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.

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I popped this question at the seminar today since the presenter mentioned that technology should drive teachers to rethink their pedagogy. She kinda answered in an indirect way. She said that she won’t claim that technology drives pedagogy; but schools are driven by the socity as a whole. And since technology is an vital part of the society nowadays, it surely influence the way we teach.

She surely address the problem from a different angle. But it set me to ponder over the question again. I began to think probably the way I phrase the question was problematic. I sort of treat either technology and pedagogy as static object. As matter of the fact, it might be more appropriate to think them as dynamic force which can have influence over each other. So instead of asking which one drives which one, it might makes more sense to look into the interplay between these two forces. In another word, both technology and pedagogy are independent as well as dependent variables.

Although there is no definite answer at this point (there might never be..), the process of rephrasing and refining the question is also a step forward.