I have been aware of the TPaCK model throughout my study and have considered the implementation of the holistic structure quite extensively in my current and previous work environments. The TPaCK framework is a useful model, drawing together essential components of a successful contemporary learning environment where one element cannot survive without the others. I like the idea that where when one component – tech, pedagogy or content knowledge – is reduced, then the others must step up to compensate (Mishra and Koehler 2006).

I have been thrown in the teaching deep end in recent years, moving out of my content knowledge comfort zone into the depths of teaching digital tech in a new school without a department, relevant colleagues or support network of any kind. I built an emergency PLN out of local and global (Twitter) connections in order to swiftly build my capacity in T and CK elements, as hanging on with pedagogy alone was pretty tough there for a while! Amongst the challenges of this experience, I learnt that I did not need to have every element of TPaCK nailed down in order for great learning to happen, and that designing inquiry learning experiences can have incredible benefits for students (and teachers like myself who needed the chance to practice outside the box). 

Having said that, I have been very pleased to have now learnt enough to create more of a balance, but the experience was definitely a valuable learning experience and one that has allowed me to experiment and explore with far less trepidation.


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