Punya Mishra and Matt Koehler at Michigan State University have generated a model of instruction known as TPACK-- Technology Pedagogy and Content Knowledge. The basic premise is content varies by concepts, skills, preconceptions, and perceptions all of which can be represented using various methods and tools. Content is best communicated using a variety of instructional strategy. The methods and strategies are also known as pedagogy. How you teach is the pedagogy. What you teach is content. Most content are presented to students as abstract ideas. Skills are often taught in an artificial setting. Through the use of the appropriate technology, teaching methods can be greatly augmented. The instructor can design a lesson that is a metaphor of the concept. For example, using ipods, students can create a video scenario explaining an abstract idea (such as copyright or cyberbulling). Authenticity in a lesson greatly enhances potential for concept attainment. Students take ownership through a self-generated drama script. Basic facts must be gathered from reliable resources. This leads to inquiry learning and a second pedagogical method. A student-generated script falls into the category of generative learning (pedaogy based on constructivist environments).
The technology must always augment the pedagogy and content. Like the shell, yoke, and white of an egg--- loss of any of the three would change the taste and goodness of the egg. For more information on TPACK see: http://punya.educ.msu.edu/research/tpck/
