A critical analysis of the TPACK model from instructional design perspective
Cheta Williams, Torunarigha
The position of the letter “T” in the TPACK Model does not align itself with dictates of instructional design models common in literature. Also, the exalted position of the letter “A” to an uppercase status leaves every new user with the impression that it is an element of the model. Thus, the paper sues for a reversed model, the PCTK or PCaTK that addresses these overt observations. The paper also explored on the place of acronyms in aiding learning while utilizing the same common instructional design models to effectively anchor the discourse. However, in line with this proposition and in consideration of the immeasurable role of the model, its 7 – component structure form a sizeable portion of the paper. Hence in line with the paper, they are labeled as; PK, CK, TK, PCK, PTK, CTK and PCTK/PCaTK, with preference placed on pedagogy rather than technology in terms of placement and usage.
Cheta Williams, Torunarigha. A critical analysis of the TPACK model from instructional design perspective. International Journal of Multidisciplinary Research and Development, Volume 7, Issue 8, 2020, Pages 122-126