How to integrate technology into teaching

This week’s lecture introduced the TPACK model of Matthew Koehler and Punya Mishra, a framework for effective integration of technology into teaching. What it makes really appealing to me is the way technology is not seen as an add-on but as integrated into teaching.

The model is centered on the teacher’s knowledge about pedagogy (PK), about the subject content (CK) and about technology (TK). Each of these knowledge domains is equally important in the model.

Even more important are the interactions of these three knowledge domains. Actually, in teaching practice none of the domains exists solely. Teaching certain subject matter is not possible without the use of pedagogical and technological knowledge. All parts are addresses and one choice affects the other. For example, in the interaction of technology and pedagogy - technological pedagogical knowledge (TPK) - technology can make pedagogical approaches possible that were not attainable before (look at my post “Is Socrates still up to date in the digital age”). Of course technology can also put constraints on pedagogy, such as the use of a blackboard imposes a certain seating order and student-teacher interaction in class. Likewise, a certain pedagogy can also put affordances and constraints on technology. The other intersecting domains of the TPACK model are technological content knowledge (TCK) and pedagogical content knowledge (PCK).

Ultimately, at the heart of the model is the intersection of all three types of knowledge - technological pedagogical content knowledge (TPACK). Depending on the context and the target audience the teacher has to creatively and flexible apply content knowledge as well as pedagogical and technological knowledge in relation to maximize effective teaching.

Take a look at the TPACK model and become inspired:

Koehler, M. J., & Mishra, P. (2009). What is technological pedagogical content knowledge? Contemporary Issues in Technology and Teacher Education, 9(1), 60-70