** My Intellectual Flakes **

I reread the article concerning TPCK by Mishra & Koehler (2006) today and found it shed some lights on the relationships among pedagogy, content and technology. They pointed out that traditional view held that content was the original driving force, pedagogy and technology have to follow the content to be delivered. As a matter of fact, the relationship is not so clear-cut and straightforward. The addition of new technology, sometimes can give a rise to the pedagogical reengineering of the course. Or technology itself, in some cases, is the new content for the curriculum. Thus, it seems that the relationship between these three parties – technology, pedagogy and content – is a dynamic equilibrium.

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

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Dr. Mishra came to HKU and had a seminar on TPCK, (now they call it T-PACK). He was a great speaker and the seminar was engaging. He also touched upon this issue of what drives what that brought echoes in me. His attitude towards this is that what really matter is not which drives which, but the WHY question. The big “WHY” question is really the key. As long as it is appropriately tackled, the matter of which one among TPC serve as the motivator becomes a not-so-significant issue.