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Who does not like the TPACK framework for technology integration?

It provides broad considerations for leaders, teachers, instructional designers, and others when thinking about how the pieces of the puzzle — content, pedagogy, technology — fit together.

I am glad that context has been added to the model because it is the backing upon which the puzzle pieces rest. Without it, the puzzle falls apart.

However, no model is complete or perfect. At the moment, I see a missing “Connectedness Knowledge” piece.

Some might argue that such a connection is the nexus of all three pieces or even when two elements overlap. That is the connection a teacher makes with regard to the model.

I am referring to the content, social, real wider world, and possibly other forms of connectedness.

CK refers to knowledge of content. Content connectedness refers to the ability to join the dots between content silos, different disciplines, and even content experts. The last content connection links to social connectedness in that people become resource nodes in a network.

I include real wider world connectedness because the contexts that schools might create are not always authentic. A school context might be an exam, a math homework problem, or even a lesson that has little or no bearing in life in the short or long term. Including real wider world connectedness challenges educators to think about why they are integrating technology.

I hope to test an enhanced TPACK model over workshops that I will be conducting with a range of educators, instructors, and trainers. It will be interesting to hear their thoughts!

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