Use a pedagogical lens to write an evaluation of the impact this project has had on your own TPCK. Refer to course readings and your own experiences, include a brief discussion of your views on the social impact of technology on teaching and students.

   The AACTE (2008) argue that the development of technological pedagogical content knowledge (TPCK) is crucial to effective teaching with technology. The experiences I had when creating my digital artefact have led me to support this argument. It becomes clear that this project has allowed me to develop my own TPCK which enabled me to successfully integrate appropriate technology into the classroom.  

   The AACTE (2008) outline that the TPCK framework highlights a complex interaction among three bodies of teacher knowledge including pedagogical knowledge, content knowledge and technological knowledge.  Mishra and Koehler (2006) also propose that these are essential qualities of teacher knowledge that are required for successful technology integration in teaching. Similarly, the AACTE (2008) describe how teachers understanding of technology and pedagogical content knowledge can interact and result in the successful integration of technology and effective teaching of technology in the classroom (AACTE, 2008).

   This projects has allowed me to use my isolated knowledge of content, pedagogy and technology in unison to produce a product that enables effective teaching with technology. In the early stages of my artefacts creation I developed my Connect Knowledge (CK) by collecting information on nutrition, healthy eating, the effects of a poor diet, the importance of exercise, and other concepts that were outlined in the syllabus and to be taught. I used this knowledge along with my Pedagogical Knowledge (PK) of teaching and learning methods and considered what teaching strategies could be used to support students learning of this content. I also thought about how I could represent the content in a ways that students would understand. This highlights the use and development of my Pedagogical Content Knowledge (PCK). However, my Technological Knowledge (TK) was also drawn upon in conjunction with my PCK. My Technological and Content Knowledge allowed me to choose technological resources that presented content in a variety of effective and engaging ways, including the use of videos, animations, and online books. I combined my TK and PK when considering how my teaching would be affected by the use of technology. I chose to use technological resources that enabled student collaboration and included activities that were teacher monitored as opposed to teacher directed. For example, by allowed student to create an animoto video in small groups using a video camera, student collaboration was promoted and only teacher monitory required. I addition, I designed my lessons so that the Smart board was used by the students and not dominated by the teacher. 

   It becomes clear that throughout this project I have used my CK, PK and TK in an integrated fashion that resulted in the development of my TPCK. I now understand that teachers’ knowledge and how it is integrated can significantly influence the appropriateness of technology in teaching. It has become clear that when used successfully, technology can support pedagogical strategies, help students understand hard concepts, and be used to represent content and concepts in a variant of engaging ways.

   The use of technology in the classroom also is seen to have a social impact on both teachers and students. According to Gillespie (2006) and Muir-Herzig (2004), new technologies can be used in the classroom to encourage communication, cooperation and collaboration amongst students. In this regard, technology can therefore be used as a means of developing students’ social skills and is said to enhance democratization and civic participation (Kellner & Share, 2007). In addition, Kellner and Share (2007) highlight that when students use technology to collaborate they are given the opportunity to share ideas, perceptions and insights. Such activities are seen to develop students social skills including their communication skills, ability to work with other in a cooperative manner with others, and prompt peer tutoring. For this reason, many group and paired ICT activities were utilised throughout our digital artefact. Furthermore, Elston (2008) suggests that that ICT can also improve student confidence and self-esteem. 

   The use of technology in the classroom is also said to influence the social interaction between teachers and students. When new technology is utilised, teachers take the role of a guide or mentor as opposed to a lecturer. Furthermore, technology is also said to enhance teachers interaction and collaboration with one another, and allow teachers to be more available to both parents and students (Dawn & and Torell, n.d.). This highlights the social impact that technology use in the classroom can have.