This is a North Central University course (EL7002-8) assignment 4: Develop Successful Professional Development. It is written in APA format, has been graded by an instructor (A) and includes references. Most higher-education assignments are submitted to turnitin, so remember to paraphrase. Let us begin.

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Student: Orlanda Haynes
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EL7002-8
Assignment 4: Develop Successful
Professional Development
Instructor: Professor Greg Bischoff, Ed. D.

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The primary goal of EL7002-8 Assignment 4 is to provide students with deeper
understandings of how the Technological Pedagogical Content Knowledge (TPACK)
framework improves teaching and learning practices, as well as identifies which learning
environments comply with best practice. Although edited, the paper employs subheadings from
the assignment’s instructions.
How TPACK Framework Improves Teaching and Learning Practice
Substantial research (Di Blas, et al., 2014, March; Digital Learning Futures, 2010;
Harr, & Renkl, 2014; Lehiste, 2015; Požarnik, 2009; Rosenberg & Koehler, 2015; Sheffield et
al., 2015; Wang, et al.,2014) has shown that today’s fast paced, technology driven education
environments require more teaching and learning tools than traditional ones (e.g., lectures and
standardized assessments). In 2006, the argument for the use of TPACK as a logical first step
was widely received by educators and education communities alike (Di Blas, et al., 2014; Harr,
& Renkl, 2014; Lehiste, 2015; Požarnik, 2009; Rosenberg & Koehler, 2015). The framework
merges information and communication technology with pedagogical content knowledge. The
process allows for adaptation of emerging technologies with ongoing research-based teaching
and learning practices (Digital Learning Futures, 2010; Rosenberg & Koehler, 2015; Sheffield et
al., 2015).
Distant education and traditional students and educators, for instance, regularly use
various forms of synchronous and asynchronous technologies to enhance their learning
experiences as well as to improve their productivity margining’s. The technology supports and
enhances teaching practice and students’ performances. However, implementation has been
perceived, by some teachers, as complex. In that, in addition to being subject matter experts,

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they should fully understand TPACK’s concepts and principles, as well as which technology
tools are most useful for acquiring and processing knowledge.
Therefore, they should have thorough knowledge of the topics or subject matters
(content), understand age appropriate best practice for teaching and learning
(pedagogy/andragogy), and be knowledgeable of which technology tools can facilitate the
process most efficiently (e.g., web 2.0, search engines, networking tools, video and image
software, web-based communication tools and programs). TPACK foundation emphasizes how
educators’ knowledge of content, teaching and learning best practice, and technology facilitates
the learning process more effectively than traditional approaches. Per research (Di Blas, et al.,
2014, March; Digital Learning Futures, 2010; Harr, & Renkl, 2014; Lehiste, 2015; Požarnik,
2009; Rosenberg & Koehler, 2015; Sheffield et al., 2015; Wang, et al.,2014), TPACK consists of
seven components:
 PCK or pedagogical content knowledge,
 TCK or technological content knowledge,
 TPK or technological pedagogical knowledge,
 TK or technological knowledge,
 PK or pedagogical knowledge,
 CK or content knowledge, and
 TPACK which compiles all six components.
Educators, on the other hand, facilitate the overall learning process. That is, they provide
researched based teaching and learning practices which create academic environments that
encourage the use of technology as means of improving students’ performances. It is important
to note, here, that the TPACK model is one of several (e.g., Knowledge of Educational

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Technology, Electronic Pedagogical Content Knowledge, and Technological Pedagogical
Content Knowledge (Harr, & Renkl, 2014; Rosenberg & Koehler, 2015; Sheffield et al., 2015).
Although each model differs slightly, the common theme is that technology could be used to
enhance, to support, and to improve pedagogical learning frameworks. 21st-century learning
environments require specific curriculum structures to blend contents with technologies and to
enhance learning and development. Moreover, that implementation of such requires highly
skilled educators who fully grasp concepts and principles of each of the seven components of
TRACK (Požarnik, 2009; Rosenberg & Koehler, 2015; Sheffield et al., 2015).
Learning Environments Consistent with Best Practices
Research indicates (Di Blas, et al., 2014; Digital Learning Futures, 2010; Harr, & Renkl,
2014; Lehiste, 2015; Požarnik, 2009; Rosenberg & Koehler, 2015; Sheffield et al., 2015; Wang,
et al.,2014) that millennium learning environments are highly dependent on technology—not
only to improve students’ performances but also to keep pace with employers who require tech-
savvy labor forces. In other words, most 21st-century job markets prefer employees with real-
world technology skills (knowledgeable of both synchronous and asynchronous communication).
Students, therefore, are required to have higher order thinking, collaborative and creativity skills,
and to be or to become self-directed—as far as learning new skills, updating current ones, or
completing job-related tasks. As such, best practices suggest (Di Blas, et al., 2014; Sheffield et
al., 2015; Wang, et al.,2014) that teachers should facilitate the creation of autonomous learning
environments whereas students are encouraged to become self-sufficient and self-governing.
They should also serve as research-based curriculum designers. Especially since technology and
education research are ongoing, and participation in virtual classrooms requires the use of

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technologies. TPACK frameworks are ideally structured to allow for acquiring and processing
new knowledge which could, in turn, provide more efficient teaching and learning methods.
In brief, this literature suggests that new and emerging technologies have and will define
how education administrators and employers create academic and workplace environments. In
part, because companies are seeking more technology skilled workforces than ever before. The
primary task for new millenniums, therefore, is to acquire career readiness skills, including the
ability to select and to apply appropriate technology. Education communities addressed the
challenge by creating effective teaching and learning practices.
In 2006, for example, they widely accepted The TPACK framework; it merges
information and communication technology with pedagogical content knowledge. The model
consists of seven core components, including pedagogical content knowledge, technological
content knowledge, technological pedagogical knowledge, technological knowledge,
pedagogical knowledge, and content knowledge. All of which comprises TPACK. However,
the implementation process could be challenging for less skilled educators.
Best practices, therefore, suggest that only highly skilled educators should facilitate the
program. The TPACK’s framework emphasizes the creation of autonomous learning
environments whereas students become self-sufficient and self-governing. Teachers’ roles
should be indicative of facilitators and curriculum designers with in-depth knowledge of each of
the seven core components, which allow for the inclusion of emerging technologies, for the
integration of TPACK’s best practice, for enhancing students’ performances, and for improving
teaching and learning practices.

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References
Di Blas, N., Paolini, P., Sawaya, S., & Mishra, P. (2014, March). Distributed TPACK: going bey
ond knowledge in the head. In Proceedings of Society for Information Technology & Teac
her Education International Conference (pp. 2464-2472).
Digital Learning Futures. (2010). TPACK Model.
http://www.learningfutures.com.au/tpack-model
Harr, N., Eichler, A., & Renkl, A. (2014). Integrating pedagogical content knowledge and pedago
gical/psychological knowledge in mathematics. Frontiers in psychology, 5, 924.
Požarnik, B. M. (2009). Improving the quality of teaching and learning in higher education
through supporting professional development of teaching staff. Napredak, 150(3/4), 341-3
59.
http://proxy1.ncu.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=
ehh&AN=48277430&site=eds-live
Rosenberg, J. M., & Koehler, M. J. (2015). Context and technological pedagogical content knowl
edge (TPACK): a systematic review. Journal of Research on Technology in Education, 47
(3), 186-210.
Sheffield, R., Dobozy, E., Gibson, D., Mullaney, J., & Campbell, C. (2015). Teacher education st
udents using TPACK in science: a case study. Educational Media International, 52(3), 22
7-238.
Wang, S., Hsu, H., Reeves, T. C., & Coster, D. C. (2014). Professional development to
enhance teachers' practices in using information and communication technologies
(ICTs) as cognitive tools: Lessons learned from a design-based research study.

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Computers & Education, 79. 101-115. ISSN 0360-1315, http://dx.doi.org/10.1016/j.comp
edu.2014.07.006.http://www.sciencedirect.com.proxy1.ncu.edu/science/article/pii/S0360
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