Improving TPACK in the classroom

There are three areas of the Pedagogical Technological Content Knowledge (TPACK) framework I need to improve for effective technology integration in the classroom: pedagogical content knowledge, technological pedagogical knowledge, and technological content knowledge. Mishra and Koehler (2006) define them as follows: pedagogical content knowledge refers to “teaching approaches fit the content…knowing how elements of the content can be arranged for better teaching;” technological pedagogical knowledge is “knowledge of the existence, components, and capabilities of various technologies as they are used in teaching and learning settings, and conversely, knowing how teaching might change as the result of using particular technologies;” and technological content knowledge is “knowledge about the manner in which technology and content are reciprocally related.”

I know technology, especially Web technology; it comes naturally to me. I have been a Web technologist, with experience with hardware, software, networks, and programming, for more than 16 years. I have been a teacher in the El Paso community for about the same amount of time. I have been told I have a gift for both areas. I have also been told I am very knowledgeable in the subjects I teach. Through self-reflection inspired by the articles I have read on TPACK, I realize I am lacking in the linking of the three areas. They are not flowing as they should in curriculum design and delivery. The default technology for online classes has been the discussion board. At the Academy, I build highly interactive course material that evokes active learning. However, I think I can do better and could do better to help bring technology to the classroom for lecture type settings. I also need to know how to better teach each subject according to best practices. Every subject should not be taught the same way.