Digital Strategy for Schools
TKmc0
TKmc0
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DIGITAL STRATEGY FOR SCHOOLS – ENHANCING TEACHING, LEARNING & ASSESSMENT<br />
Equally important to the model are the interactions between these bodies of knowledge. When<br />
teachers effectively integrate these areas of knowledge, they can embed ICT effectively into their<br />
practice.<br />
Technological<br />
Pedagogical Content<br />
Knowledge<br />
(TPACK)<br />
Technological<br />
Pedagogical<br />
Knowledge<br />
(TPK)<br />
Technological<br />
Knowledge<br />
(TK)<br />
Technological<br />
Content<br />
Knowledge<br />
(TCK)<br />
Pedagogical<br />
Knowledge<br />
(PK)<br />
Content<br />
Knowledge<br />
(CK)<br />
Pedagogical<br />
Content<br />
Knowledge<br />
(PCK)<br />
FIGURE 4. TPACK FRAMEWORK<br />
Considering TPACK, this section will outline a number of key areas where the Department plans to<br />
support teachers to embed ICT more effectively in their professional practice over the five years of<br />
the <strong>Strategy</strong>.<br />
TEACHERS’ PROFESSIONAL LEARNING AND SCHOOL DEVELOPMENT<br />
Many submissions made the case that ALL teachers should have the requisite knowledge and skills<br />
to integrate ICT effectively into their practice. Many commented that skills and knowledge need<br />
to be developed by teachers over time in supportive learning environments. Many respondents<br />
called <strong>for</strong> a new model of teacher professional learning that is more differentiated than is currently<br />
available and that caters <strong>for</strong> the variance of knowledge and skills within the profession in relation<br />
to using ICT.<br />
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