Oldal 143 [143]
OCR
142 | Digital Media and Storytelling in Higher Education T Technological P (Technological) nee (Pedagogical) knowledge of PEDAGOGICAL TECHNOLOGICAL pedagogical practices KNOWLEDGE KNOWLEDGE based on the use user-level knowledge of of technology knowledge of pedagogibasic technology and cal practice, processes openness to innovation and methods TC PK Pedagogical Technological Content Content Knowledge Knowledge knowledge of technology-based pedagogical stratesources and gies to make the supplements of subject material knowledge accessible c (Content) CONTENT KNOWLEDGE knowledge of facts, views and theories related to the subject Figure 15. TPCK Model according to Mishra and Koehler (2006, p. 1025), cf. Lanszki (2018, p. 49) The TPCK model can also be applied to higher education. The technological competence (T) of the educator is understood to mean a user-level knowledge of standard technological tools (both hardware and software) and an openness to the constantly evolving and changing innovations in educational technology. Pedagogical skills (P) can be interpreted as methodological knowledge or knowledge of instructional design, referring to the teacher’s capability to plan pedagogical processes and to subordinate teaching-learning activities to pedagogical objectives, taking into account the composition and needs of the learning group. The instructor should have a rich and varied methodological repertoire, being familiar with several forms of learning organization. Content knowledge (C) refers to the knowledge of the instructor in his or her field of specialization, including knowledge of current theories and views. At the intersection of technological knowledge and pedagogical knowledge, we find the instructor’s ability and willingness to innovate in order to support pedagogical situations technologically. At the intersection of pedagogical and content knowledge is the ability to select the appropriate strategy for the given content. The combination of technological and content knowledge means that the instructor is able to appropriately select digital content that illustrates the learning material (e.g., maps, diagrams, simulations, or online resources).
