Difference Between Operation and Application

What are some typical activities performed online?  Here are some examples:
  • searching for information and/or researching
  • email
  • online publishing (websites or blogs)
  • discussion forums (either synchronous or asynchronous: blogs, Skype, Google Hangouts)
Most people, including educators, approach the use of technology as the use of tools.  However, is it the tool that creates learning?  Or is it how we use the tool?  It is important to distinguish between the operation (the tool itself) and the application (how a person uses a tool).  Simply put, educators need to think through what we want our students to know before we even make a choice in how we want to use technology in the classroom.  Here is a great example of an educator asking a very important question:
http://blog.williamferriter.com/2013/07/11/technology-is-a-tool-not-a-learning-outcome/?utm_content=buffer3e1ea&utm_source=buffer&utm_medium=twitter&utm_campaign=Buffer
Technology is simply a tool.  As educators we must consider the technology, along with the pedagogy and the content knowledge.  Now let's talk about TPACK...

What is TPACK?

Technological Pedagogical Content Knowledge (TPACK) is a framework used to describe the different types of knowledge educators need for effective teaching practices in a technology enhanced learning environment.  Lee Shulman first introduced the idea of PCK in 1986:
This model showcases the need to know what teaching approaches are appropriate to fit the content knowledge as well as how the content knowledge can be employed for better instruction.  Punya Mishra and Matthew J. Koehler (both of Michigan State University) reworked Shulman's original model to include the inclusion of technology, hence TPACK.
​
TPACK consists of seven different areas: 
Technological Knowledge (TK): 
Use of digital technology within a learning environment

Pedagogical Knowledge (PK): 
Knowledge about how students learn

Content Knowledge (CK): 
Knowledge of a specific subject matter

Technological Pedagogical Knowledge (TPK): Affordances and constraints of using technology to teach students

Pedagogical Content Knowledge (PCK): 
How to teach a subject matter to students successfully

Technological Content Knowledge (TCK): 
How technology can be used to teach content knowledge

Technological Pedagogical Content Knowledge (TPCK): Understanding the relationships between technology, pedagogy, and content knowledge 
Finally, context (the dotted line around the three areas, seen in the first image) must be considered.  Learning outcomes and expectations will be different in each lesson and in each learning environment.  One lesson may employ more technology than another lesson.  In the end, technology, pedagogy, and content knowledge must all be considered and weighted differently depending on the desired learning outcomes.  

Example of a TPACK Teaching Case 

Forensics Lesson

REFERENCES
Koehler, M. J. (Designer). Got tpack? [Web Graphic]. Retrieved from http://mkoehler.educ.msu.edu/tpack-101/