Deep-Play: Developing TPACK for 21st Century Teachers (A Summary)

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This is a summary of a paper that I read. The title of the paper is Deep-Play: Developing TPACK for 21st Century Teachers which was written by Matthew J. Koehler, Punya Mishra, Emily C. Bouck, Michael DeSchryver, Kristen Kereluik, Tae Seob Shin, and Leigh Graves Wolf. The paper has been published in International Journal Learning Technology Vol. 6 No. 2 in 2011. 

Introduction
Teachers face some difficulties in integrating technology into their classroom because of new technologies, like Smart Boards, YouTube, Google Earth, iPads, Flickr, and GPS devices, bombard teachers from all directions. In this paper, they explored specialized kinds of knowledge that teachers need to re-design technology, approaches that use the knowledge to foster the teachers' skills to create, design and play with technology and ideas. They also introduced learning technology by design (LT/D) as an approach to fostering TPACK knowledge and to re-design the educational technology in the classroom. They expand the LT/D technique to develop a deep-play model for teacher professional development. 

Integrating technology, pedagogy, and content knowledge
TPACK framework includes pedagogical, content, and technology, but it also requires teachers to think outside of them. This kind of knowledge lets the teachers study across discipline and flexible. 
It is mentioned that there are two ways of seeing technology. First, it is as a tool, so it should be the last in designing curriculum. Second, teachers need to focus on the content and pedagogy. Once they finish it, they have to find out the appropriate technology.  
New tech usually brings new opportunities which did not use before, such as the use of GPS device and Web 2.0. Besides that, teachers need to realize that technology used in education is not primarily designed for education, that is why teachers need to re-design it, adjust it so it can be inline with the purposes of the education. Institutions have less attention to new possibilities of technology and re-design technology in education. The fact that technology has changed and the combination of TPACK and the teachers' competence to re-design it give positive impact in teaching with technology.

Learning technology by design
The best way to learn about educational technology is to design the educational technology (Koehler and Mishra, 2005b). The researchers approach in that study was based on "design studio" which is mostly used in architecture, graphic, and product design. They give little direction about certain technological tools and then the students learn how to use it. The students design different projects in each semester, such as redesigning an educational website, developing online courses and creating digital movies. In the process of designing, there will be a deep discussion between students and teacher. 

Deep-Play
Play can be defined as voluntary, intrinsically motivating, significant engagement, and make-believe quality. The play is often contrasted with work and it is like play/not-play and work/leisure. Based on theories, play can be in four themes and those are progress, power, fantasy, and self. Deep-play is creative, seeking to construct new ways of seeing the world, and new approaches to using technology, in order to develop creative pedagogical solutions. 
Deep-play as an instructional approach encourages learners to play with technology. One of the examples of deep-play is micro-design projects or what the so-called as a warm-up. Creating a visual interpretation of haiku using stop-motion animation, writing a short story in 55 words and finding letterforms in nature using the digital camera is the example of micro-design projects. 
In macro design projects, students will complete the multi-faceted pedagogical design, provide a clear rationale, and reflects their learning. The last one if reflecting stage. In this stage, students bring together their experiences in micro-design and macro-design, then start to think their teaching by integrating those two aspects. 
The researchers conducted a survey of teachers' knowledge of teaching and technology at the beginning and at the end of the master's level summer course. The participants of this study were in-service teachers. In two summers, there were 46 students enrolled in the seminar and 34 students completed both surveys. The result showed that the course experience changed the understanding of in-service teachers about teaching and technology.

Conclusions
The deep-play introduced students to the idea of design, process, and product. The assignments in this study also allow the participants to learn technologies, develop their understanding of technology, and allow them to visualize. 



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