Publish a blog post on future-focussed education and your

technological pedagogical content knowledge (TPACK)

Through my pre-service training we have looked extensively at how we as teachers can

provide successful learning opportunities that will give each student the opportunity to be
successful in their learning. (Fraser and Hill, 2016). We have looked at how ākonga learn and
the environments and pedagogies that will enhance this learning and we also examined the
challenges and dilemmas these environments can bring (Groundwater-Smith, Ewing and Le
Cornu, 2015). Through this pedagogical knowledge (PK) and being able to observe and
practice during our placements within these classroom environments and this has given me
confidence in this area. I believe that as I begin my teaching journey with my own classroom
and continually adapt and review how I teach by looking each of my ākonga and the learning
environment I provide.
Being knowledgeable in the subject area I am teaching is also very important. If I don’t
understand the facts, concepts or theories that I am teaching my ākonga (content knowledge,
CK), then it is unlikely they will be learning. I need to ensure that I understand the content I
am teaching but I am also aware that this is an area I will improve on with experience within
the classroom and collaboration with experienced Kaiako. The cross over point between these
two areas is pedagogical content knowledge (CPK) and this is where I know how to engage
my students in their learning by scaffolding the content to ensure that my diverse ākonga are
part of an inclusive classroom environment that promotes learning for all.
Pedagogy and content knowledge are where I will make a strong foundation within my
classroom learning environment. The experience of going on placements in a diverse range
of schools has shown me how important the integrations of technology is when trying to
enhance my teaching and ensure my ākonga have successful learning opportunities (Koehler,
Mishra and Cain, 2013). I found that it was not always the fault of the teacher, there were
many factors which promoted the use of technology within different schools (Johnson, 2016).
I had a placement where there were very few digital technologies for the ākonga to use, the
school did not place digital technology as important and it was very slow and unreliable to
use within the classroom. On another placement resources for available for all ākonga to have
their own device and the digital classroom was well set up and well managed. Ākonga were
provided with an environment to enhance learning and develop key competencies to be life-
long learners (NZC, 2007). This school frequently had professional development to ensure all
staff felt confident to use a wide range of technology in their classrooms. Technology
knowledge (TK) would be the area that I need to develop to feel confident to use within my
classroom. This course has given me the opportunity to examine web tools for my future
classroom. Although at the beginning I did not feel confident, by having the opportunity to
create with these tools and then evaluate them I have definitely grown in confidence and
would be more than happy to include these within my own classroom. Technology is always
changing and I believe that it is important that Kaiako are given the opportunity with
collaboration and professional development to keep up with changes and continually moving
forward.
Technological pedagogical and content knowledge (TPACK) is a term that I had not heard of
before this course. TPACK is a theory that links how we teach (pedagogy) with what we teach
(content) and how we can use technology to make the learning more effective. Where
knowledge overlaps is where I need to be teaching to ensure that I am maximising the use of
technology in my classroom.