Technological Pedagogical Content Knowledge

The Evolution of TPACK Technological Pedagogical Content Knowledge (TPACK) is a framework for teachers in how they make connections between pedagogy, content knowledge, and technology (Koehler & Mishra, 2005). This paper briefly discusses the evolution of this theory, its strengths, and challenges it presents. Article One: Reviewing the Literature Voogt, J., Fisser, P., Pareja Roblin, N., Tondeur, J., & van Braak, J. (2012). Technological pedagogical content knowledge - a review of the literature. Journal of Computer Assisted Learning, 29(2), 109–121. doi:10.1111/j.1365-2729.2012.00487.x The intent of TPACK is to show the interwoven complexity between content knowledge, pedagogy, and technology as being essential for true technology integration in instruction (Voogt, Fisser, Pareja Roblin, Tondeur, & van Braak, 2012). Koehler and Mishra explained when they proposed technological pedagogical content knowledge (TPCK), instructors needed purposeful technology with an understanding of why one tool was used over another (Koehler & Mishra, 2005). This article…

information, create Prezi’s, and participate in online discussions. Students receive meaningful feedback from their teachers that helps them master content, and their learning improves. Students are asked to work on cooperative, project-based learning and are given choice in their work, including topics for study and means to present what they have learned. Invention- At this stage, students have more freedom and creativity with technology. They invent and reinvent the uses of technology in…

effective. In the Technological Pedagogical Content Knowledge (TPACK) concept, the best professional practices and how understanding them effectively affect the student performance is clearly outlined. This paper identifies how the understanding of these concepts by the teacher can impact student knowledge. The core of TPACK is the identification of three basics of knowledge, content knowledge (CK), pedagogical knowledge (PK) and the technological knowledge (TK). The intersecting knowledge…

features to revise curriculum content and pedagogy; traditional education saw students’ work in isolation within the four walls of a classroom, sitting at individual desks away from peers (Shaw, 2008). The course material consisted of the core subjects and as Hubbard (2015) identified concentrated on the three “R’s” -reading, writing and arithmetic, with the teacher being the exclusive provider of the curriculum content. Conversely, a new practice for 21st century learners is to work…

According to Koehler, there are three main components of teachers’ knowledge; content, pedagogy, and technology. Equally important to the model are the interactions between and among these bodies of knowledge, represented as PCK, TCK, TPK, and TPACK (Koehler & Mishra 2013). I believe that in order to be my best self I must have complete understanding of content, pedagogy and technology. But more then that I must be able to blend them in order to reach each of my students. Content knowledge…

All good teachers must select and master their subject matter, organize learning activities that excitedly thrill and allow students to practice those skills as well as providing instant and constructive feedback. Deep knowledge of the subject matter must be evident and produced by teachers to enable lesson strategies and progression of skills to be smooth and effective. My biggest concern for contemporary science in schools today is resourcing- human and physical being the major and highest…

Article Critique The integration of technology in the classroom has changed not only for how the instructors teach but how students learn within the classroom environment. Thus, problems still remain pertaining to how teachers integrate technology with significant instruction. The following paper is a critique of Chen (2008) article, “Why Do Teachers Not Practice What They Believe Regarding Technology Integration? The following critique will discuss the connection between what students are…

Effective facilitation comes from continually reviewing and assessing the needs of my students, utilizing proven, research-based instruction, integrating educational technology into the curriculum, and encouraging my students to think for themselves. I implement educational technology in my lessons to encourage student engagement, to develop problem-solving skills, and to promote critical thinking, which are skills my students need to become successful and productive citizens. An effective…

school does not have an educational computer lab, or many technologies within its assets available. The cell phone can be an ally in the classroom. Currently in high schools, there are many doubts regarding cell phone use in the classrooms, we can say that educators prefer that their students do not take them to school because they can cause distractions or be misused. But in reality the use of this mobile device can improve the process of teaching and learning. It’s known to students that with…

many professional development programs are designed to support student learning, teachers play an important role in determining what educational materials and tasks are presented to students and how they are delivered. Therefore, building teacher capacity to deliver innovative and engaging curriculum through professional development becomes a crucial element toward achieving educational goals (Hawley & Valli, 1999). Traditional, face-to-face professional development “often focuses on…