The first of the paradigm shifts comes in the form of Computer-Assisted Instruction (CAI). This essentially was the formal introduction of computers into education as a typing or aid-based tool in the traditional classroom. The applications of technology during this paradigm shift were very straight forward and fit the basic needs of the teacher in helping the students to grasp core concepts. Teachers were still there to provide the information and evaluate learning. CAI hasn't disappeared over time, we still use basic typing and "drill-and-practice" programs that were created by this paradigm, and it will continue to part of IT in the future as well.
Another shift came when Artificial Intelligence (AI) workers decided to explore the world of education and we got the ITS Paradigm. The thought of the AI world was that if you could teach a machine to show intelligence then why not train it to create a one-on-one tutoring system. This idea turned into using computers and their programs as educational tool, in essence, treat computer like more than just word processors.
This shift eventually led to to a constructivist approach. This new approach suggests that technology could now be used for personal inquiry and discovery. The learner essentially assumes the role of teacher and the technology becomes the tool by which the student teaches themselves new information. It requires prior knowledge and new knowledge to be built off of one another.
Technology and its possibilities are asking educators to shift again with the emergence of TPACK. TPACK stands for Technological Pedagogical Content Knowledge. Teachers are always expected to know the information associated with their content or grade level and they are expected to understand how to best teach students, but when you throw in technology these two concepts add a whole other realm of things that must be taken into consideration. TPACK is the interlocking circles showing the connection between technology, pedagogy, and content.
Taken from www.tpck.org.
TPACK is not necessarily a new concept dreamt up over night, but it is the culmination of researchers realizing that effective classroom instruction requires that teachers understand how all three concepts are directly linked to the success of the other concepts. Content knowledge (CK) is knowing the subject matter and pedagogical knowledge (PK) is knowing the practices and methods of teaching and learning for overall educational purposes. Combining these two concepts (PCK) means that a teacher fully understands the best way to convey their content combined with prior student knowledge in order for learning of new information to take place. Technology knowledge (TK) is about about understanding standard and advanced technologies. This means understanding how to use things like books and whiteboards all the way to computers and software. TK also requires teachers to be able to adapt to new technologies as they become available. Combining technology and content knowledge (TCK) requires teachers to understand how their content can be changed with the usage of new technologies available. Including technology as part of pedagogical knowledge (TPK) gives teachers the capability of understanding how technology can change instruction in the classroom. It will not necessarily change what we teach, but how we teach it. Finally when you combine these all together, you get technological pedagogical content knowledge (TPACK). TPACK is something that teachers need to constantly be working at to better understand. It isn't something that can be learned overnight or in a workshop. It is a style of teaching that needs to be an ongoing growth process. Teachers that embrace TPACK understand that technology, pedagogy, and content requires knowledge of student learning, content implementation, and how technology can enhance them.
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