The full range of possibilities should be employed,
matching the tool to the pedagogical goal and need.
project is supported by the Society for
Information Technology and Teacher
Education (SITE) in concert with
partners from a variety of subject areas. The SITE Web site for support of
digital video is freely available to any
educator. If you have a digital video
that portrays effective use of this technology in a specific subject area, SITE
invites you to submit it.
might work together to identify effective approaches.
The TPACK framework reminds us
that effective integration requires deep
understanding of content, pedagogical content knowledge, and thoughtful exploration of ways in which new
capabilities of emerging technologies
this will require leadership at multiple
levels—both national and local. Just
as representatives at the annual NTLS
are working together to apply the
TPACK framework, schools will need
active leadership and participation
of teachers, technology coordinators,
curriculum directors, students, and
other stakeholders for true integration
of sustainable innovation.
Moving the Framework Forward
Advances in technology combined
with widespread user participation
clearly create opportunities in education that did not exist previously.
We can assist teachers in reflecting,
planning, and enacting instructional
strategies based on the TPACK
For example, ideally, the science
coordinator or lead teacher and the
educational technology coordinator
One answer to the question, “Why
is it taking so long for technology to
be regularly used as an instructional
tool?” may be found in the observations of Koehler and Mishra, who
realize the potential of the technology will require skills and knowledge
not just of technology, pedagogy,
and content in isolation but rather
of all three taken together, requiring collaboration among those with
expertise in each area. Accomplishing
Kansas State University Digital Ethnography
group: Mediated Cultures, http://mediated
Koehler, M. J. & Mishra, P. (2008). Introducing
TPCK. Handbook of Technological Pedagogical Content Knowledge (TPCK) for educators
(pp. 3–9). New York: Routledge.
Pierson, M. (1999). Technology integration
practice as a function of pedagogical expertise. Dissertation Abstracts International,
60(03), 711. (AAT9924200)
Primary Access: http://www.PrimaryAccess.org
Screening Room (developed by SITE): www.
Society for Information Technology and Teacher
Education (SITE): http://site.aace.org/