A theory that was developed to explain the set of knowledge that teachers need to teach their students a subject, teach effectively, and use technology is presented this week by Mam Gallardo which is called with an acronym T.PA.C.K. by Dr Matthew Khoeler.
The TPACK model gives us a new framework for the integration of technology in education and how we can structure our classrooms to provide the best educational experience for students while incorporating technology.
According to the TPACK framework, specific technological tools (hardware, software, applications, associated information literacy practices, etc.) are best used to instruct and guide students toward a better, more robust understanding of the subject matter. The three types of knowledge – TK, PK, and CK – are thus combined and recombined in various ways within the TPACK framework. Technological pedagogical knowledge (TPK) describes relationships and interactions between technological tools and specific pedagogical practices, while pedagogical content knowledge (PCK) describes the same between pedagogical practices and specific learning objectives; finally, technological content knowledge (TCK) describes relationships and intersections among technologies and learning objectives. These triangulated areas then constitute TPACK, which considers the relationships among all three areas and acknowledges that educators are acting within this complex space.
This lesson can help us to better use the technology in collaboration of traditional ones for a better performance of teaching in the near future.
WEEKLY JOURNAL 