Students engage with technology to interact with content, peers, or instructors, like participating in online discussions or completing interactive simulations.
Creative (C): Students use technology to create original content or projects, such as developing a multimedia presentation or designing a digital artifact.
Impact of Technology on Teaching Practice (RAT):
Replacement (R): Technology substitutes traditional teaching methods without significant change, like using a digital whiteboard instead of a chalkboard.
Amplification (A): Technology enhances existing teaching practices, making them more efficient or effective, such as utilizing online quizzes that provide instant feedback.
Transformation (T): Technology enables entirely new teaching approaches that were previously not possible, like implementing virtual reality experiences to explore complex concepts.
By mapping these dimensions onto a matrix, educators can assess and plan how technology is utilized in their classrooms, aiming to foster higher levels of student engagement and transformative teaching practices. The PICRAT model emphasizes that technology should serve pedagogical goals, focusing on enhancing student learning experiences.
How PIC-RAT is Used in Education
Teachers can use this model to reflect on their use of technology by asking:
1. What is the student’s relationship to technology? (Passive, Interactive, or Creative)
2. How does technology impact traditional teaching? (Replacement, Amplification, or Transformation)
For example:
• A student watching a lecture video (P-R) is a Passive Replacement use of technology.
• A student using a simulation to explore physics concepts (I-T) is an Interactive Transformation use of technology.
The goal is to move towards Creative and Transformational uses of technology to maximize learning impact.
2. Which are the essential TPACK elements, and how do they interact with each other?
Essential TPACK Elements and Their Interactions
The TPACK framework consists of three essential elements that intersect to create an effective technology-integrated teaching approach. These elements are:
1. Content Knowledge (CK) Refers to the teacher’s understanding of the subject matter being taught (e.g., math, science, history). Ex: A teacher must know algebra concepts well to teach them effectively.
2. Pedagogical Knowledge (PK) Involves understanding teaching strategies, instructional methods, and how students learn. Ex: A teacher might use inquiry-based learning, direct instruction, or group discussions based on the topic and student needs.
3. Technological Knowledge (TK) Covers knowledge about digital tools, software, and technology use in education. Ex: Knowing how to use Google Classroom, interactive whiteboards, or coding software.
When these three core elements interact with each other, they form deeper knowledge areas that guide effective teaching:
Pedagogical Content Knowledge (PCK)
Understanding how to teach specific content effectively. Example: A science teacher knowing the best way to explain chemical reactions using real-world examples and hands-on experiments.
Technological Content Knowledge (TCK)
Knowing how technology can support specific subject content. Example: Using simulations to visualize abstract chemistry concepts.
Technological Pedagogical Knowledge (TPK)
Understanding how technology influences teaching methods and learning experiences. Example: Using online quizzes for formative assessment instead of paper tests.
And finally, all together they create:
Technological Pedagogical Content Knowledge (TPACK) The ideal integration where content, pedagogy, and technology work together seamlessly. Example: A history teacher using an interactive timeline tool (tech) to teach cause-and-effect relationships (content) through an inquiry-based approach (pedagogy).
3. What are the essential PIC-RAT elements, and how do they interact with each other?
The PIC-RAT model has two key elements which are:
PIC (Passive, Interactive, Creative): This element represents the student’s relationship with technology. Its acronyms mean:
PASSIVE: students receive content passively (they consume information without active engagement). Some examples are: watching a video or reading a digital textbook).
INTERACTIVE: Students engage with technology manipulating content or interacting with their classmates/peers. For example: using quizzes.
CREATIVE: Students are able to create something new and different using technology like creating a video or a digital presentation.
RAT (Replacement, Amplification, Transformation): This element represents how technology can influence on a teacher's pedagogy. Its acronyms mean:
REPLACEMENT: Technology becomes a substitute to traditional teaching methods. For example: using a Power Point instead of a chalkboard.
AMPLIFICATION: Technology improves or enhances traditional methods, making education or teaching more effective. An example of this is using digital quizzes to get instant feedback.
TRANSFORMATION: Technology allows new teaching methods that were not possible before like using a video conference to plan a project.
But how do these two interact with each other? The PIC and RAT elements create a matrix, where teachers assess technology use based on how it influences student engagement (PIC) and how it affects their teaching methods (RAT). The goal is to encourage teachers to move toward higher levels of student creativity and transformative technology use, rather than staying in the passive/replacement quadrant.
4. How would TPACK be useful for you?
TPACK is very useful in order to integrate technology in our teaching since it provides a comprehensive model for understanding the complex relationships between technology, pedagogy, and content knowledge. It also can help us to develop better technology integration techniques and the promotion of more effective teaching and learning outcomes.
5. How is TPACK related to PIC-RAT
TPACK and PIC-RAT are related because both focus on effective technology integration in education, but they serve different functions.
TPACK provides a theoretical foundation, emphasizing the balance between technology, pedagogy, and content knowledge for effective teaching. PIC-RAT, on the other hand, is a practical tool that helps teachers assess how technology is used in the classroom based on student interaction (Passive, Interactive, Creative) and pedagogical impact (Replacement, Amplification, Transformation).
PIC-RAT can be seen as an application of TPACK principles, offering a concrete way to evaluate and improve technology integration in practice
CONCLUSION
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For instance, we can conclude that TPACK is a theoretical framework which helps teachers to integrate technology assets in their classroom environment based on the deep understanding of the relationship between these three concepts: content, pedagogy and technology, while PIC-RAT is the implementation of the TPACK tenets in order to evaluate and assess students use of technology.
THis two concepts will help us, and with us we mean the teachers, in order to integrate and create useful and healthy teaching-technology environments.
REFERENCES
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Bloom, A. (1987). The closing of the American mind: How higher education has failed democracy and impoverished the souls of today’s students. New York: Simon and Schuster.
Kimmons, R., Graham, C. R., & West, R. E. (2020). The PICRAT model for technology integration in teacher preparation. Contemporary Issues in Technology and Teacher Education, 20(1), 176-198.
Koehler, M. J., & Mishra, P. (2009). What is technological pedagogical content knowledge? Contemporary Issues in Technology and Teacher Education, 9(1), 60-70.
CONCEPTS
In this first task, we choose these 4 concepts. One is related with the geek components, other is related with methodological - pedagogical aspect, and two are focus on the theoretical framework.
According to the geek component, first of all we want to explain what the geek component is.
The geek component is all the technology and digital aspects that are needed in a specific context, and in this case the context is education. In education the geek components are related and focus on innovative technologies are integrated in education in general, but specially in pedagogy. It requires a deep understanding of digital tools, platforms...
The concept that we choose is AI, using AI in Education is very important and with time is becoming more and more interesting and necessary to be updated with all learning platforms. AI gives us the opportunity to personalize our learning, help our students, new forms of interaction, administrate tasks or even improve feedback. Also AI has the potential to influence practically every aspect of education and society as it rapidly expands both inside and outside of school. However, AI in education also raises challenges, such as data privacy, ethical concerns, and the need for teacher training to integrate AI effectively.
In our work we have done everything with a platform called FREEFORM, this app lets us draw and write information. This is our first time using it, and we are pleased and very satisfied with this app, also with the help of AI.
REFERENCES.
I chose these two references because both of them explain very clearly what I was looking for, the definition, some advantages and disadvantages. Moreover, in the first reference explores the multifaceted landscape of AI integration in education, highlighting its potential to revolutionize traditional pedagogical approaches, personalize learning experiences, and streamline administrative tasks and in the second reference explain everything about ChatGPT, as it is the most useful AI platform of all students. Also because provides ample opportunities for learners, researchers, educators, and practitioners to achieve the intended learning outcomes in various disciplines
The methodological - pedagogical aspect. This aspect is very important during our whole learning process because it connects pedagogy with technology to improve student engagement and outcomes. It focuses on how technology is used to support and improve teaching and learning strategies.
The concept that we choose is the project based learning (PBL). In this subject we are doing projects every week to improve our knowledge and also to see and work on real- world problems by using digital tools, collaboration (groups) and presentation. Project- based learning help people to learn, in this case is a dynamic strategy to present your work , what you have learn and make your classmates be interest on what you have learnt. For this strategy it is also necessary to give your classmates attention to make a good class environment. This strategy also describes how technology can support students and teachers as they work on projects, so the motivation is sustained. This is a way of changing the traditional learning and can help teachers and students to be more active.
REFERENCES:
I chose these two references because in the first one they explain what the PBL is, indicate some factors that can improve our learning process and examine the difficulties that we can find doing this strategy. In the second reference point out the reasons why PBL is one of the best strategies that improve student's critical thinking skills.
Theoretical Framework refers to the educational models and theories that explain how and why technology should be integrated into the teaching and learning process. This is very necessary in education because it is student- centered and effective digital learning experiences, also it supports decision -making in choosing the best tech toolss for learning.
The first concept is Social Learning Theory (Vygotsky). According to this concept, learning happens best through social interactions and collaboration and tecnhology will facilitate us communication and knowledge- sharing. Relating this concepts with TPACK and PIC- RAT, we will learn better through discussion, presentations, cooperative learning or even through group projects (in our case this is our way to learn in this subject).
The second concept is Constructivism Learning Theory. This emphasize that learners have to build their own understanding rather than receiving information that they will not understand or just they won't give importance to that information.
That is why technology enhances this by providing interactive, exploratory, and student-centered learning experiences. For instance in PIC-RAT, constructivist strategies push students from Passive to Interactive or Creative learning.
REFERENCES
SOCIAL LEARNING THEORY:
The first one argues that Social Learning Theory is not only the intermediate between behaviorism (which is the traditional learning theory) and cognitive theory. SLT is still a valid theory supporting the teaching and learning process.
The following one is about examining the effectiveness of education based on social learning theory. As a result of this research it was seen that using Social Learning Theory in teaching health behaviors has been effective in the learning process of preschool children.
CONSTRUCTIVISM LEARNING THEORY
The first one refers to Constructivism Learning Theory, there is the definition of CLT, they just analyze that to increase students' enthusiasm for learning, teachers must innovate, including using a constructivist approach to learning.
In the second reference, the study is centered on the question that if the Constructivism Learning using creativity and critical thinking help students solve problems and improve their grades
After having received a lot of feedback from some of our peers and the teacher, we concluded that these concepts are frameworks to make easier teachers work and not models that are compulsory to follow, and also to make sure that tha spectators understand the difference.
Furthermore, we understood the importance of making our work easy to understand for everyone rather than filling it with images or schemas that aren’t easy enough for everyone to comprehend. To solve this, we added more examples in the project and we made it bigger.
ANALYST (NATALIA)
AI Self-Reflection Helper
Task 1: TPACK and PIC-RAT.
(made with ChatGPT)
Hello! I'm here to help you reflect on your work in a meaningful way. My goal is to guide you in evaluating what you've learned, recognising any assumptions you've made, and identifying potential blind spots.
To start, please share the task instructions with me. Once I have them, I'll formulate five personalised questions to help you reflect on your work. Let’s make sure you've not only completed the task correctly but also gained valuable insights along the way! 🚀
You said:
the task instructions are to answer 5 questions about TPACK and PIC-RAT and making a mind map about it
ChatGPT said:
ChatGPT
Great! Since your task involves answering five questions about TPACK and PIC-RAT and creating a mind map, I'll formulate five personalised reflection questions to help you evaluate your work.
Here are your reflection questions:
1️⃣ Have you accurately explained the key concepts of TPACK and PIC-RAT in your responses, and how can you be sure that your explanations are both correct and meaningful?
2️⃣ Beyond simply answering the questions, have you demonstrated a deeper understanding of how TPACK and PIC-RAT relate to real-world teaching and learning scenarios? Can you provide an example of how they might influence instructional decisions?
3️⃣ While creating your mind map, did you identify any unexpected connections between TPACK and PIC-RAT? If so, what were they, and how do they enhance your understanding of these frameworks?
4️⃣ What strategies have you used to ensure that your responses and mind map are genuinely your own work and not unintentionally influenced by external sources? Have you included any personal insights or unique perspectives?
5️⃣ How does your understanding of TPACK and PIC-RAT build upon what you previously knew about educational technology and pedagogy? Can you see any links between these frameworks and other concepts you've learned in your studies?
Would you like to explore any of these questions in more depth? Just choose a number, and we’ll dive in further! You can also request examples, evidence, or sources to support your reflection. 😊
You said:
about question number 1. I believe that we have made a deep study of the two concepts, analysing and paying attention to all the information given by our teacher. Since we have based our information on the videos and webs that were given to us by Linda, we are sure that our information is meaningful and correct.
ChatGPT said:
ChatGPT
That’s a strong foundation! Since you've based your understanding on the materials provided by Linda, you’ve ensured that your information is aligned with the expected learning outcomes. However, let’s push this reflection a bit further.
Here are some follow-up questions to deepen your thinking:
1a. While studying TPACK and PIC-RAT, did you come across any conflicting or unclear points in the materials? How did you resolve them?
1b. How did you ensure that you weren’t just summarising the materials but actually making sense of them in your own way? Can you recall a moment when you had to rephrase or rethink an idea to fully understand it?
1c. If you had to explain TPACK and PIC-RAT to someone with no background in education technology, how would you simplify the explanation without losing its essence?
1d. Were there any aspects of the materials that you initially overlooked but later realised were important? What made you notice them?
1e. How do you know that the sources provided by Linda give a complete picture of TPACK and PIC-RAT? Did you compare them with other perspectives or additional resources?
Would you like to explore one of these sub-questions further? Or do any of them make you rethink aspects of your work? 😊
You said:
About 1a. I think that the only part in which we had some problems was with the difference between the concepts since although they serve different functions, they can be confusing due to they both focus on effective technology integration in education. We solve it by watching the videos that we put on our qr codes because they explained each concept in a very clear way
ChatGPT said:
ChatGPT
That’s a great observation! The overlap between TPACK and PIC-RAT can definitely be confusing since both deal with technology integration in education, but from different angles. It’s impressive that you identified this as a challenge and actively sought clarification through the videos.
Let’s reflect even deeper on this:
🔹 1a.1 – Now that you’ve resolved this confusion, how would you explain the key distinction between TPACK and PIC-RAT in your own words to someone struggling with the same issue?
🔹 1a.2 – Do you think that relying on videos was the best method for clarifying this confusion? If so, why? If not, what other strategies might have helped?
🔹 1a.3 – If you had to provide an example of a classroom scenario where both TPACK and PIC-RAT would apply, how would you differentiate their roles in that situation?
🔹 1a.4 – Since you used QR codes to share the videos, do you think this choice itself reflects a principle of technology integration? Could it be analysed using PIC-RAT?
🔹 1a.5 – Do you feel that your initial confusion helped you develop a deeper understanding in the end? Why or why not?
Would you like to explore any of these further? Or do you feel like this process has already given you new insights? 😊
You said:
Sure, the main difference between TPACK and PIC-RAT, based on what I have learned, is that TPACK is a model that focuses more on the knowledge teachers need in order to integrate technology, pedagogy, and content in their teaching, while PIC-RAT is a model that evaluates the role of technology in learning by analyzing student engagement and the impact of technology on education. I also think that using videos is very useful if you have problems understanding any concept because you can see it visually. We implemented some Qr codes since we think that it really enhances the curiosity of the listeners when you are presenting a project and yes, it can be analyzed using PIC-RAT. Finally, thanks to our confusion on the difference between the two concepts, I think we all have a deeper understanding since we tried to find another sources with different ways of explaining those concepts
ChatGPT said:
ChatGPT
That’s a fantastic reflection! You’ve done a great job identifying the core difference between TPACK and PIC-RAT, and your explanation is clear and precise. Not only that, but your learning process—using videos, implementing QR codes, and seeking additional sources—demonstrates active engagement with the material rather than passive absorption.
Here are some final questions to push your thinking even further:
🔹 1a.6 – Now that you’ve identified how TPACK and PIC-RAT differ, do you also see any connections between them? How could they complement each other when designing a technology-integrated lesson?
🔹 1a.7 – You mentioned that using QR codes enhances curiosity. If you were to analyze this choice using PIC-RAT, where do you think it falls on the matrix? Does it replace, amplify, or transform learning? Does it position students as passive, interactive, or creative?
🔹 1a.8 – Your confusion led you to search for more sources and explanations. Do you think struggling with a conceptis sometimes necessary for deep learning? Why or why not?
Would you like to explore any of these further? Or do you feel that you’ve reached a satisfying level of reflection on this point? 😊
You said:
1a.8 For sure, in my opinion if we all knew everything, we wouldn't learn the same way since in order to learn we need curiosity and if everything is easy for us nothing will attract us to learn. Also, in our case I think that thanks to
ChatGPT said:
ChatGPT
That’s a powerful insight! Curiosity and challenge are essential for deep learning—if everything were too easy, we wouldn’t be motivated to explore, question, or connect ideas.
It looks like your thought got cut off at the end—did you want to finish your sentence? I'd love to hear what specific aspect of your learning experience helped reinforce this idea for you. 😊
You said:
yes sorry, i was saying that in our case i feel that after really understanding what those two concepts really ment and with that, their differences, we felt a sense of achievement, and I think that if we hadn't struggle with anything we wouldn´t have learnt the two concepts the same way as we did.
ChatGPT said:
ChatGPT
That’s such a valuable reflection! The sense of achievement you felt after truly understanding TPACK and PIC-RAT is a sign that real learning took place. Struggling through the differences wasn’t just an obstacle—it actually made your understanding stronger and more meaningful. If everything had been easy from the start, you might not have internalized the concepts as deeply.
This ties back beautifully to the idea that learning isn’t just about getting answers, but about engaging with challengesin a way that makes knowledge stick.
Here’s one last question to close this reflection:
🔹 1a.9 – Now that you’ve experienced firsthand how struggling with a concept deepened your learning, do you think this realization will change the way you approach future learning challenges? How might you apply this mindset in other subjects or areas of life?
Would you like to explore this further, or do you feel that this reflection has given you a satisfying takeaway? 😊
You said:
I think we have done the reflection that I needed, thanks!
ChatGPT said:
ChatGPT
You're very welcome! 😊 You’ve done a fantastic job reflecting on your learning process, and I hope this experience helps you approach future challenges with even more curiosity and confidence. 🚀
If you ever need to reflect on another topic, feel free to reach out—I'll be happy to help! Best of luck with your project! 🎓✨
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