Module 2, Content Area 1 – What is TPACK
The TPACK diagram shown in the video, sourced from Mishra & Koehler (2006), highlights that teachers are not working within siloed systems of content, pedagogical and technological knowledge. Instead, this model illustrates that an intersection is needed to elevate student understanding. This occurs when content is carefully presented, pedagogical approach is intentionally aligned to the content area and technological tools are then deliberately selected to support and elevate understanding.
This could be thought of as a microscope. Without adjusting the focus, the content is a blur. Pedagogical approach is one way we can adjust the focus, making the image clearer for our students. Shulman (2005), termed this practice of matching a pedagogical practice to a content area, signature pedagogy. Technological tools then finetune the image further, making it sharper still to a greater number of students.
To becoming great teachers, we must rise above the pressure to race to get through content. The Australian Institute for Teaching and School Leadership (AITSL) Australian Professional Standards for Teaching (APST) make abundantly clear our obligation as teachers is to make learning accessible to all students and reflects the intent of the TPACK model with APST2.1 requiring teachers use content appropriate pedagogy and APST2.6 requiring the use of technology to support teaching practice. Thus, the use of signature pedagogies and technological tools, intercepting in the TPACK space is not just desirable, it is expected of the 21st century teacher.
REFERENCES
Australian Institute for Teaching and School Leadership 2011, Australian Professional Standards for Teachers, https://www.aitsl.edu.au/standards.
Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108, 1017-1054.
Shulman, L.S (2005). Signature pedagogies in the professions. Daedalus, 134(3), 52-59.
Module 3 – Content Area 4.5 – EALD
Australia is a country rich in multiculturalism, a melting pot of languages and culture. Between a fifth and a quarter of all Australian primary students have English as a second language (Kitson & Li, 2023). This is recognised by the Australian Professional Teaching Standards (Australian Institute for Teaching and School Leadership, 2011), with APST 1.3 requiring teachers to strategically support linguistically diverse students.
This represents challenges, many of which can be mitigated with the use of technology, as well as opportunities, in which technology can be leveraged to foster student contribution and support inclusive classroom culture.
Examples of emerging technologies which support EALD students to improve their English include 360-degree videos and immersive VR learning technologies which create simulations of real-world contexts in which students can practice English (Weng, Schmidt, Huang & Hao, 2024). Within the classroom setting, many strategies can be implemented to support EALD students. Universal Design for Learning consideration 2.3 calls on teachers to cultivate understanding and respect across languages and dialects with electronic tools to support translation, multilingual glossaries and tools to support the student in formulating ideas using their own heritage language (CAST, 2024).
REFERENCES
Australian Institute for Teaching and School Leadership, 2011, Australian Professional Standards for Teachers, AITSL.
CAST. (2024). Universal Design for Learning Guidelines version 3.0. Retrieved 2nd March 2025 from https://udlguidelines.cast.org
Kitson, L., & Li, M. (2023). Exploring challenges and supports for writing in Standard Australian English for Australian secondary English as an Additional Language/Dialect Students: A scoping study. TESOL in Context, 32(1).
Weng, Y., Schmidt, M., Huang, W., & Hao, Y. (2024). The effectiveness of immersive learning technologies in K–12 English as second language learning: A systematic review. ReCALL (Cambridge, England), 36(2), 210–229.