{"id":19159,"date":"2022-11-23T02:26:43","date_gmt":"2022-11-23T07:26:43","guid":{"rendered":"https:\/\/pacificopencourses.col.org\/ls4odfl\/?page_id=19159"},"modified":"2022-11-23T02:26:43","modified_gmt":"2022-11-23T07:26:43","slug":"considerations-for-choosing-technology-for-teaching","status":"publish","type":"page","link":"https:\/\/pacificopencourses.col.org\/ls4odfl\/learning-pathways\/technology-enabled-learner-support\/considerations-for-choosing-technology-for-teaching\/","title":{"rendered":"Considerations for Choosing Technology for Teaching"},"content":{"rendered":"
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There are many technologies available for the delivery of ODFL courses. Selecting the medium is an important part of the efficiency of that course. Each medium has its own strengths and weaknesses, and these should be matched to the nature of the learning setting. The medium selection process should be undertaken for each course and programme since they all have different requirements depending on the objectives, learners, and learning environment. Due to many interacting variables, decision-making can be made easier with the relevant models and frameworks that can be used as a guide in selecting educational technology and media for teaching and learning.\n<\/p>\n

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TPACK model<\/span><\/h2>\n
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TPACK is the complex interplay of three primary forms of knowledge: Content (CK), Pedagogy (PK), and Technology (TK). The TPACK approach goes beyond seeing these three knowledge bases in isolation, by emphasising the intersections between three primary forms: Pedagogical Content Knowledge (PCK), Technological Content Knowledge (TCK), Technological Pedagogical Knowledge (TPK), and Technological Pedagogical Content Knowledge (TPACK).
\nEffective technology integration for pedagogy around specific subject matter requires developing sensitivity to the dynamic, transactional relationship between these components of knowledge situated in unique contexts. Individual teachers, grade-level, school-specific factors, demographics, culture, and other factors ensure that every situation is unique, and no single combination of content, technology, and pedagogy will apply to every teacher, every course, or every view of teaching (Koehler, 2012). In other words, there is no one-size-fits-all approach to technology for the classroom.
\nWatch the video below for a more detailed description of this model.<\/i> [Watchtime: 21.54 mins]\n<\/p>\n

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