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In student-centered online learning environments the educators role is one of a facilitator rather than a teacher (Maor, 2003b) and this presents new pedagogical challenges for higher education professionals. In order to create quality online learning experiences online teachers need to have pedagogical, technological and content knowledge (Mishra & Koehler, TPACK, 2006) as well as good management and social skills (Bonk, Kirkley, Hara, & Dennen, 2001).
The Perfect E-Storm
"we have entered the perfect electronic storm, where technology, the art of teaching, and the needs of learners are converging".
(Bonk, 2004, p. 1)
Technological Pedagogical Content Knowledge (TPACK)
Technological Pedagogical Content Knowledge (TPACK) attempts to identify the nature of knowledge required by teachers for technology integration in their teaching, while addressing the complex, multifaceted and situated nature of teacher knowledge. At the heart of the TPACK framework, is the complex interplay of three primary forms of knowledge: Content (CK), Pedagogy (PK), and Technology (TK).
The Perfect E-Storm
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TPACK image (rights free) from: http://tpack.org
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The TPACK framework builds on Shulman’s idea of Pedagogical Content Knowledge. Definitive descriptions of TPACK can be found in Mishra & Koehler, 2006.
References
References
Bonk, C.J. (2004). The perfect e-storm: emerging technology, enormous learner demand, enhanced pedagogy, and erased budgets. London, UK: The Observatory on Borderless Higher Education. Retrieved from:http://www.publicationshare.com
Bonk, C. J., Kirkley, J., Hara, N., & Dennen, V. (Eds.). (2001). Finding the instructor in post secondary online learning: pedagogies for new technologies. London: Kogan Page.
Koehler, M. (n.d.). TPACK - Technical, pedagogical and content knowledge. Retrieved 16/12/2011 from: http://tpack.org
Maor, D. (2003b). The teacher's role in developing interaction and reflection in an online learning community. Educational Media International, 40(1), 127-138. doi: 10.1080/0952398032000092170
Mishra, P., & Koehler, M. (2006). Technologial pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017-1054.
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