| Jul 20, 2012 by Michelle Schira Hagerman What special
knowledge do teachers need to have when they think about the
integration of technologies in their literacy classrooms?
Shulman (1987) told us that, for starters, teachers must
understand the interactions of pedagogy and content. They need
to understand the content they teach and how to teach this
content most effectively to their students. He called this
pedagogical content knowledge (PCK) – a unique and multi-faceted
fund of knowledge that teachers use to guide instructional
choices and curricular designs. When we ask our students to use
Google Docs for collaborative writing or VoiceThread to support
the development of oral communication skills, however, what
changes? What impact do technologies have on content? And on
pedagogy? TPACK: Kristen Kereluik and Michelle Schira Hagerman,
2012. Mishra & Koehler (2006) contend that technologies, all of
which have affordances (pros) and constraints (cons), also
interact in complex and multi-faceted ways with con