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Chris' TPACK media type="custom" key="23504484"

Technology, pedagogy and content knowledge (TPACK) was introduced as a way for teachers to think about what knowledge they need to effectively integrate technology into their classroom. Incorporating technology into a classroom for best teaching practices has never been considered easy because it is open-ended. There is no definite right or wrong answer and the solutions are often difficult to recognize or grasp. Teaching technology as a knowledge base to be considered along with teaching strategies and instructional goals requires creativity and flexibility on the teacher’s part. As teachers reflect on what influences and effects their developing a technology-integrated curriculum, TPACK is an important consideration. TPACK’s place in the process is the integrated total package. Technology, pedagogy and content are viewed as inclusive knowledge bases at the core of good teaching (Koehler &Mishra, 2008). Instead of seeing these as separate entities or viewing the process as ‘Pedagogy and Content Knowledge’ (PCK), the development of technology has transformed the disciplines so that the knowledge base teachers need to instruct students has changed and must include technology. An analogy would be to consider the way the invention of acrylic paint changed painting, or the way the invention of the digital camera transformed photography. Good teaching practices and quality teaching is an effective incorporation of the appropriate technology into the pedagogy and content of a curriculum. Technology should not be taught for technologies sake, but should be carefully chosen to be a best fit for the pedagogy and content of a particular unit or lesson. Such a “wicked problem” not only has solutions that are not right or wrong and are difficult to realize (Rittel & Webber, 1973), but will require much creativity. Three major external factors most influence my development and teaching of a technology- integrated curriculum. The first factor is the Department of Defense Education Activity (DoDEA) Visual Art Content Standards. Strand VA1, ‘Media, Techniques and Processes’, encompasses the idea that students should demonstrate increased proficiency in the production of art forms by using various media to include advanced technology. Strand VA7, ‘Technology Integration’, covers the idea that students understand that technology is a significant art medium of the 21st Century. Students are able to create art by accessing and manipulating images from numerous technology sources. Additionally, students create a portfolio that demonstrates improved proficiency by using technological media (The Department of Defense Educational Activity, 2009). The use of technology, especially digital technology, is a must. The second external factor that influences my integration of technology into the art curriculum is Fort Knox High School’s newly adopted student laptop computer program. Last year the high school piloted a program in which every student was issued a laptop computer to be used in the classroom. My classes mainly used the laptops for inquiry and research, for viewing demonstrations of visual art techniques, and for viewing multiple images of a particular artist, style or time period. For example, when interpreting a piece of art, students should be aware of both the historical and social context, so to study Romare Bearden’s work, the students used their laptop computers. They had to research his autobiography, view images of his collages, and view images of other collage art. The laptops were also used to examine a time line of the 1900s so that the students were able to see historical events and underlying social issues that he was making statements about. I feel that TPACK was evident in this unit of study, but other units need to be developed in which technology is integrated as a best practice. The third external factor is my limited personal relationship with technology. As Karin Sigrid Forssell stated in her doctorial thesis, teachers with greater computer knowledge use the computers more frequently with their students. Teacher confidence with technology is related to the breadth and amount of school technical support, district support, professional development and availability of computers (Forsell, 2011). Until July of 2011, I was teaching art at an intermediate school. Four student computers had been placed in my classroom with limited access to the computer lab. Teacher Mac notebooks, teacher and student cameras, scanners, DVD players, video recorders, flat screen TVs and computer art programs had been purchased and installed but due to lack of funds most of the in-service consisted of the elementary art teachers’ collaboration. District or school computer techs tried to help as much as possible but assistance was limited due to their busy schedules. The first year at the high school, I focused on teaching myself Photoshop CS5 and last year we were focused on the laptop initiative. My computer skills are improving, but I have much to learn. External and internal factors most important to developing a technology-integrated curriculum are the above mentioned external factors, plus the internal factors of students’ prior perceptions and knowledge along with specific technology, pedagogy and content knowledge bases (TPACK) best suited for a particular unit of study. The teacher and student creativity is also an essential internal factor. DoDEA visual art content standards are the essence of what I am expected to teach, while DoDEA is also highly concerned with the laptop initiative. They are paying close attention to how are the laptops are being used and improvements in standard scores. My own confidence with technology is also an important factor. I need to stay current with ever changing technologies. Students’ prior knowledge of the content and technology helps define the foundation from which a unit of study will build. Yet, TPACK is the heart of quality teaching. Creatively deciding which technological tools, teaching methods and content fit together to produce an excellent unit of study is my mission. The students’ creativity demonstrated in the exploration, planning, and composing of the final design will decide whether the unit was a success or not.
 * Paper #1: Factors that Influence Technology integrated into Curriculum: **

In conclusion, TPACK is the integrated total package at the core of quality teaching. Such external factors as content standards, institutional initiatives, teacher confidence and available resources are important to the development and teaching of a technology-integrated curriculum. Internal factors important to a technology-integrated curriculum are students’ previous knowledge and both the teacher’s and students’ creativity. The students’ prior knowledge is the foundation on which both the teacher and students use their creativity to solve this “wicked problem” called TPACK. Yet, of upmost importance is the good teaching practices and learning defined by the appropriate incorporation of technology, pedagogy and content.

** References ** Forssell, K. S. (2011). //Technological Pedagogical Content Knowledge: Relationships to Learning// // Ecologies and Social Learning Networks. // (Doctoral dissertation). Retrieved from []

Koehler, M.J., & Mishra, P. (2008). Introducing tpck. AACTE Committee on Innovation and Technology (Ed.), //The handbook of technological pedagogical// //content knowledge (tpck)// // for educators // (pp. 3-29). Mahwah, NJ: Lawrence Erlbaum Associates.

Rittel. H., & Webber, M., (1973). Dilemmas in a general theory of planning, //Policy Sciences,// // 4 // (2), 155-169.

The Department of Defense Education Activity. (2009). //DoDEA visual arts content standards: Grades K-12//. Retrieved from []