TE year2sourcebook/year2 unit2 year2 Introduction to the Unit

The  “Technological Pedagogical Content Knowledge” (TPACK) knowledge framework provides a meaningful way to explore the integration of the technological, pedagogical and content knowledge  towards TPD. The integration of ICTs in the content and pedagogy aspects in the teaching of different subjects has the potential to improve the transaction (including assessment for learning) of the other subjects. An effective implementation of the ICT Mediation course requires that the transaction of other courses be modified to integrate digital resources and tools. Hence this unit will be jointly transacted by the teacher educator facilitating this paper along with the teacher educators for the other subjects.

In Unit 2 of year 1 and unit 1 of year 2, we learnt to create generic and subject specific digital resources using FOSS applications. In the TPACK framework, this represents the 'Technological Content Knowledge' or TCK. As the teacher becomes more comfortable exploring the use of different digital methods to create and modify resources, considering the specific learning contexts and learning objectives, her TCK develops. Conversely, a teacher who has deep content knowledge, will be interested to explore digital methods to express that content knowledge in different ways. In TCK, the technological knowledge and the content knowledge can be seen as mutually influencing variables, toward enhancing teacher technological and content knowledge.

In Unit 2 of year 2, the focus is on integrating digital methods for classroom transaction, in the TPACK framework, this represents 'Technological Pedagogical Knowledge' or "TPK". As the teacher becomes more comfortable using different digital methods (and integrating/combining digital methods with non digital methods) her TPK deepens. Pedagogy includes assessment. Conversely, a teacher who is pedagogically strong is also likely to explore digital methods and approaches for teaching. In TPK, the technological knowledge and the pedagogical knowledge can be seen as mutually influencing variables, toward enhancing teacher technological and pedagogical knowledge.

Taken together, as the teacher becomes more comfortable with the integration of technological knowledge, content knowledge and pedagogical knowledge, in meaningful ways, considering learning contexts, objectives and priorities, her TPACK deepens and broadens.

The unit concludes with a discussion on the larger socio-political and economic implications of ICT on society, an understanding of which will need to inform the pedagogical choices made by the teacher in integrating ICT in education.