Technological Pedagogical Content Knowledge

to enhance learning these include; content expertise, information delivery expertise (pedagogy), and instructional technology. Content expertise involves well mastery of a specific area of study by a teacher. As teachers, we go through a course at the tertiary level to master the content that we can later deliver to our students. The Comprehensive study prepares us to be well endowed with the knowledge that we later pass to students. This is what is called content expertise. We also have information

but only in a way that enhances the material being taught. For this reason, it is essential for teachers to understand the concepts of the TPACK framework. The TPACK framework includes technological knowledge, pedagogical knowledge, and content knowledge. It is obvious that a teacher must know the specific content to teach and know how to teach it, but it is less obvious to note that they must know how to effectively integrate technology into their lessons in a way that will enrich student learning

2001). The discussion is filtered through the Technological

from this reading has raised some questions about my overall purpose of my audit tech questionnaire. Looking at the TPCK model in pieces for instance, Content knowledge (CK), Pedagogical knowledge (PK), Pedagogical content knowledge (PCK), Technological knowledge (TK), Technological content knowledge (TCK), and Technological pedagogical knowledge (TPK) has given me a better understanding of the model more than I had last week. My perspective on the TPCK model last week was very basic and the way

support the need for professional training programs to be implemented into educational settings for instructional leaders, coaches and supervisors. As the technological era continues to grow and flourish, instructional leaders are not able to effectively support instructors in implementing the technological, pedagogical, and content knowledge (TPACK) needed to effectively support student learning. It can be proven that adult students are in fact intrinsically motivated; therefore, the need for instructional

Many argue that the traditional model of school is shifting and moving from a teacher centered learning classroom to a learner-centered classroom (Rosen & Beck-Hill, 2012). Teachers are being forced, encouraged, or mandated to address the needs of 21st century learners, creating a more learner-centered classroom environment and many times this is through the implementation of one-to-one initiatives. Some one-to-one initiatives use laptops, iPads, or netbooks but the purpose is the same, to meet the

how to utilize and to properly implement. Using technology in the content areas for instruction can increase the teachability of and overall achievement for all types of student learners. The Center for Applied Research in Educational Technology (CARET) found that, when used in collaborative learning methods and leadership that is aimed at improving the school through technology planning, technology impacts achievement in content area learning, promotes higher-order thinking and problem solving skills

lectured to for every lesson about information that can easily be accessed using the Internet through problem-based learning (Martinez & Schilling, 2010). Limited Access to Technology Resources The final barrier teachers face is limited access to technological resources. According to the National Center for Educational Statistics, 97 percent of teachers have just one or more computers in their classrooms and daily Internet access is available for 93 percent of the computers provided (Martinez & Schilling

Candidates in a English/language arts preparation programs are expected to gain knowledge in reading/literacy instruction that has been standardized to include: knowledge of standard-based learning experiences, knowledge of individual and collaborative instruction strategies, knowledge of how to incorporate language into instruction, and the ability to plan instruction that reflects curriculum integration and interdisciplinary methods (National Council of Teachers of English and National Council

redesign and institutional support in order to foster the development of quality contemporary education. The Constellation of Change The configuration of teaching and learning is undergoing a sea-change. There exists now a constellation of technological options that can be applied to education and that is constantly changing. Changes instructional approaches reflect the rapid shifts in technology. And rivers of information are available to instructors, students, and designers of instruction constantly