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Pedagogy should not even be a consideration during the planning stages of technology use. Harsh statement? Perhaps, but it's a reality. Few Utopian situations exist where our decisions on how to teach can be based exclusively on pedagogy. Resources, expertise, technology, needs (of learners, educators, society), and funds impact what we choose to do. In a world: context. The mix of multiple, mutually influencing factors determine what we types of technology we select.

Tharp, Estrada, Dalton, and Yamauchi (2000) propose the Five Standards for Effective Pedagogy as critical for improving learning outcomes for all students, and especially those of diverse ethnic, cultural, linguistic, or economic backgrounds. The Five Standards are: * Standard I - Teachers and Students Producing Together Facilitate learning through joint productive activity among teacher and students. * Standard II - Developing Language and Literacy Across the Curriculum Develop competence in the language and literacy of instruction across the curriculum. * Standard III - Making Meaning; Connecting School to Students' Lives Contextualize teaching and curriculum in the experiences and skills of students' homes and communities. * Standard IV - Teaching Complex Thinking Challenge students toward cognitive complexity. * Standard V - Teaching Through Conversation Engage students through dialogue, especially the Instructional Conversation. These standards are discussed extensively in Teaching Transformed: Achieving Excel

This framework may be used as a guidance in our project

Technological Pedagogical Content Knowledge (TPCK) attempts to capture some of the essential qualities of knowledge required by teachers for technology integration in their teaching, while addressing the complex, multifaceted and situated nature of teacher knowledge. At the heart of the TPCK framework, is the complex interplay of three primary forms of knowledge: Content (CK), Pedagogy (PK), and Technology (TK). See Figure above. As must be clear, the TPCK framework builds on Shulman's idea of Pedagogical Content Knowledge.

In 1994, Dr. Christopher Moersch developed the Levels of Technology Implementation (LoTi) scale in an effort to accurately measure authentic classroom technology use. This scale focuses on the use of technology as an interactive learning medium because this particular component has the greatest and lasting impact on classroom pedagogy and is the most difficult to implement and assess. The challenge is not merely to use technology to achieve isolated tasks (e.g., word processing a research paper, creating a multimedia slide show, browsing the Internet), but rather to integrate technology in an exemplary manner that supports purposeful problem-solving, performance-based assessment practices, and experiential learning--all vital characteristics of the Target Technology level established by the CEO Forum on Education and Technology.

. These are important issues to think about. Learn more about free software at the