TPK is an understanding of how teaching and learning can change when particular technologies are used in particular ways. This includes knowing the pedagogical affordances and constraints of a range of technological tools as they relate to disciplinarily and developmentally appropriate pedagogical designs and strategies.
<span class="su-quote-cite"><a href="http://www.lrnbl.com/references/#Koehler_Mishra2009" target="_blank">Koehler, M. J., & Mishra, P. (2009)</a></span>
<span class="su-quote-cite"><a href="http://www.lrnbl.com/references/#Koehler_Mishra2009" target="_blank">Koehler, M. J., & Mishra, P. (2009)</a></span>
This domain deals with effectively using technology to support pedagogy, and it is the domain which I feel I have been able to develop the most in the MET program. This is because so many of the courses in the program strive to bridge the divide between Pedagogy and Technology.
While many of the artifacts I presented in other sections could probably be used as examples here, I feel the one that most exemplifies my development of this domain is my work on a group project for ETEC 510, which dealt with Semiotics. In this project, I was able to use an electronic game to not just describe or define a concept, but to allow a learner to experience the concept.
Similarly, I was able to use a chat-bot I programmed in a group project for ETEC 565M, to demonstrate the concept of machine learning, and explain how it works by having the participants actually “see it in action”. I feel that this experience, along with the more traditional video explanation of the concept, made for a much more compelling learning experience.
In both of the above cases, I felt that my choice to apply a somewhat unusual technological tool served to really enhance the value of the learning resource.
