EDU800 ANNOTATEDBIBWK7

SUMMARY:

Nelson et al. (2009) conducted research on how teachers and students could deploy Web 2.0 and technological, pedagogical, and content knowledge (TPACK) for learning in the classroom environment. In educational technology and research, the researchers explored how Web 2.0 and the TPACK framework could add to scholarly knowledge. The researchers looked at why integrating Web 2.0 and TPACK would foster student’s engagement in networking and learning from global Internet users. The researchers, finally, made a strong case that real teaching and learning occurred when teachers integrated Web 2.0 and TPACK in the classroom environment.

Nelson et al. (2009) argued that technology was useless, offered no real learning capabilities when it stood alone. For learning to take place in the classroom, the researchers postulated that Web 2.0 and TPACK must be accompanied together. The researchers also introduced e-learning affordances, such as Google Docs, e-books, digital storytelling or blogs for deployment and learning in the classroom environment. The researchers, finally, closed with case studies on how, why, and when Web 2.0 and TPACK could be integrated and have effective outcomes in the classroom environment.

ASSESSMENT:

Nelson et al. (2009) articulated and presented an overview of how and why educational technologies, such as blogs, Google Docs, digital storytelling and e-books could foster collaboration in the classroom environment and could build on the TPACK framework. The researchers claimed that these educational technologies coupled with TPACK would provide “students opportunities to generate and document classroom content, activities, experience and reflections” (p. 83).

Nelson et al. (2009) compared to other scholarly TPACK studies is in danger because it lacks an abstract, a comprehensive literature review, a research design, data analysis and a conclusion. However, the study, in my opinion, does provide the affordances of content knowledge but lacks the affordances of pedagogical knowledge and technological knowledge. As such, this research paper is anecdotal and informational at best; the paper is not generalizable or reliable in terms of external validity. On a good note, this study is replicable and can add to the body of scholarly knowledge with the appropriate research design or method.

REFLECTION:

Nelson et al. (2009) builds on the Mirsha and Koehler (2006) TPACK framework for theoretical grounding. The researchers attempted to capture and then adapt the essential TPACK qualities in teachers to enhance learning in a classroom environment. Since the study lacks a methodological approach, I do not find it helpful in my area of research. However, I did find the TPACK framework to be of the utmost interest in terms of my area of research in educational technology. TPACK, finally, is a game changer in terms of educational technology and research.

Koehler, M. & Mishra, P. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017-1054.

Nelson, J., Christopher, A., & Mims, C. (2009). TPACK and Web 2.0: Transformation of Teaching and Learning. Techtrends: Linking Research & Practice To Improve Learning, 53(5), 80-85.

 

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