TPCK

TPCK

The technological revolution has prompted a fundamental shift in our understanding of pedagogy and its related practices. Traditionally, teaching did not require that the instructor also be learner, but only expert. Those who taught could do so in communicative (non-)interaction with the learner in a manner of talking-at. This is no longer adequate. Techno-pedagogy demands that lifeworld experience be enmeshed in hyperlearning. Neither theory nor practice, singularly, is a viable method of instruction -- regardless of the discipline and its methodological heritage. Teachers must now interact with learners by talking-through.

Literally, 'pedagogy' refers to the art-science of teaching and 'techno' refers to the art-skill in handcrafting, derived from the Latin 'texere' (to weave or fabricate). Here, 'techno' is a qualifier; it intersects or crosses the meaning of 'pedagogy' with its own. Techno-pedagogy refers to weaving the techniques of the craft of teaching into the learning environment itself. It requires conscious recognition of the mediated learning environment in order to maximize the ease and clarity in the transmission of information. It may also be used to describe the medium-specific learning strategies inherent in each technological form: where the medium facilitates or contributes to the learning process in such a way that another medium would not be able to -- an environmental uniqueness. Techno-pedagogy, then, necessarily implies that there is not only one valid or legitimate method of instruction per discipline nor per medium (nor per learner!). Creativity is an essential aspect of the successful learning environment. Additionally, generating multiple strategies for learning (per concept, per medium and/or per learner) within one mediated learning environment (or product) brings to fruition the idea of a postmodern pedagogy, defined in terms of praxis. It is a metaphorical interweaving of fact and fiction, text and texture, imagination and myth, word and image, language and symbol. The educational media developer must always strive to reach as many factors involved in the contextual interplay as possible, simultaneously frustrated and awe-struck in awareness that such knowledge will never be complete.

Content Knowledge (CK)

Content knowledge may be defined as “a thorough grounding in college-level subject matter” or “command of the subject”. It may also include knowledge of concepts, theories, conceptual frameworks as well as knowledge about accepted ways of developing knowledge.

Pedagogical Knowledge (PK)

Pedagogical knowledge includes generic knowledge about how students learn, teaching approaches, methods of assessment and knowledge of different theories about learning. This knowledge alone is necessary but insufficient for teaching purposes. In addition a teacher requires content knowledge.

Pedagogical Content Knowledge (PCK)

Pedagogical content knowledge is knowledge about how to combine pedagogy and content effectively. This is knowledge about how to make a subject understandable to learners. PCK includes knowledge of what makes a subject difficult or easy to learn, as well as knowledge of common misconceptions and likely preconceptions students bring with them to the classroom.

Technological Content Knowledge (TCK)

Technological content knowledge refers to knowledge about how technology may be used to provide new ways of teaching content. For example, digital animation makes it possible for students to conceptualize how electrons are shared between atoms when chemical compounds are formed.

Technological Pedagogical Knowledge (TPK)

Technological pedagogical knowledge refers to the affordances and constraints of technology as an enabler of different teaching approaches. For example online collaboration tools may facilitate social learning for geographically separated learners.

Technological Pedagogical Content Knowledge (TPCK)

Technological pedagogical content knowledge refers to the knowledge and understanding of the interplay between CK, PK and TK when using technology for teaching and learning It includes an understanding of the complexity of relationships between students, teachers, content, practices and technologies