Tech-Driven Training for Today

PART 1 - Asynchronous Course Development and TPACK Building an asynchronous professional learning course requires the implementation of several key factors to ensure an effective training and learning experience. The first consideration is to ensure that participants have a solid understanding of the TPACK framework. Additionally, it is also essential to understand its application in specific teaching contexts. My peer, Robert, has some experience with integrating technology in his Paramedicine/EMS program , but he may not be familiar with how TPACK aligns the various elements to enhance learning outcomes. Starting the course with a comprehensive introduction to TPACK will strengthen the relevance and benefits in the context of Robert's current setting. I will serve as the lead learner, providing a clear roadmap for the course by explaining how TPACK will be applied in practical ways . The goal as a lead learner is to create a supportive and engaging learning environment...

  Robert is a faculty member of a local Paramedicine/EMS program with roughly 100+ new students every semester. I collaborated with Robert to provide coaching assistance in an area of weakness in relation to technology use. We began by summarizing the key issues:  Paramedicine/EMS Program Area of Weakness Summary As a faculty member of a Paramedicine/EMS program, Robert identified an area of weakness related to the use of multiple technological tools within the program. There are several tools that impact both instructors and students related to course management (Canvas LMS), textbooks, assignments, and clinical lab traceability. The use of multiple tools is creating confusion and inefficiencies in both educational teaching and learning. Based on these key issues, we collaborated together to identify the appropriate ISTE standards and reviewed the TPACK framework research-based technology integration model to create the following SMART goal.  SMART Goal Recommendations: ...

The Technological Pedagogical Content Knowledge (TPACK) framework is used to identify the knowledge teachers need to teach effectively with technology. There are seven components to TPACK with three primary realms of knowledge: Content (PK), Pedogogy (PK), and Technology (TK). Within the intersections of these three overlapping realms are additional knowledge areas: Pedagogical Content Knowledge (PCK), Technological Content Knowledge (TCK), Technological Pedagogical Knowledge (TPK), and Technological Pedagogical Content Knowledge. Technology should not be viewed as separate knowledge but should be integrated into existing content and pedagogy within educational classrooms. The TPACK framework is beneficial for use within varying contexts (Mkoehler, 2012). The Seven Components of TPACK TPACK Image (rights free) Context: The TPACK framework aligns with Cache High School's technology initiatives. The school's online Technology Integration Policies outline the use of Chrome...