Monday, July 18, 2016

TPACK to LoTi: Moving from Theory to Practice

After reading an article from the Journal of Research on Technology in Education entitled, Technological Pedagogical Content Knowledge (TPACK): The Development and Validation of an Assessment Instrument for Preservice Teachers, by Schmidt, Baran, Thompson, Mishra, Koehler, and Shin (2009), I discovered similarities between the Technological Pedagogical Content Knowledge (TPACK) Framework and the Levels of Teaching Innovation (LoTi) Framework. Both research-based frameworks serve as a lens to explain technology integration —TPACK from a theoretical perspective and LoTi from a more quantifiable perspective.

TPACK represents the integration of Technology Knowledge advanced by Schmidt et al. (2009) to the Pedagogical Content Knowledge paradigm conceptualized by Shulman (1986). The original LoTi Framework is also a byproduct of two other conceptual frameworks: Current Instructional Practices (Pedagogy) and Personal Computer Use (Technology) that attempt to define technology integration as the ongoing interplay between Pedagogy and Technology.

Recently, a colleague of mine asked me to explain how TPACK related to LoTi or vice versa. From my perspective, the LoTi Framework puts into practice the TPACK Model by generating and reporting individual and aggregate teacher results at specific levels consistent with the TPACK components either through classroom walkthroughs or an online self-assessment. In other words, teachers can use the LoTi Framework to track their growth with the TPACK components as they progressively move to higher LoTi levels.

Looking at the big picture, both frameworks, TPACK and LoTi, have their place in educational research—TPACK with advancing our understanding of the complex interactions among content, pedagogy, and technology; LoTi with identifying variables (e.g., digital infrastructures, school climate) that directly impact the level of technology integration in the classroom.