In the diagram presented, the top construct looks like it relates most to TPACK. ICT Literacy is related to technology knowledge. On the top, content knowledge directly relates to content knowledge in TPACK. Pedegogical knowledge in TPACK might also relate loosely to to the cross-disciplinary knowledge shown here. However the cross-disciplinary construct described here overall is much more broad than pedagogical knowledge.

This holds true for this model in general. TPACK is very specific to teacher knowledge. While it is versatile, it’s scope is much more narrow than this. This model examines the metacognitve factors foundational in understanding new literacies, but also it looks at the skills possibly needed to navigate the knowledge economy as a whole.

With that said, this model is intended for a much broader audience. These skills are aimed beyond teachers and/or students specifically but instead to all learners – essentially everyone.

Dr. Mishra describes 21st Century Literacies as an essential skillset to understand and use technologies. The question of, “Are 21st Century Literacies = TPACK?”, can be interpreted two different ways and thus produces two distinct answers. Are 21st Century Literacies compatible with TPACK? The answer is yes. 21st Century Literacies speak to an individual’s ability to understand and effectively implement a tool. This is similar and compatible with TPACK’s Technical Knowledge. Both concepts describe an individual’s level of competence with a technology which in turn influences the individual’s ability to effectively leverage the tool’s affordances in a learning environment. However, 21st Century Literacies is a more narrow/focused concept as it does not account for Pedagogical Knowledge or Content Knowledge. Thus if the question is, are 21st Century Literacies the same as TPACK?, the answer is no.

TPACK and 21st century learning have common denominators with a common outcome. TPACK had a focus in 2004 to achieve technology training in a pedagogical society with a core content focus. To learn the fundamentals of teaching students and learning as adults NEW disciplines that benefited the student and the teachers. The old 20th century philosophies were becoming unsustainable in an ill-structured environment. TPACK became the solution then. However we as a society continue to evolve and trans-disciplinary thinking took shape and a novel, effective, whole collaborative and creative structure transformed. We are catching up with some of the combinatorial creativity and cross -pollination of disciplines way of deep thinking. The content knowledge is still the base. But when we fuse the meta-knowledge and human knowledge or reality in that dichotomy then the narrative must change in how we do business in the 21st century. The 21st century literacies encompasses TPACK and takes it to the next level.

I think they’re all integral components to advancing education (and society). The idea of knowledge – what is knowledge, what does that look like, and how do we ‘know’ what we need, is fueled by action. Educators are constantly redirecting themselves trying to keep pace with “what is” vital regarding content, delivery, and outcomes. Trying out new theories is not only visionary but necessary to grow. The value component is, in my opinion the most critical observation noted. It doesn’t matter what is tried/tested, by whom, where, when, if the ‘thing’ cannot be put into practice it has no value to the intended recipients. There is value in the process, in the research, in the trials, but the goal is to think about, design, develop and implement. In regard to TPACK, technology is driving knowledge and pedagogy, we have been reassessing processes for decades. The fact more attention is being devoted to this discussion is a result of the infusion of technology into educational arenas that have been impacted most and expanded most as a result of technology. I distinctly remember being told (by a CMU professor) to avoid enrolling in an online master’s program back in 2002 because they were not ‘credible’; as society has become more comfortable with how content and pedagogy have evolved in sync with technology we are able to discuss the impact and influence (past and present perspective) to imagine what the future will look like

Trans-disciplinary thinking is seeing patterns – Dr. Hicks, I do hope you integrated that choice of words intentionally! It is incorporating everything you know, everything you have been exposed to in hopes of offering a more complete picture of what was, what is, and what may be. My educational and professional experiences seem to have no fluidity, in that I vacillate quite regularly between academia and corporate life. I do see this as an advantage to my students when I am teaching in that I am able to communicate what the ‘real-world’ expectations of their execution really are. Moreover, I am able to learn from my students to stay current in what they need in regard to education, support, and direction. Seeing patterns and making knowledge accessible is concept beyond the classroom, it is really delving into what you know, what you have experience, and using that experience to formulate communication that resonates with students. The TPACK perspective would support this idea in that it is the incorporation of technology & pedagogy in a best-practices approach. As long as we keep moving with the advancements and continue to assess their effectiveness for both ourselves and our students we can’t go wrong. As Dr. Mishra noted very early on, these concepts will be defining benchmarks of the entire century not just one academic year.

Sometimes when we run workshops, new faculty want us to just tell them how to use a technology or a pedagogical technique. This is one of the reasons TPACK is so useful. It helps us explain why we can’t do that. Without the content knowledge and expertise, we can’t easily apply the technology or pedagogy for them. They need to, now after learning about TPACK, combine it with the content knowledge.

The intersection in the TPACK model is where creativity really flourishes. But it must do so on an individual level. TPACK is not really effective unless the faculty member applies their own creativity to meld the content with the technology and pedagogical knowledge. We can provide those in workshops, but it’s when the faculty integrates it with content that it becomes useful.

I believe creativity is strongly compatible with TPACK. For an individual to creatively use or develop a technology it requires the individual to be strong in Technical Knowledge, Content Knowledge, and Pedagogical Knowledge. Technical Knowledge is important because a user must be well versed in the usage and features of a tool in order to apply it in different ways. Content Knowledge is important because it provides a foundation for Meta Knowledge. Dr. Mishra discusses how collaboration and creativity must exist inside a frame work. In an educational environment, this can be facilitated by subject matter and content knowledge. Finally, Pedagogical Knowledge is important because the individual must have a foundation in facilitating the learning process. This foundational knowledge provides a platform for creativity by allowing the individual to identify shortcomings and develop creative solutions to address them.

The ideas about creativity are different in respect that TPACK is using current content knowledge and adding technology to existing literacies. TPACK is teaching more effectively with a deeper and more concentrated technology lens. The goal is to penetrate the concepts using technology to create a better understanding in the classroom. The 21st century literacies breathes creativity and allows for individuality in the discovery of new innovations. The current school curriculum according to Dr. Mishra has erased the ability for learners to engage effectively in creative thinking. Teachers need to collaborate and innovate past the state issued curriculum for 21st century success.

TPACK enables creativity. Very much like Dr. Misrah’s discussion on Google, technology is a tool which can enable; it has already ‘captured’ all current available solutions and it up to the user to interpret which elements to use to solve the problem There is no one vetting the web, it is up to the user to determine what is truthful, relevant, and useful on an individual basis. That task itself is creativity – it is using what exists and making it one’s own. Additionally, TPACK offers one the ability to explore and expand their knowledge base through technology; that too is creative. Moreover, the idea that ‘you don’t know what you know’ until you’ve exhausted your search and find nothing new, allows for exploration in new directions (also creativity).

In undergrad I focused on documentary film. We had several guest filmmakers come in, but remember one guest telling us that the best way to become a documentary filmmaker is to not take so many film classes, to focus on literature science and other disciplines.

A video I recently watched from Khan Academy talks about the great thing about math is that it can be used to describe all other fields. I am trying to keep this mindset as we go through quantitative research. I am getting more excited about developing the tools to understand technology usage.

I’m also lucky to be in the field of instructional design, which mixes ed psych, programing, media, and graphic design traditionally, so the classes for my Masters were all over the place. I think this develops trans-disciplinary thinking, something that I hadn’t really developed before. It the developing the skill to make connections. Misha gave some great examples and I am a full advocate of the ‘A’ in STEAM.

Between the three topics, I feel trans-disciplinary is the least aligned with TPACK. TPACK’s Content Knowledge speaks to an individual’s mastery of a specific area. Dr. Mishra emphasizes the importance of this as discipline provides purpose, knowledge, methods of inquiry, and forms for representing knowledge. However, TPACK does not account for knowledge outside of the specific content area. Dr. Mishra used a quote by Boltzman, a mathematician and armature musician, who used musical terminology to more vividly describe mathematical knowledge. This example demonstrated the power of trans-disciplinary knowledge in enhancing Technical Content Knowledge. Outside interests can serve to enhance creativity and effectiveness of the pedagogical process. Unfortunately, this is not accounted for in the TPACK model.