Technology Pedagogical Content Knowledge: A Framework for Teacher Knowledge

1. In your own words, please explain the TPCK framework model. You should include a brief description of each knowledge area: Content, Pedagogy, and Technology as well as PCK, TPK, TCK, TPCK.

• Content -The knowledge had by the teacher.
  
• Pedagogy - The actual act and art in teaching.
  
• Technology - Aids created to help advance the teaching and learning methods.

Looking at the three components in pairs

• PCK - Pedagogical Content Knowledge = necessary relationship between pedagogy and content
  
• TPK - Technological pedagogical knowledge = necessary relationship between technology and pedagogy
  
• TCK - Technologicancontent knowledge

The combination of all three components

• TPCK - Technological pedagogical content knowledge.
  

2. In the article, the authors talk about the “essential tension” that exists between the three aspects of knowledge: content, pedagogy, and technology. What do you think that they mean by essential tension? (p. 1029)

• One of the three aspects is the reason we make certain decisions concerning the other 2 aspects. There is a tension connecting the 3 and without this tension they ultimately cannot work together.
  

3. What kind of understanding does TPCK require? (p. 1029)

• TPCK requires an understanding that content, technology, and pedagogy are complexly intertwined. Their relationship is complex and this must be understood in order for a teacher to create "appropriate, context-specific strategies and representations." All three aspects have to be considered not in isolation but in unity.
  

4. How do think teachers are to acquire an understanding of the TPCK? (p.1031)

• Teachers need to be trained in the use of basic technology. They need to unlock the power found with basic understanding in hardware and software packages. Although, this is not all. Teachers must then use technology on a regular basis in a classroom and therefore keep up with the ever changing advancements of technology.
  

5. What are some of the reasons that emphasis on competencies and checklists are inherently problematic?

• The rapid rate of technology change
• Inappropriate design of software
• The situated nature of leaving
• Emphasis on what, not how
  

6. In your own words, describe what “learning technology by design” means?

• Learning technology by design is a hands on approach to allowing teachers to learn how to use technology. Teachers are taught by doing rather than sitting in a lecture and trying to learn how to use the computer without it in front of them. It allows them to get to know the program with someone to go to when questions arise.
  

7. Do you agree or disagree with Shulman’s argument on page 1046 about the goal of teacher education? Why?

• I agree. Teachers cannot all be trained to act in one specific way. Different problems arise and different needs need to be met. A teacher must be able to use a sound judgement in assessing the situation and then acting upon it.