The TPACK model as starting point
The training digital didactics uses the TPACK model (Koehler & Mishra, 2006) as the starting point through the various modules. The TPACK model indicates that successful ICT implementation assumes that a teacher:
knows what needs to be taught
knows how to teach this in the best way
knows which ICT tool provides potential to achieve this
is aware of the context in which it operates
The TPACK model, as illustrated in figure 1 on the following page, underlines the importance of various types of knowledge that complement and overlap each other (click on the fields for more explanation). The basic principle of TPACK is the overlap between the different fields, it is, in other words, not sufficient that teachers solely have knowledge of ICT, pedagogy and subject content. TPACK underlines the very importance that you understand that these three domains are coherent and mutually reinforcing one another. The model indicates in this way that ICT can never be the guiding factor, however ICT is rather a solution for didactical challenges the teacher faces. The current training will start with the TPACK principle in the sense that it focuses strongly on the link between technology and didactical opportunities. The cases also make a link with the substantive expertise of teachers.