Image Source http://www.tpck.org/

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TPACK
Technological, Pedagogical, Content Knowledge

According to Mishra and Koehler (2006), the image at the right illustrates the intersection of the three knowledge bases:  technological knowledge, content knowledge, and pedagogical knowledge.  Understanding and negotiating the relationships between these three components of knowledge is the "sweet spot" in the middle, where true technology integration happens. The relationship between all three components is dynamic, and to effectively integrate technology in their content area, a teacher must be sensitive to these nuances.
By "beginning with the end in mind" while developing this Dream IT proposal, I've achieved a careful balance of content, pedagogy, and technology needed for successful teaching and learning to take place.  The big ideas I'm trying to teach are the catalyst for the teaching approaches I'm going to use and the technology we'll incorporate in the project.

This Dream IT proposal aims at using technology in the following transformative ways:

Using an interview format, students will use webcams and Voice over IP technology to connect with experts who work in career pathways of interest to the students.  Students will use video recording software to record the student/expert interviews.

Students will experience learning how to use unfamiliar hardware and software with other students (instead of being led by a teacher) to facilitate understanding that “learning how to learn and collaborate” in today’s world is relevant to their future. 

Students will work in small groups to create and share an informational multimedia presentation.  The presentation will inform their classmates about the career they investigated and will include a short video of the interview they conducted as well as an explanation by the students about the path the expert's career followed and what factors contributed to this path.