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A teacher’s pedagogical content knowledge (PCK) is an understanding of what makes concepts easy or difficult to learn and combining that with an understanding of students’ prior knowledge (Shulman, 1986). Mishra and Koehler (2006) developed a 21st century transformation of PCK by adding teachers’ technology knowledge: technological pedagogical and content knowledge (TPACK).

In this session, we will discuss how the TPACK model may help make your job easier and what that could mean for your students, school, and district. We will reflect on useful properties of the TPACK model and its implications for rich and dynamic collaboration within and across school teams. We will experience TPACK capacity building activities that can guide your planning, implementing, and assessing of technology-infused instructional activities that //**directly support and enhance**// student learning.

= Goals = The overarching goal of this session is to deeply u nderstand the importance of the TPACK lens as a guide to find the best intersection of curricular standards, sound pedagogy choices, and technology selections . = Learning Outcomes = After this session you will be able to:
 * Align the new Standard Courses of Study (Common Core State Standards and North Carolina Essential Standards) and pedagogical approaches to the TPACK model;
 * Experience options for disseminating and utilizing the TPACK framework in Perquiman's County Schools;
 * Reflect and articulate the value and challenges of effective learning experiences supported by TPACK.

 I. TPACK 101 (10 minutes)
T he technological pedagogical content knowledge (TPACK) framework, an emerging professional knowledge lens, can help administrators, teachers, and staff in:
 * Effectively evaluating and appropriately selecting technology to explicitly support and enhance student learning;
 * Thoughtfully considering their current teaching methods and determining what new technology-infused transformative practices will work best for their context is what will ensure that teachers help students meet ITES and the North Carolina Standard Course of Study (Common Core and NC Essential Standards).

Mishra & Koehler (2006) assert that <span style="color: #000000; font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 12pt;">that the successful teacher is one who can draw from content, pedagogy and technology, forming a technological pedagogical content knowledge (TPACK) framework. //**In essence, effective teaching with technology requires TPACK, or an ability to integrate content, pedagogy and technology flexibly during the act of teaching.**// media type="custom" key="17118576" align="center"

II. Let's be Reflective Practitioners (5 minutes)

 * <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 12pt;">Voice your thoughts about the potential of the TPACK model:
 * <span style="background-color: #ffffff; color: #ff5e00; font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 14pt;">What are your initial thoughts about the TPACK framework? What potential does it offer in supporting your digital transition in your classroom or school?
 * <span style="background-color: #ffffff; color: #ff5e00; font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 14pt;">To what extent does the TPACK framework support a culture of change in your classroom, school, and/or district?

<range type="comment" id="829490"> Additional Resources
<span style="background-color: #f9fafa; display: block; font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 12pt; text-align: left;">Koehler, M. J., & Mishra. P. (2009).//Contemporary Issues in Technology and Teacher Education, 9//(1), 60-70.Mishra P. & Koehler, M. J. (2009). //Learning and Leading with Technology, 36//(7), 14-18. http://tpack.org/

**<range type="comment" id="709223">References **
<span style="background-color: #ffffff; font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 12pt;">Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 12pt;">// Teachers College Record, 108 // <span style="background-color: #ffffff; font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 12pt;">(6), 1017-1054. doi:10.1111/j.1467-9620.2006.00684.x

<span style="background-color: #ffffff; font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 12pt;">Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 12pt;">// Educational Researcher, 15 // <span style="background-color: #ffffff; font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 12pt;">(2), 4-14.

<span style="background-color: #f9fafa; font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 17px;">**Image Copyright Information**
<span style="background-color: #f9fafa; display: block; font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 12pt; text-align: left;">Got TPACK ImageCopyright permission granted by Dr. Punya Mishra