TPCK

Technological Pedagogical Content Knowledge

Builds on PCK

Pedagogical Content Knowledge Different approaches toward teacher

education have emphasized either pedagogy or content

Shulman in 1986 proposed focusing on both The manner in which subject matter is

transformed for teaching Occurs when teacher interprets subject

matter and finds different ways to represent it and make it accessible to learners

Affordances and Constraints

Know the affordances and constraints of various technologies and how to apply both pedagogy and content knowledge

Affordance = properties of an object and how we can interact with it

Constraint = what we cannot do with an object

Beware of functional fixedness Can inhibit creative uses

Technology Integration Using technology in teaching

Problems with Integrating Technology Problem’s in Plato’s time

Writing would mean you would not be able to trust your memory any longer.

Traditional pedagogical technologies are characterized by specificity and transparency

Digital technology is protean(multiple uses), unstable and opaque

Teachers need to be flexible, creative and work through their functional fixedness

False dichotomy of pedagogy and technology knowledge