Technological Pedagogical Content Knowledge
True technology integration can only happen in a context where subject-specific content is taught with pedagogical methodologies that include technologies that enable students to achieve their learning outcomes.
The Technological Pedagogical Content Knowledge (TPACK) model attempts to capture some of the essential qualities 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).
Assumption: Faculty is knowledgeable about their subject matter: biology, chemistry, physics, astronomy, physical science, environmental science, etc.
Assumption: Faculty is knowledgeable in issues of student learning, classroom management, lesson plan development and implementation, and student evaluation. However, in the context of 21st century teaching and learning, faculty may need support in deeper pedagogical knowledge on a variety of instructional methodologies such as problem-based learning, inquiry instruction, critical thinking strategies and differentiated instruction.
Faculty should be knowledgeable about a variety of technological tools such as:
- Productivity tools (Office, Google Apps, etc.)
- Digital tools (web 2.0)
TECHNOLOGICAL PEDAGOGICAL CONTENT KNOWLEDGE
Effective technology integration for pedagogy around specific subject matter requires developing sensitivity to the dynamic relationship between all three components.
Read: Good Teaching Trumps Good Tools by Bill Ferriter
TPACK IN THE SCIENCE CLASSROOM
Pedagogical and Technological Knowledge
Explanation of each of the components of the 5E model along with recommendations and examples of digital and non-digital tools that can be incorporated at each stage.
Examples of TPACK and Links to resources for pedagogical and technological knowledge.