Module 9: Technology, Pedagogy and Content Knowledge (TPACK)

The Technology. Pedagogy and Content Knowledge (TPACK) framework is used to enable teachers to incorporate technology into their teaching effectively. There a three primary elements or forms of knowledge within the framework; these are Content Knowledge (CK), Pedagogy Knowledge (PK) and Technology Knowledge (TK). There are then four additional forms of knowledge corresponding to the overlap of the three primary knowledges. Effective technology integration requires a dynamic relationship between all components of the model depending on unique teaching contexts (i.e. subject area, grade and demographics) (Koehler, 2017). 

Given I haven't taught in a classroom before and that this is my first session studying teaching, I'd say my pedagogical knowledge isn't terribly strong. I currently work in a mathematical field, which is the area I intend to teach, and I also tutor high school students in mathematics, so I feel my content knowledge is probably the most highly developed of the three core elements of the TPACK framework. My technological knowledge is fairly good. Given that I'm classified as a digital native (Prensky, 2001), technology does seem to be fairly intuitive to me. However, newer technologies that are specific to classrooms, like smart boards for instance, I haven't had any experience with. Therefore I would situate myself in the Technological Content Knowledge (TCK) portion of the TPACK framework, leaning more strongly towards content knowledge. 

Technology changes at rapid rate and so focus needs to be shifted from a technology-centred approach to an approach that focuses on how technology changes teaching. As well as changing how teachers educate, technology also changes what is taught. The actual content taught in classrooms has evolved in the last 20 years as a result of technological developments (Microsoft Technology Enriched Instruction, 2013). For instance, the microscope has changed the content taught in science classrooms and schools now have a whole subject area dedicated to teaching computers. Technology also influences the class context, where some schools have limited access to computers and the internet and other schools incorporate BYOD programs. As a result of all of these factors, standard solutions for the integration of technology don't exist. Instead teachers need use frameworks like TPACK that provide a flexible approach that ensures technology is incorporated effectively, and not simply added as an afterthought without having a valuable connection to pedagogy or content (Microsoft Technology Enriched Instruction, 2013)

References 

Koehler, M. (2017). The TPACK Framework. Retrieved from http://www.tpack.org. 

Microsoft Technology Enriched Instruction. (2013, September 13). 
Intro to TPACK - Punya Mishra, Michigan State University [video file]. Retrieved from https://www.youtube.com/watch?v=eXLdqO0fY3w 


Prensky, M. (2001). Digital Natives, Digital Immigrants, On The Horizon, 9(5). Retrieved from https://edorigami.wikispaces.com/file/view/PRENSKY+-+DIGITAL+NATIVES+AND+IMMIGRANTS+1.PDF

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