TPACK

Reproduced by permission of the publisher, 
© 2012 by tpack.org

The TPACK model is an effective way to look at how knowledge of content, pedagogy and technology need to work together to support good teaching and learning within a given context (eg Primary school).
It can be challenging to be highly skilled in the TPACK area of this model. Many teachers can be strong in one or two areas. They may have a strong knowledge of content, for example, but be less skilled in how to teach that content (pedagogy). Others may be strong in using technology to support a pedagogical model but not have depth of content. It is when the teacher is able to operate in the centre of this model that authentic integration of technology, pedagogy and content can be realised within a particular context.

Roblyer & Doering (2009) have suggested that the centre of this model be referred to as Tech -PACK in order to highlight the critical contribution technology makes to teaching. I feel this is an unnecessary modification, given that the T already represents technology. To argue that technology is more important than content and pedagogy seems at odds with the intent of the model which, I feel, is to highlight the importance of knowledge of all three to arrive at the sweet spot - TPACK - which is where I would hope to be as often as possible.

Reading: What Is Technological Pedagogical Content Knowledge?


References:

Koehler, M. J., & Mishra, P. (2009). What is technological pedagogical content  knowledge? Contemporary Issues in Technology and Teacher Education, 9(1), 60-70.

Roblyer, M., & Doering, A. (2013). Integrating Educational Technology into Teaching: International Edition, 6th Edition, Pearson.