Technology Shifts

Mishra and Koehler (2006) argue that since technology is continually changing, the nature of TK needs to shift with time as well. Accordingly, technological hardware and applications will undoubtedly change, and perhaps even disappear entirely, within a relatively short span of time. For educators, the ability to learn and adapt to new technologies, in a variety of different teaching and learning contexts, be of paramount importance (Mishra & Koehler, 2006)

One of the ways that online learning frameworks might actually limit the ways that people understand online learning could result from the fact that the framework, or the perspectives and approaches described within, are outdated and reflect technological hardware and practices that have been upgraded or replaced by something new. According to the TPACK framework, teachers require a forward looking, creative, and open minded seeking of technology use, not for its own sake, but for the sake of advancing student learning and understanding. If teachers are going to be successful with integrating technology, they must continue to remain current and willing to alter or reestablish their approaches to teaching and learning with technology.

Technology can be leveraged differently according to changes in context and purpose, and appropriate technology tools must be understood, developed and utilized for educational purposes. Technology and content directly impact each other, and the technological choices made by educators will either enhance or limit the types of content ideas that can be taught, as well as the ways in which students engage with the chosen content. Avoiding the use of technology, simply for the purpose of using technology, becomes a key component here. According to Mishra and Koehler, the TPCK framework provides us with an opportunity to identify and understand what is important and what is not in any discussions of teacher knowledge surrounding using technology for teaching subject matter (2006). Further to this, Shulman (1986) presents the notion of strategic knowledge and the importance of extending understanding beyond principle to the wisdom of practice. By developing strategic understanding, we can extend teacher capacity toward professional judgment and decision making, and this leads to deeper reflective and metacognitive awareness (Shulman 1986).



Mishra, P., & Koehler, M. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. The Teachers College Record, 108(6), 1017-1054.

Shulman, L.S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4 -14.




  1. Hi Allen,

    I think you picked out an important point from the readings. Educators need to stay current and put in extra effort to do so after they’ve decided to make the switch to using more technology to teach. It also becomes even more crucial and hard when selecting the right use of technology to go with the content, this eventually increasing awareness to TPACK as a balance is found.

    Good post 😀

  2. Hi Wanyi,

    I agree that finding the right blend of technology with content is crucial, and I feel that it requires some experimenting and ‘trial and error’ work on the part of teachers in order to be successful. Educators absolutely need to remain current, and I think that some of the responsibility lies with school administration to promote current practice and provide opportunities for supporting teachers with integrating technology. This could be through professional development, monetary support for purchasing and upgrading of technology, daily support available from staff leadership, opportunities for classroom observations, release time for planning and task design, and the compilation of resources to share amongst colleagues. In order to truly find the right balance, teachers need to be motivated, and feel supported, with integrating technology into their daily classroom environment.

    Thanks for your comment!

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