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Theory Behind Integrating Technology with Learning - TPACK

TPACK - Technological Pedagogical Content Knowledge

{Image courtesy Matt Koehler & Punya Mishra}

While the same could be said of face-to-face instruction, the application and integration of content knowledge, pedagogical knowledge, and technological knowledge is at the heart of an online class. 

As the professor, you certainly have very specific content knowledge.  You also have a sense of how this content should be taught – pedagogical knowledge.  You are teaching this content in the context of an online environment using specific technical applications and practices.  Your online class is therefore where the intersection of content knowledge, pedagogical knowledge, and technological knowledge occur.  This has implications for course design.  It also suggests that someone teaching math online will use different practices and processes from someone teaching writing or teaching health practices.

Koehler and Mishra (2005) stated, “We view technology as a knowledge system that comes with its own biases, and affordances that make some technologies more applicable in some situations than others” (p. 132).  It therefore makes sense that you consider the context in which you will be teaching and the best applications to use in that context when you teach online.  A recent study of K-12 online teachers found that they were confident in their ability to deal with issues associated with content or pedagogy, but less confident in dealing with issues associated with technology.  We would expect similar results here at VCU.  Our reason for providing you with this “toolbox” is to remove some of the uncertainty associated with technology and give you our take on a variety of tools and their associated application to learning, which you can then integrate into your content and teaching practice.

  • TPACK – Technological Pedagogical Content Knowledge
    This wiki linked below by Mishra and Koehler addresses the concept of TPACK - Technological Pedagogical Content 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).  In using technology to teach (an inherent component of online classes), one needs to consider the RIGHT technology for the RIGHT pedagogy associated with your SPECIFIC content.
    Link
  • Models for Collaborative Online Learning: Pedagogy, Design, and Epistemology
    This 2007 Educause Conference session examines models for collaborative learning evidenced within the context of an online Master of Educational Technology program. This session will examine models of online learning from pedagogical and instructional design perspectives and consider the epistemological implications of collaborative spaces for learning and knowledge production
    Link
  • The Future of Online Teaching and Learning in Higher Education: The Survey Says…
    EDUCAUSE Quarterly, Vol. 29(4), 2006.  The study described here surveyed instructors and administrators in postsecondary institutions, mainly in the United States, to explore future trends of online education. In particular, the study makes predictions regarding the changing roles of online instructors, student expectations and needs related to online learning, pedagogical innovation, and projected technology use in online teaching and learning.
    Link
  • Writing, Reading, and Social Media Literacy
    Howard Rheingold, HarvardBusiness.Org, October 22, 2008
    Learning to use online forums, be they social network services like MySpace and Facebook, blogs, or wikis is not a sexily contemporary add-on to the curriculum - it's an essential part of the literacy today's youth require for the world they inhabit.
    Link
 
 
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Last updated: 09/22/2009
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