TPACK - Pedagogy

The first component of effective educational technology integration the educator uses is content knowledge to unpack the content standard and identify the appropriate learning targets. The second component involves designing a learning task that is aligned to the identified learning targets. During the third component, the educator uses pedagogical knowledge to determine how they will teach effectively to achieve student mastery. The resources below are a compilation of different pedagogical approaches and strategies to consider.

1. What is the cognitive requirement of the standard?

Revised Bloom's Taxonomy

The Revised Bloom's Taxonomy (2001) offers insight into the dynamic nature of learning by classifying 6 cognitive processes in relation to students' exposure and work with knowledge.

2. What is the complexity of the task that is required for students to demonstrate mastery of that standard?

Webb's Depth of Knowledge

Webb's Depth of Knowledge is an organizational structure for thinking about the complexity of thinking required of students to complete a learning task. View this video from the NYC Department of Education for a brief introduction, explanation, and examples for Webb's DOK.

Complexity is not the same thing as difficulty. When evaluating or designing learning tasks:

  • Difficulty, how hard a task is, varies from learner to learner.

  • Complexity, the integration of cognitive processes required to complete a learning task, is determined by the task design.

Webb's DOK resources for content areas- Reading, Writing, ELA, Math/Science, Social Studies, Fine Arts, CTE

3. What is your pedagogical approach to teaching the standard?

John Hattie's High Impact Teaching Strategies (HITS)

High Impact Teaching Strategies (HITS) is a collection of 10 teaching strategies found to be highly effective in the course of John Hattie's synthesis of educational research.

View the High Impact Teaching Strategies Guide for an overview, detailed analysis, and specific information about each HITS.

Synchronous & Asynchronous Learning

Considering the differences between synchronous and asynchronous learning is an important consideration when planning and preparing for technology integration.

Dr. Catlin Tucker offers some simple guidance for educators planning for both in her blog Asynchronous vs. Synchronous: How to Design for Each Type of Learning

4. Does the digital task and tool match the cognitive requirements for students?

Bloom's Digital Taxonomy

4. Does the digital task and tool match the cognitive requirements for students?

Bloom’s Digital Taxonomy (2008) was developed by Andrew Churches as an extension of the original Bloom’s Taxonomy and creates a hierarchy of learning activities in a digital environment.