week 5: Models & Frameworks of Digital Technology

At my current stage as a Permission to Teach Food Technology teacher, the TPACK (Technological Pedagogical Content Knowledge) model is the most useful framework for guiding my integration of digital technology. Unlike linear models such as SAMR, which categorise technology use based on task transformation, TPACK emphasises the intersection of content knowledge, pedagogy and technology, making it particularly relevant for teachers still developing confidence across all three domains (Marcovitz & Janiszewski, 2016; Phillips, 2015).

Phillips (2015) argues that effective digital integration occurs when technology meaningfully supports curriculum goals rather than being added as an extra component. This is especially important in Food Technology, where theory and practical lessons must align closely. The TPACK framework helps me consider not only what technology to use, but why and how it enhances student understanding of food science, nutrition and food systems.

In my teaching context, TPACK could be applied during theory lessons by using interactive digital resources such as annotated recipe analysis, video demonstration of food processes, or online quizzes (Kahoot) to reinforce content knowledge. Pedagogically, these tools support active learning strategies such as discussion, reflection and formative assessment (Eady & Lockyer, 2013). In practical lessons, technology can be used to document processes through digital food journals or photo evidence, linking hands-on-skills with theoretical understanding.

Marcovitz and Janiszewski (2016) highlight that models like TPACK support 21st-century learning by encouraging intentional and reflective technology use. For an early-career teacher, TPACK provides a flexible and realistic framework that supports gradual, purposeful integration or digital technologies while maintaining strong curriculum focus.

References:

Eady, M. J. & Lockyer, L. 2013, 'Tools for learning: technology and teaching strategies', Learning to Teach in the Primary School, Queensland University of Technology, Australia. pp. 71.

M. Phillips. (2015).  Digital technology integration. In Henderson, M. & Romeo, G. (eds) Teaching and Digital Technologies: Big Issues and Critical questions. Melbourne: Cambridge University Press.

Marcovitz, D., & Janiszewski, N. (2016). Technology, models, and 21st-Century learning: How models, standards, ad theories make learning powerful. In Proceedings of Society for Information Technology & Teacher Education International Conference. (pp. 721–726). AACE.