3 TPACK model

Creating a VGS is a complex task that requires to consider and count with knowledge in different disciplines. That is why the first thing to have in mind when thinking about creating a VGS is a model that help us to organize and visualized the relationships between these disciplines.

The technological pedagogical content knowledge (TPACK) model proposed by Mishra and Koehler (2009), is a valuable tool that states that any teacher capacitation in the effective use of any digital technology need to consider 3 bodies of knowledge:

This model does not focus on each element as separate units needed for the introduction of digital technology in the learning environments. It specially focuses on the interrelationships among these elements and, therefore, about the Pedagogical knowledge of the content  (PCK), about Technological knowledge about the content   (TCK), about Technological knowledge about the pedagogy  (TPK); and at the core of the interactions, the Technological Pedagogical Content Knowledge (TPACK). These interactions are shown the next figure.

Although the TPACK model was initially proposed for teacher training in the use of the digital technology, its value is far beyond that, and in our case, it will be taken into close consideration for the process of designing a VGS. In this process it is also crucial to have a clear and deep knowledge about the technology to use, the pedagogy that justify and support the use of that technology in the classroom and the specific knowledge that wants to be developed with the use of our simulation.

All this information is summarized in the words of Koehler and Mishra (2009):

“TPACK is the basis of effective teaching with technology, requiring an understanding of the representation of concepts using technologies; pedagogical techniques that use technologies in constructive ways to teach content; knowledge of what makes concepts difficult or easy to learn and how technology can help redress some of the problems that students face; knowledge of students’ prior knowledge and theories of epistemology; and knowledge of how technologies can be used to build on existing knowledge to develop new epistemologies or strengthen old ones.” (p.66)