After viewing and reading the assignment of the week, my mind tends to drift back to the section written on Technological Pedagogical and Content Knowledge (TPACK). Though this is not the first time I have ran across the Pedagogical and Content Knowledge (PCK) dyad or TPACK triad, however, it is the first time I've read of it in such great detail. The textbook, Music Learning Today: Digital Pedagogy for Creating, Performing, and Responding to Music, described each component and how it relates to the other components individually, in pairs, and as a whole respectfully. My captivation while reading really showed how little I knew of this teaching approach. It was only naturally that I reflected on my own teaching, I thought of all the feedback that I have gathered from observations and wondered had I understood the components of this model fully, How would it affect those observational refinements and optimize student learning?
The School district at which I am employed is one of the few schools in the state of South Carolina evaluated under the TAP system designed by the National Institute for Excellence in Teaching. TAP is a system that grants teachers the opportunities to advance in their careers, gain job-embedded professional growth through fair and rigorous evaluations, and obtain performance compensation. This program is designed for teachers to undergo weekly professional developments by trained master teachers. With the assistance of trained mentor teachers, the master teachers offer resources to support teachers in improving their skills, introduce learning strategies, and increase student achievement. The ultimate goal of the program is to strengthen the skills of teachers to where the classroom is student centered and facilitated.
In the TAP rubric for the observation process, there are three performance standards (PS); Instruction, the learning environment, and designing and planning instruction. Under each of these performance standard is a list of criteria that is evaluated during the classroom observation. (please see the tiny url for a copy of the rubric.) In each of the listed areas under the PS you can score a rating between 1-5; 5 is equivalent to a Exemplary rating, 3 is equivalent to a Proficient rating, and 1 as being a Unsatisfactory rating. Scoring a 3 is recognized as good, solid teaching. Your classroom is a sanctuary of learning with you at the helms. When obtaining the scores of 4's and 5's, the view of your classroom begins to change, The classroom should shift from teacher centered instruction to student centered. The students are encouraged to take more control of their learning process. The role of the teacher shifts from direct instruction to that of a facilitator and organizer that provides resources and support to learners.
After Reading Chapter 1, I was compelled to go back and look at observation scores since beginning on this TAP journey three years ago. My first two years I scored with in the proficient range. It wasn't until recently have I moved into the range of exemplary, however, I'm not consistent with the results. The implication is, if the TPACK model is applied to my teaching style, will it move my PS scores into the range of Exemplary. This is my theory: If I am able to obtain these proficient scores with minimum technology usage, imagine the possibilities with the inclusion of effective uses of technology. I would be able to master the criteria listed for each component under the PS.
(TAP Rubric: http://tinyurl.com/hgs98mf)
Everyone's life had been impacted by technology usage, especially our younger generation. The digital natives have grown up with luxury and appear to not be able to live without it. Why not meet them half of the way, since they "embrace technological innovations and interacting with technology in a seamless manner' (Bauer, 2014). I only makes sense to incorporate effective uses of technology in to music pedagogy and content knowledge.
Resources
Bauer, W. I. (2014). Music learning today: Digital pedagogy for creating, performing, and responding to music. New York, NY: Oxford University Press.
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