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What I saw that was new to me was the technology used need to create a bridge connecting school learning and everyday life experiences and the knowledge actually consist of three parts.

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What I saw that was new to me was the technology used need to create a bridge connecting school learning and everyday life experiences and the knowledge actually consist of three parts.

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I really do think that the technology should create opportunities for  students to learn outside the campus and cause certain shifts in their behavior.

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I really do think that the technology should create opportunities for  students to learn outside the campus and cause certain shifts in their behavior.

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I wonder how it can achieve aims that traditional tools cannot and what we, as educators, can take advantage pf these theories.

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I wonder how it can achieve aims that traditional tools cannot and what we, as educators, can take advantage pf these theories.

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TPACK is the end result of these various combinations and interests, drawing from them – and from the three larger underlying areas of content, pedagogy, and technology – in order to create an effective basis for teaching using educational technology.

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I see that technology does make knowledge more accessible nowadays as it has many ways to be transferred, and this makes learning more effectively and receivable.

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The track model has three parts, the original teaching technology can be divided into TPK, TCK and PCK, each with its own unique function, we can selectively use these three technologies during the lesson according to the pace and situation of the lesson, when the three technologies are integrated together, to a large extent to meet the needs of students.

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I agree that we need to think carefully about which technologies we can use to meet the needs of our students in class. We need to determine which technology is capable of motivating students

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TPACK combines three knowledge areas, technological knowledge, content knowledge, and pedagogical knowledge. In this model, making them work together successfully will increase student motivation and make the content more accessible to students.

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TK- Technological Knowledge:
How technology is be used
PK- Pedagogical Knowledge:
How they teach
CK-Content Knowledge:

What teacher know

PCK: Is the intersection of pedagogical and content areas.
TK: Our knowledge about the tools ( select, use and integrate technology in our curriculum.
TCK: How technology used in subject area for deep and last learning
TPK: our understanding of how to choose and manage technology for our students.
TPACK: Our understanding of how tools can enhance our teaching and support student learning more deeply and effectively.

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I agree with the statement of the sweet spot is the intersection of Technical Knowledge, pedagogical knowledge and content knowledge, and the heart of TPACK is meeting students needs 

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I agree with the statement of the sweet spot is the intersection of Technical Knowledge, pedagogical knowledge and content knowledge, and the heart of TPACK is meeting students needs 

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The TPACK framework has 3 content areas including content knowledge, pedagogical knowledge and technical knowledge. The 3 content areas work together to motivate students to study and make it easier for students to access the teaching content.

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Teachers should carefully observe students' learning process and choose appropriate teaching methods according to the situation, because at the heart of TPACK is meeting students needs.

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Students in a class do not learn exactly the same way and in exactly the same state. How to find common ground among the different needs of multiple students and use the most appropriate teaching methods?

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The TPACK is a combination of there functions include technological knowledge, content knowledge and pedagogical knowledge, and use them well to advanced students accessible of knowledge.

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I'm stand with that framework.
I think it about teacher use the appropriate measures to allow students to absorb the knowledge, Use the various mothed or tools to satisfy student deeply needs.

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TPACK is a model that helps teachers consider how their knowledge domains intersect in order to effectively teach and engage students with technology. It is about using technology in classrooms to motivate deep and lasting learning.

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I agree that we should keep the TPACK Model in mind as teachers in order to effectively teach and engage students in classrooms and to motivate deep and lasting learning with the help of technology.

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I was wondering if there is a top priority when it comes to content, pedagogy, and technology knowledge so that we may build the other two domains around one? Or is it better to consider all three domains as a whole?

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Well, it's like a bridge which connects almost all aspects of a student

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Well, it's like a bridge which connects almost all aspects of a student

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I really do think students in this community could have a better chance to get access to a better self

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I really do think students in this community could have a better chance to get access to a better self

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I totally agree the goal of this sweet part-- meeting students needs. Because students are decision makers of their own. If teachers can meet their need, then it is easier to generate their initiative to be engaged or empower them in class.

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TPACK focuses on building a framework of technical knowledge, content knowledge, and pedagogical knowledge. It focuses on the use of teaching tools and the selection of appropriate tools to make the topic easier for students to understand, so as to meet the needs of students.

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One thing I agree with most is that the core of the TPACK model is the needs of the students. Because no matter the teaching content (subject), or the teacher's teaching methods and technical means, the ultimate goal is to carry out efficient teaching.

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I wonder, how are we going to choose the most appropriate technical tools to make the content easier for students to understand? How can we evaluate our teaching methods to find the best teaching style and techniques for our students and ourselves?

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TPACK  is a framework that combines three knowledge areas: TK, PK, and CK
TK: what tools should you use

CK: what are you trying to teach (facts, theories)

PK: how are you trying to lead (methodology)

TPK: how to make the content more accessible, how to choose tools to advance your teaching

PCK: affordance of pairing the appropriate pedagogies with the content

TCK: affordance of pairing the right technologies with the content

TPACK is about how teachers' knowledge domains intersect to enhance students' learning. (better teaching delivery)

Combination of what they know, how they teach, and the role of technology

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By using TPACK, educators can rethink how tools can enhance their teaching more profoundly and effectively and how they can maximize innovative teaching. It also in turn allows educators to reevaluate how they can collaborate with experts in other domains. I like the idea that TPACK puts emphasis on each classroom’s uniqueness and encourages teachers to layer in technology with bearing their original teaching goals and perspectives in mind.

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In China, for example, most primary and secondary schools do not allow students to carry electronic equipment. The concept of involving each student in learning with electronic devices is still a pioneering idea. At the same time, primary and secondary schools in China generally aim for further education and examinations, and most instructors and parents still regard electronic equipment and the Internet as the flood beast that disturbs students' learning. Under this teaching culture and social concept, how can TPACK be promoted and applied better? How can limited scientific and technological participation play the greatest role?

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TPACK  is a framework that combines three knowledge areas. Our technological knowledge, content knowledge and our pedagogical knowledge. And it looks at how they work together to increase student motivation and to make the content more accessible to students.

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I really agree with the idea that when all three knowledge areas work together, it's crucial to remember that surrounding this is the context that's you and your students.This may look differently when you walk into classrooms, because at the heart of TPACK is meeting students needs.

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I wonder how to find common ground among the different needs of multiple students?

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What is new and novel for me is the clear distinction among all kinds of knowledge, which helps us to view and examine our teaching and learning from a different perspective. We can identify different areas of knowledge rather than view them in a non-discriminatory way and thus improving and adjusting our pedagogies in a more targeted and efficient way.

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I personally agree with the idea that there are various types of knowledge, and it's crucial and beneficial for us to be able to distinguish them and examine them critically with a clear mind, rather than a mess where every aspect of our pedagogical practices are messed up and entangled together.

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I wonder if there exists any specific pattern or mechanism of these three knowledge areas functioning jointly to affect students' learning in a way. And if it does, how can we employ that mechanism to optimize our educational strategies?

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TPack model is mainly divided into three aspects: content, teaching and technology, which summarizes the main components of teaching activities more concisely, and also emphasizes student-centeredness, which is more in line with the current form of teaching

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In the past learning experience, I often only contacted with knowledge similar to the definition of TK and PK. But through learning the relevant knowledge of TPACK, I found that with the progress of science and technology, the addition of educational technology can provide more possibilities for the classroom. Of course, at the same time, the skills teachers should have also increased.

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As for me, from the perspective of inclusive education, learning how to help special children learn better through technology or teaching methods can be used as a supplement to this part of knowledge. In addition, being able to pay attention to students' psychological development and help them in time is also one of the abilities that teachers should have.

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To tell the truth, although the existing theoretical framework of teachers' necessary knowledge is relatively mature, the gap between academic and teaching practice still exists. Therefore, it is my interest to further develop the theory to make it easier for teachers to understand and apply it to teaching practice.

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I agree with the classification method of this theory, which combines knowledge with practical teaching activities and raises very meaningful questions.

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TPACK represents the inherent requirement of technology integration for teachers' knowledge structure, that is, teachers should have knowledge of subject content (CK), teaching method (PK) and technology (TK) and four kinds of compound knowledge derived from their mutual intersection-subject teaching knowledge (PCK), subject content knowledge of integrated technology (TCK), teaching method knowledge of integrated technology (TPK) and subject teaching knowledge of integrated technology (TPACK).

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TPACK is a model that helps teachers consider how their knowledge domains intersect to effectively teach and engage students with technology.